Increasing Access to Higher Education Among Low-Income Students: The Washington State Achievers Program

Myers, Carrie B.; Brown, Doreen E.; Pavel, D. Michael

doi:10.1080/10824669.2010.532446

Cited by 6 publications

(6 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Integrating project scientists and other STEM professionals who also reflect the diversity of the community into projects as mentors has been shown to improve participation and retention (Pandya 2012). Mentoring by individuals who have received mentorship training, are at varying science career levels, and/or are from within the community have been associated with higher performance, higher grades, and persistence in college and STEM fields, particularly for members of high-need groups (Myers et al 2010;Stolle-McAllister et al 2011;Wilson et al 2012;National Research Council 2015;Pfund et al 2015).…”

Section: Effectiveness Of Practices For Facilitatingmentioning

confidence: 99%

Using Community Science to Address Pollution in an Urban Watershed: Lessons about Trash, Diverse Engagement, and the Need for Science Mindsets

Talley

Ruzic²,

McKay

et al. 2021

Contemporary Water Research

View full text Add to dashboard Cite

T rash pollution is a ubiquitous, global problem with well-documented effects on coastal communities and marine ecosystems (UNEP 2014; Rochman et al. 2016). Most trash found throughout watersheds and in lakes and oceans around the world originates from land (Rochman 2013). California is no exception, with trash collected during coastal cleanups dominated by single-use and plastic food containers and wrappers, tableware, bottles, bags, straws, and cigarette butts (CCC 2019), reflecting global trends (Ocean Conservancy 2020; Reddy

show abstract

Section: Effectiveness Of Practices For Facilitatingmentioning

confidence: 99%

Using Community Science to Address Pollution in an Urban Watershed: Lessons about Trash, Diverse Engagement, and the Need for Science Mindsets

Talley

Ruzic²,

McKay

et al. 2021

Contemporary Water Research

View full text Add to dashboard Cite

show abstract

“…Ten of the twelve studies meeting the inclusion criteria in this review looked at two broad categories of interventions. Six studies looked at 'black box'-type interventions: longer-term interventions combining multiple elements, where it cannot be determined from which elements of the intervention any impact derives (Bergin, Cooks, and Bergin 2007;Myers et al 2004;Brewer and Landers 2005;Myers, Brown, and Pavel 2010;Olsen et al 2007; Pharris-Ciurej, Herting, and Hirschman 2012). Four studies considered financial aid (Curs and Harper 2012;Goodman 2008;Solis 2012) or an intervention supporting application for such aid (Bettinger et al 2009).…”

Section: Narrative Synthesismentioning

confidence: 99%

“…The final 'black box' programme evaluated was the Washington State Achievers (WSA) programme (Myers, Brown, and Pavel 2010; Pharris-Ciurej, Herting, and Hirschman 2012), which includes individual support in the form of mentoring, and the eligibility of lowerincome participants for a scholarship. However, in contrast with the other programmes, WSA is a whole-school intervention, which encourages practices that encourage progression to college to be adopted across the school.…”

Section: 'Black Box' Interventionsmentioning

confidence: 99%

“…With regard to WSA, the two studies took quite different approaches to evaluating the programme. For Myers, Brown, and Pavel (2010), all participants were in WSA schools, so the control condition received the school-level elements of WSA. The intervention groups were those who received the full programme (including a financial scholarship) and those who were accepted to the programme but did not continue and take up the scholarship.…”

Section: 'Black Box' Interventionsmentioning

confidence: 99%

See 1 more Smart Citation

A systematic review of evidence on the effectiveness of interventions and strategies for widening participation in higher education

Younger

Gascoine

Menzies

et al. 2018

Journal of Further and Higher Education

View full text Add to dashboard Cite

The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that: • a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.

show abstract

“…While in the US there is a considerable amount of research about the effectiveness of access policies (Pharris-Ciurej et al 2012;Perna et al 2008;Myers et al 2010), in Europe we found very few such studies focusing on the university level, fact which motivated us to take up the challenge of mapping them out. The existing literature focusing on Europe are systematic reviews of evidence on the effectiveness of interventions for widening access, participation and completion rates of equity groups in HE.…”

Section: Literature Gap and Methodologymentioning

confidence: 99%

What Works for Underrepresented Groups? Identifying Effective Measures for Enhancing Access to Higher Education in Europe

Torotcoi¹,

Gologan

Kurysheva

2020

European Higher Education Area: Challenges for a New Decade

View full text Add to dashboard Cite

Over the last three decades, policy-makers have developed numerous measures, policies, projects and programs with the intention to increase the enrolment and participation of underrepresented groups, however, little is known about the ways in which such initiatives shape opportunities for potential students. Knowing which of these initiatives work and whether they are achieving their intended goals is of utmost importance for policy-makers across Europe. This paper aims to collect, document, scrutinize and critically analyze the current research literature which assesses the effectiveness of different public initiatives at Higher Education Institutions’ (HEIs) level for widening access for underrepresented groups and, at the same time, to identify gaps and make recommendations for potential further research. The 17 identified studies can be categorized based on the access measures they analyze: (1) outreach, counselling and mentoring of prospective students; (2) financial aid measures, and (3) preparatory courses and programs. The findings show that there are little research and information about the actual outcomes of most measures to increase access to HE. We found a lack of adequate, reliable and consistently collected data about the policy instruments already put to practice. Since there is no excuse for the lack of effective action towards more equitable educational systems, more evidence-based approaches will be necessary to learn from these specific access measures and move forward towards more efficient equity policies.

show abstract

Increasing Access to Higher Education Among Low-Income Students: The Washington State Achievers Program

Cited by 6 publications

References 10 publications

Using Community Science to Address Pollution in an Urban Watershed: Lessons about Trash, Diverse Engagement, and the Need for Science Mindsets

Using Community Science to Address Pollution in an Urban Watershed: Lessons about Trash, Diverse Engagement, and the Need for Science Mindsets

A systematic review of evidence on the effectiveness of interventions and strategies for widening participation in higher education

What Works for Underrepresented Groups? Identifying Effective Measures for Enhancing Access to Higher Education in Europe

Contact Info

Product

Resources

About