Better Late Than Never? Delayed Enrollment in the High School to College Transition

Social Forces ◽  
2005 ◽  
Vol 84 (1) ◽  
pp. 531-554 ◽  
Author(s):  
R. Bozick ◽  
S. DeLuca
Keyword(s):  
High School ◽  
College Transition ◽  
Delayed Enrollment ◽  
High School To College

High School to College: Transition Experiences of Young Adults With Autism

2015 ◽  
Vol 34 (1) ◽  
pp. 52-64 ◽  
Author(s):  
Charlotte Y. Alverson ◽  
Lauren E. Lindstrom ◽  
Kara A. Hirano
Keyword(s):  
High School ◽  
Young Adults ◽  
Postsecondary Education ◽  
College Transition ◽  
Transition Planning ◽  
Adults With Autism ◽  
Disability Awareness ◽  
High School To College ◽  
Transition Experiences ◽  
Transition From High School

Youth with disabilities are less likely to enroll and complete postsecondary education than their nondisabled peers. Using a qualitative, cross-case design, we investigated the high school to college transition experiences of young adults diagnosed with Asperger syndrome (AS). Data sources included a family questionnaire, review of special education records, and multiple individual interviews ( N = 27) with young adults with AS, family members, teachers, and rehabilitation counselors. Social skills, communication, and executive functioning challenges in high school continued into postsecondary education settings. Across cases, five reoccurring themes seemed to influence the transition from high school to postsecondary education: (a) motivation to attend college, (b) high levels of disability awareness, (c) intentional family supports, (d) coordinated transition planning, and (e) clear postschool goals.

High School to College Transition Policy in the American States

2008 ◽  
Vol 23 (2) ◽  
pp. 385-418 ◽  
Author(s):  
Michael McLendon ◽  
Donald E. Heller ◽  
Stephanie Lee
Keyword(s):  
High School ◽  
College Transition ◽  
American States ◽  
High School To College ◽  
Transition Policy

scholarly journals Effects of Research and Mentoring on Underrepresented Youths’ STEM Persistence Into College

2021 ◽  
pp. 105382592110500
Author(s):  
Alexandra L. Beauchamp ◽  
Su-Jen Roberts ◽  
Jason M. Aloisio ◽  
Deborah Wasserman ◽  
Joe E. Heimlich ◽  
...  
Keyword(s):  
High School ◽  
Experiential Learning ◽  
College Transition ◽  
Longitudinal Design ◽  
Research Experiences ◽  
High School To College ◽  
Underrepresented Youth ◽  
Stem Engagement ◽  
The Impact ◽  
Stem Persistence

Background: Authentic research experiences and mentoring have positive impacts on fostering STEM engagement among youth from backgrounds underrepresented in STEM. Programs applying an experiential learning approach often incorporate one or both of these elements, however, there is little research on how these factors impact youth's STEM engagement during the high school to college transition. Purpose: Using a longitudinal design, this study explored the impact of a hands-on field research experience and mentoring as unique factors impacting STEM-related outcomes among underrepresented youth. We focus on the high school to college transition, a period that can present new barriers to STEM persistence. Methodology/Approach: We surveyed 189 youth before and up to 3 years after participation in a 7-week intensive summer intervention. Findings/Conclusions: Authentic research experiences was related to increased youths’ science interest and pursuit of STEM majors, even after their transition to college. Mentorship had a more indirect impact on STEM academic intentions; where positive mentorship experiences was related to youths’ reports of social connection. Implications: Programs designed for continuing STEM engagement of underrepresented youth would benefit from incorporating experiential learning approaches focused on authentic research experiences.

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