The Effects of a College Preparatory Program on Social Capital, Student Achievement, and College Matriculation

1 online resource (125 pages) : PDF

2012

University of North Carolina at Charlotte

With an unstable economy and non-diverse populations in STEM-related majors and fields, the United States of America is faced with unprecedented challenges in meeting the growing demands of a technical society. The lack of minorities in STEM-related fields yields untapped human resources for solving many of society's challenges. Diversity in the workforce provides different perspectives, methods, and cognitive abilities for addressing many cultural, social, economic, and technical challenges that are present in today's global world. Social capital represents a convergence of social networks and resources that is a worthy paradigm of continued exploration within the context of STEM educational outcomes. The purpose of this study was to examine the impact of a college preparatory program on social capital and student achievement as secondary students prepare for college. This study investigated the following: the reliability and validity of the survey used to collect social capital and demographic data; whether there was a difference in social capital for students who participate in a pre-college program versus students with similar backgrounds who do not participate in the program; and if there is a relationship between social capital and student achievement. The findings supported the literature. The survey was a reliable and valid instrument. Students who participated in a pre-college program had higher levels of social capital than non-participants. No significant results were found linking social capital and student achievement.

doctoral dissertations

Education
Curriculum planning

Ph.D.

College Matriculation
Pre-College Program
Social Capital
Student Achievement

Curriculum & Instruction

Pugalee, David

Gretes, John
Jones, Jeanneine
Wang, Chuang

Thesis (Ph.D.)--University of North Carolina at Charlotte, 2012.

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Mack_uncc_0694D_10321

http://hdl.handle.net/20.500.13093/etd:244