Rowan University Rowan Digital Works Theses and Dissertations 7-2-2014 A thematic plan to promote college and career aspirations for low socioeconomic status students Althea Kelsey-Chism Follow this and additional works at: https://rdw.edu/etd Part of the Elementary and Middle and Secondary Education Administration Commons Recommended Citation Kelsey-Chism, Althea, "A thematic plan to promote college and career aspirations for low socioeconomic status students" (2014). Theses and Dissertations.edu/etd/448 This Dissertation is brought to you for free and open access by Rowan Digital Works. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of Rowan Digital Works. For more information, please contact graduateresearch@rowan.
A THEMATIC PLAN TO PROMOTE COLLEGE AND CAREER ASPIRATIONS FOR LOW SOCIOECONOMIC STATUS STUDENTS by Althea Kelsey-Chism A Dissertation Submitted to the Department of Educational Leadership College of Education In partial fulfillment of the requirement For the degree of Doctor of Education at Rowan University April, 2012 Dissertation Chair: James Coaxum, III, Ph. © 2013 Althea Kelsey-Chism Dedication To my mom, Lena Richardson-Kelsey, who trusted my decisions, and granted me the opportunity to live out my adolescent life with Misper, Patricia VanKirk. To my colleague and sister in Christ, Crystle Roye-Gill, who encouraged me to apply to Rowan University Doctoral Program, and continuously challenged my educational experience with instructional pedagogical debates. To my husband and sparring partner, Kenneth Larry Chism, who always suggests that I “Do my research” before concluding any decision.
To my sisters, Deena Kelsey-Roberts, Annette Kelsey, Jeanette Kelsey, Cheryl Kelsey, and brothers, Curtis Kelsey, Robert Kelsey and late Leon Kelsey who provided in their own special way, support during my educational journey. To my rare collection of treasured friends, who have always been extremely patient and given me the space to explore and complete my endeavors. Acknowledgments Giving praise and honor to my Lord and Savior, Jesus Christ, for it is through his guidance, I was able to pursue an Educational Leadership Doctorate Degree from Rowan University. For in his word (bible) it says, “But seek ye first His kingdom and His righteousness, and all these things will be added to you” (Mathew 6:33).
As I struggled though the dissertational process, I acknowledge and thank Dr. Sernack and Dr. Walpole, who both always had encouraging words to bestow upon me. With heartfelt gratitude, I acknowledge Dr.
James Coaxum, my dissertation chairperson, who challenged me to recognize vital aspects of my research that in turn, led to deeper leadership insight. Finally, I acknowledge and thank my dissertation committee members Dr. Joseph Paige and Dr. LaNetta Hammill for their knowledge, time, and commitment to my dissertation process.
To the K-12 urban educators and administrators; especially those from Woodbine Middle School, who continue to teach to students’ interest; without them this project, could not have come to fruition. Much love, thanks and appreciation to my cohort members in the educational doctoral program, who always provided rich dialogue, which helped, shape my leadership qualities. iv Abstract Althea Kelsey-Chism A THEMATIC PLAN TO PROMOTE COLLEGE AND CAREER ASPIRATIONS FOR LOW SOCIOECONOMIC STATUS STUDENTS 2012/2013 James Coaxum, III, Ph. Doctorate in Educational Leadership Research has suggested higher education is the most prominent way to ensure mobility from one socioeconomic status to another (Siff, 2006).
Just as important is the development of the educational aspirations of low socioeconomic status (SES) students; this is called the predisposition stage (Brown v. the Board of Education, 1954; Perna & Swail, 2001; Walpole, 2003; Wilt, 2006). While much has been written on the subject of higher education of low SES student, Hossler and Gallagher (1987) discuss a three-phase college choice model that precludes the higher education of low SES students. The predisposition stage, as the first stage is termed, involves the development of occupational and educational aspirations.
The remaining stages, two and three, address the emergence of intentions to further education beyond high school. Hossler and Gallagher (1987) contend the predisposition stage has been the focus of the least amount of research as it is often a black box of psychological and sociological functions (Hossler, Schmitt, & Vesper, 1999). Walpole (2003) asserts students of low socioeconomic status (SES) have lower educational aspiration persistence rates and educational attainment than their peers from higher SES backgrounds. Our dependence upon schools to make a difference in the preparation of students for the future not only remains, but has increased as an v expectation to address the national issue of college access and retention (Perna & Swail, 2001).
Additionally, underrepresented students often attend schools that provide counselors; however, the ratio of counselor to students is 1:457 as identified by College Board Advocacy and Policy Center (2007-08). These students also tend to live in homes where the level of education reached by parents influences the ways in which they raise their children and seek to improve the education of their children (Economic Mobility Project, 2009). As a result, our low SES students inevitably exhibit the need for schools to provide resources that are lacking for their optimum growth. Most significantly, Arnove and Clements (2009) contend the failure of lower socioeconomic groups and ethnic minorities to succeed in school often resides in the mismatch between the expectations of state curricula and school personnel.
