&lt;em&gt;The Impact of the Gates Millennium Scholars Program on College Choice for High-Achieving, Low-Income African American Students&lt;/em&gt;

Davis, Ryan J.; Nagle, Barry; Richards, David A.; Awokoya, Janet

doi:10.7709/jnegroeducation.82.3.0226

Cited by 6 publications

(4 citation statements)

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“…with at least a 3.3 GPA and a record of leadership and community service. One thousand students are selected to be a part of the program each year and are given college tuition for up to 10 years for both their undergraduate and graduate studies (Davis, Nagle, Richards, & Awokoya, 2013).…”

Section: Resultsmentioning

confidence: 99%

“…Researchers also found that GMS helped 80% of its recipients confirm that they were attending their chosen institution (Davis et al, 2013). However, because students are only allowed to apply for the program during their senior year of high school, they often do not receive confirmation on whether they have been accepted into the program or not until after they have applied to colleges and have received acceptance offers from only those programs (Davis et al, 2013). This is discussed in the “Disadvantages” section below.…”

Section: Resultsmentioning

confidence: 99%

“…However, two articles found a couple of noteworthy disadvantages to this scholarship in particular. As previously mentioned in the “Choice and Access” section above, Davis et al (2013) analyzed the recipients’ perceptions of the timing of receiving the scholarship. Because students are not able to apply for GMS until their senior year of high school, they often do not get any notification of whether or not they will actually be receiving the scholarship until the late spring.…”

Section: Resultsmentioning

confidence: 99%

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

Renbarger

Long

2019

Journal of Advanced Academics

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Research indicates that high-potential students from low-income backgrounds have decreased educational attainment and success in college compared with their higher income peers. The purpose of this review is to synthesize the interventions that support postsecondary success for this group. Using a systematic review protocol, we identified five categories of support for these students: a summer intervention, advanced coursework, financial aid, college information, and a program that provides year-round supports. Findings suggest these programs differentially help certain groups, but can provide support in accessing college, persisting and attaining degrees, and helping with noncognitive supports such as peer support.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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

Renbarger

Long

2019

Journal of Advanced Academics

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“…There are a multitude of reasons prospective students select colleges and universities. Literature regarding college choice for traditional students includes family influence (Workman, 2015), financial aid eligibility (Broekemier, 2002;Davis et al, 2013;Titus & Pusser, 2011), selfconfidence (Deggs, 2011;Moakler & Kim, 2014), program of study, job placement upon graduation (Broekemier, 2002), and demographic factors (Moakler & Kim, 2014; The State of Adult Student Re-Entry Malhotra and Apicerno Poon & Byrd, 2013). exploring college choice for adult students varies from that of traditional-age students due to the differences in lifestyle.…”

Section: Literature Reviewmentioning

confidence: 99%

State of Adult Student Re-Entry

Malhotra,

Apicerno

2023

EJEDU

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Many smaller colleges and universities are experiencing a drop in traditional-age student enrollments. Higher education costs, as evidenced by enormous student loans, a smaller cohort of 18–22-year-olds, and the aftermath of the COVID-19 pandemic, have led to fewer traditional students attending. Smaller institutions tend to have lower endowment funding and rely primarily on tuition revenue. Due to sheer necessity, higher education institutions are interested in recruiting and retaining adult students. On a per capita basis, adult students yield more net revenue than traditional-age students as they do not require all amenities offered to their younger cohort. Colleges find attracting earlier drop-outs cost-effective rather than seeking new adult students. Various factors determine when and where adult student re-entry occurs, including timing, funding, institution reputation, opinion of their network, and intended career outcomes. This qualitative phenomenological study utilized a focus group to explore adult students’ experience returning to complete their diplomas. The research question guiding the study is: What influences adult students to return to complete their bachelor’s degrees at a specific time and institution? Understanding the re-entry phenomenon is pertinent to aid practitioners’ preparation in enrolling and retaining adult learners to benefit the student’s future and institution’s retention rates and fiscal health.

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Black Women Students at Predominantly White Universities: Narratives of Identity Politics, Well-Being and Leadership Mobility

Hotchkins

2017

NASPA Journal About Women in Higher Education

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<em>The Impact of the Gates Millennium Scholars Program on College Choice for High-Achieving, Low-Income African American Students</em>

Cited by 6 publications

References 20 publications

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

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

State of Adult Student Re-Entry

Black Women Students at Predominantly White Universities: Narratives of Identity Politics, Well-Being and Leadership Mobility

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