Interventions for Postsecondary Success for Low-Income and High-Potential Students: A Systematic Review

Renbarger, Rachel; Long, Kody

doi:10.1177/1932202x19828744

Cited by 14 publications

(13 citation statements)

References 46 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Evidence supports this criticism, with family and peer supports associated with retention and completion (Juang et al , 2016; Mitchall and Jaeger, 2018). A central reason for studying social supports is because they are associated with socioemotional health, a key determinant of postsecondary persistence (D’Amico Guthrie and Fruiht, 2020) that is responsive to intervention (Renbarger and Long, 2019). In this study, we examined college students' family and peer academic supports in relation to important academic motivation and first-semester grade point average.…”

mentioning

confidence: 99%

Do family and peer academic social supports predict academic motivations and achievement of first-year college students?

Marley

Wilcox

2021

JARHE

View full text Add to dashboard Cite

PurposeThis study examines family and peer academic social supports as correlates of academic motivation and first-semester GPA.Design/methodology/approachUsing a correlational design, 468 first-semester college students completed an online survey. Demographic characteristics, high school GPA and first-semester GPA were gathered from institutional data and linked to student survey responses.FindingsBivariate and multiple regression analyses revealed that family and peer academic social supports are predictive of academic motivation and first-semester GPA. The relationships identified were small- to medium-sized and of theoretical and substantive interest.Research limitations/implicationsThe main limitations of the study are the measures are self-reported and the study is correlational, the latter limiting the strength of causal inferences. However, the study provides further understanding of the importance of college students' family and peer social supports in relationship to academic motivation and achievement.Practical implicationsThe research has practical implications for higher educators developing programs to improve family and peer social support. If future research establishes causal relationships, interventions to enhance family and peer academic supports may prove beneficial in promoting academic motivation. Further, encouraging families to broadly discuss academic topics may be ineffective in terms of academic self-efficacy and achievement for historically underrepresented students.Originality/valueThis study makes a unique contribution to the literature by establishing relationships between family and peer supports with academic motivation. Statistical interactions between family and peer supports and with demographic characteristics in predicting academic motivation were identified. If the interactions are replicable, the findings provide avenues for future correlational and intervention research.

show abstract

mentioning

confidence: 99%

Do family and peer academic social supports predict academic motivations and achievement of first-year college students?

Marley

Wilcox

2021

JARHE

View full text Add to dashboard Cite

show abstract

“…In comparison to previous reviews (Contreras, 2011; Renbarger & Long, 2019) that have investigated WP outreach for low socio‐economic students who were gifted, this study captures all studies that are trying to target any students who experience barriers to progression to higher education because of socio‐economic disadvantage. Younger et al (2019) also conducted a systematic review of the literature; however, their searches were conducted in 2012 and 2013.…”

Section: Methodsmentioning

confidence: 99%

“…She argues that programmes serving target groups should attempt to include such things as financial aid workshops, extracurricular support and mentorship (Contreras, 2011). More recently, Renbarger and Long (2019) investigated WP interventions for low-income students; however, only those interventions that targeted students who were considered academically gifted were included in the inclusion criteria. Their review indicated that WP programmes such as a summer intervention, advanced coursework, financial aid, college information and a programme that provides year-round supports can be effective in supporting low-income, gifted students to access college.…”

Section: Introductionmentioning

confidence: 99%

A systematic review of widening participation: Exploring the effectiveness of outreach programmes for students in second‐level schools

Chorcora

Bray

Banks

2023

Review of Education

View full text Add to dashboard Cite

A major challenge for universities across the globe is to address the lack of diversity within higher education. Widening participation (WP) programmes can vary between in‐reach and outreach programmes. Some initiatives focus on either pre‐entry stage (primary or secondary schools) or post‐entry stage (helping students adapt to university life). This systematic literature review provides an analysis of the effectiveness of widening participation outreach programmes, a topic that is relatively unexplored, particularly at school level education. By examining empirical studies of widening participation interventions, the paper allows for the investigation of the educational outcomes measured in these programmes. A total of 19 studies were included, which analysed quantitative or mixed‐method data. The findings indicate a growth in the evidence base for widening participation programmes for second‐level students over the last decade. Interventions identified in the literature were categorised by their approach, which included guidance‐based interventions, multidimensional interventions or pedagogical interventions. The findings confirm some positive effects for widening participation outreach programmes on a range of outcomes including students' college readiness, educational aspirations and college enrolment. The review argues for consistency in the way in which educational outcomes are measured, as well as the need for cross‐collaboration and sharing of data between schools and universities, to enable more effective measurement of widening participation programmes in future research. Context and implicationRationale for this studyThis study gives an up‐to‐date synthesis of outreach interventions in secondary schools which aim to widen participation at higher education. A review of its kind has not been conducted in the last decade.Why the new findings matterFindings highlight the most effective new interventions, as well as, the challenges in defining success, research design and collecting accurate data across secondary and tertiary educational institutions.Implications for educational researchers and policy makersThis systematic review provides an overview for widening participation WP practitioners of what types of outreach interventions are out there, offering templates and ideas for introducing these kinds of initiatives in other universities and partnership schools. The paper highlights to policy makers, the need to create policies that enable cross‐collaboration and sharing of data between schools and universities. Implications for researchers include discussion around how success is being defined, what outcomes are being measured, the need for longitudinal studies with larger sample sizes as well as the collection of baseline data of participants.

show abstract

“…But racial/ethnic and socioeconomic disparities in the distribution of qualifying scores are also likely to be associated with structural differences between schools that result in inadequate academic preparation for many black, Latino, and low-income students. Consistent with Renbarger and Long (2019), Kolluri (2018) has suggested that poor performance in AP may be the result of poorly delivered content, particularly in schools in low-income neighborhoods, which often struggle to attract and retain high-quality teachers (Clotfelter et al, 2006; Lankford et al, 2002; U.S. Department of Education, Office for Civil Rights, 2014).…”

Section: The Promise Of Advanced Placementmentioning

confidence: 95%

The Potential of Advanced Placement to Improve College Outcomes and Narrow Racial/Ethnic and Socioeconomic Disparities

Phillips¹,

Lane

2021

Journal of Advanced Academics

View full text Add to dashboard Cite

The U.S. economy requires a highly educated workforce, yet too few black, Latino, and low-income students attend, persist, and graduate from college. The present study examines the college outcomes of participants in a model Advanced Placement® (AP) intervention to shed light on its effectiveness and determine whether improving AP participation and performance is a promising strategy for closing persistent racial/ethnic and socioeconomic disparities in college outcomes. Findings suggest the college outcomes of program participants are better than those of similar students statewide while also highlighting variation within and across subgroups. At the same time, they confirm that AP participation and performance predict college outcomes and suggest that improving AP participation and performance among low-income white, black, and Latino students could be a useful strategy for closing persistent racial/ethnic and socioeconomic disparities in college outcomes.

show abstract

Interventions for Postsecondary Success for Low-Income and High-Potential Students: A Systematic Review

Cited by 14 publications

References 46 publications

Do family and peer academic social supports predict academic motivations and achievement of first-year college students?

Do family and peer academic social supports predict academic motivations and achievement of first-year college students?

A systematic review of widening participation: Exploring the effectiveness of outreach programmes for students in second‐level schools

The Potential of Advanced Placement to Improve College Outcomes and Narrow Racial/Ethnic and Socioeconomic Disparities

Contact Info

Product

Resources

About