The overview of the finds concludes that it is imperative that our low SES students are exposed to a curriculum tailored to increase their awareness of the attainability of higher education, connecting career choices through higher education or training, and making decisions on the types of higher education/training to pursue. The school is often expected to replace the typical role that parents should play when encouraging, advising, or ensuring the child has access to college (Tierney, Corwin, & Colyar, 2005). For some students, the dream of a college education is actualized through school personnel such as teachers, counselors, or administrators. Unfortunately, in many urban schools where students of low socioeconomic status possess the greatest need for this service, the ratio of student to counselors is 457:1 as identified by the College Board Advocacy & Policy Center (2007-08).
vi In an attempt to circumvent this disparity, developing a curriculum that can be implemented by any content area teacher has the potential to positively impact college/career aspirations and access for these students, as it increases the likelihood of their progression through the three stages of college choice (Hossler Gallagher, 1987). It also increases the adult to student ratio in the dissemination of vital information regarding higher education or training. vii Table of Contents Abstract. v List of Figures.
xii List of Tables. xiii Chapter I: Introduction and Problem Statement. 1 Impetus of the Study. 7 Significance of the Study.
12 Chapter II: Literature Review. 14 Low Socioeconomic Status Students and College Access. 16 Significance of Teachers Role in Promoting College and Career Awareness. 20 Role of Cultural Capital in the Lives of Low Socioeconomic Status Students.
24 Role of Social Capital in the Education of Low Socioeconomic Status Students. 28 Chapter III: Methodology. 34 Data Collection Strategies. 37 viii Table of Contents (Continued) Change Framework.
50 Chapter IV: Cycle I – Testing the Waters of Change. 52 Administration of the Career Interest Inventory. 96 Chapter V: Cycle II – Seeking Clarity From the Perspective of Counselors. 100 The Need for a Career Curriculum.
100 Support for Parents. 102 Summary of Counselor Interviews. 104 Focus Group Rationale. 105 Focus Group Summary.
111 ix Table of Contents (Continued) The Professional Development. 112 Sounding the Alarm with Research. 113 Cycle II Summary. 119 Chapter VI: Cycle III – Towards A College and Career Aspirations Curriculum.
124 The Five Disciples (Strategically Planning). 128 Cycle III Summary. 169 Chapter VII: Cycle IV – Curriculum Implementation. 172 Students Gain New Respect for Education.
173 Connecting to Higher Education. 178 Building Self-esteem through Personal Interest. 182 The Impact of Career Day. 186 Cycle IV Summary.
192 Chapter VIII: Cycle V – Impact of Curriculum. 201 Qualitative Results on Student Interviews. 201 Qualitative Results on Classroom Observations. 211 x Table of Contents (Continued) Conclusion.
212 Chapter IX: Leadership Reflection. 215 Research Questions Answered. 239 Appendix A Career Interest Inventory. 256 Appendix B Interview Questions for High School Counselor.
260 Appendix C Interview Questions for Middle School Counselors. 261 Appendix D Focus Group Questions. 262 Appendix E Sample Lesson. 263 Appendix F College/Career Exploration Curriculum Student Survey.
265 Appendix G College/Career Exploration Curriculum Teacher Survey. 267 xi List of Figures Figure Page Figure 1. Average Earning based on Education Required. Guiding Conceptual Framework for Aspirations Surrounding Postsecondary Education.
Post Secondary Education Required for Career Chosen .130 xii List of Tables Table Page Table 1. Results from Question 1 & 2. Frequency of Work Values. Highest Frequency Values.
Work Related Practices. Intrinsic/Extrinsic Values. Results from Student Survey. Results from Teacher Survey.198 xiii Chapter I Introduction and Problem Statement It has been long understood that one of the most consistent ways of increasing one’s level of social mobility is through the attainment of education.
In 1973, the United States entered into what Mortenson (2009) refers to as the Human Capital Economy. He explains that for the first time in this country’s history, a person’s willingness to work hard to live by society’s rules was no longer pertinent to one’s ability to achieve the American dream. It was then determined that anyone who wanted to live a middle-class American lifestyle also had to obtain a higher education. While education, and postsecondary education in particular, remains one of the most effective tools our nation has for promoting upward mobility, Americans may not have achieved equal opportunity in this regard.
According to Walpole (2003), researchers have found that low socioeconomic status (SES) students are less likely to attend college, are more likely to attend less selective institutions, and have unique choice processes. It is further stated that this group is less likely to remain through graduation, or to attend graduate school (Walpole, 2003). I believe earning a college degree today can foster upward mobility, and according to Jackson(2006), create the same level of opportunity for students that earned a high school diploma15 years ago. Walpole’s (2003) research suggests the backgrounds of low socioeconomic status (SES) students have lower educational aspiration persistence rates, and educational attainment than their peers from higher SES backgrounds.
Additionally, Wilt (2006) speaks of the complex life situations that low-income individuals face, such as poverty, 1 low performing schools, crime infested communities, and a lack of resources, which play a pivotal role in their educational success. Walpole (2003) suggests, while there are low SES students who attend college after graduating from high school, this enrollment can represent success in overcoming many of these obstacles. However, Walpole (2003) further contends that in the four years following high school, these same students are less likely to achieve a bachelor’s degree. Equally pertinent, Walpole (2003) adds, students from low SES backgrounds often enroll in institutions positioned lower in the higher education system.
the Board of Education (1954) desegregation mandates, which were perceived as a turning point in promoting equitable educational opportunities for historically underrepresented students, I perceive as a matter of equity. In an effort to address the ever present issue of educational equity on the playing field of higher education, several researchers view early intervention as a significant factor in the college and career aspirations of low socioeconomic status (SES) students (Perna & Swail, 2001).While they may be indecisive as to how our youth ready themselves, research points to interventions that may increase opportunity for our young adults to advance and become productive members of society. Fashola and Slavin (1977) stipulate that earlier career curriculum/interventions may prepare and foster in students the meaning of college success and compensate for their lack of birth advantages, including social capital as well as cultural capital.