Teacher Education, Educational Leadership & Policy ETDs

Publication Date

Spring 4-15-2021

Abstract

Graduates of the Advancement Via Individual Determination (AVID) program have higher college-going and persistence rates, even in New Mexico where they face serious educational barriers as first generation, low income, students of color. In this exploratory, phenomenological study, a mixed methods approach was employed to answer Research Question 1, What is the lived experience of AVID graduates as they transition to college?

In consideration of Research Question 2, What are the graduates’ perceptions of the AVID College & Career Readiness Framework (Rigorous Academic Preparedness, Opportunity Knowledge, and Student Agency)? Tinto’s Conceptual Schema for Dropout from College is aligned to AVID’s Framework to understand how students navigate Tinto’s Social and Academic Systems, leading to successful transition and persistence in college. Analysis of qualitative data support the use of the aligned framework with corroborating themes. The data suggest that graduates found Student Agency and Opportunity Knowledge to be more helpful than Rigorous Academic Preparedness.

Keywords

AVID, first generation, college persistence, college transition, Latinos, underrepresented

Document Type

Dissertation

Language

English

Degree Name

Educational Leadership

Level of Degree

Doctoral

Department Name

Teacher Education, Educational Leadership & Policy

First Committee Member (Chair)

Dr. Allison M. Borden

Second Committee Member

Dr. Arlie Woodrum

Third Committee Member

Dr. Tyson Marsh

Fourth Committee Member

Dr. Timothy Bugno

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