Abstract Title
Pipeline Programs: An Equitable Approach to Higher Education?
Additional Funding Sources
The project described was supported by the Ronald E. McNair Post-Baccalaureate Achievement Program through the U.S. Department of Education under Award No. P217A170273.
Abstract
The transition into college education imposes a significant amount of stress on students, especially those from disadvantaged backgrounds. Cohorts are an avenue in which students can seek support from other students who share similar experiences. While the research on cohort models shows this technique succeeds through generating strong social capital, there is limited research that assesses how students in cohorts perform academically. Through the collection of quantitative data and qualitative interviews, this study seeks to determine the effectiveness of these programs by investigating whether groups of students in cohorts experience an increase or decrease in college educational outcomes. This study also seeks to understand what factors contribute to the effectiveness or ineffectiveness of academic achievement in diverse groups in multiple cohort modeled programs.
Pipeline Programs: An Equitable Approach to Higher Education?
The transition into college education imposes a significant amount of stress on students, especially those from disadvantaged backgrounds. Cohorts are an avenue in which students can seek support from other students who share similar experiences. While the research on cohort models shows this technique succeeds through generating strong social capital, there is limited research that assesses how students in cohorts perform academically. Through the collection of quantitative data and qualitative interviews, this study seeks to determine the effectiveness of these programs by investigating whether groups of students in cohorts experience an increase or decrease in college educational outcomes. This study also seeks to understand what factors contribute to the effectiveness or ineffectiveness of academic achievement in diverse groups in multiple cohort modeled programs.