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.
AVID, first generation, college persistence, college transition, Latinos, underrepresented
Level of Degree
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
Leverett, Kathryn Cybele. "AVID Graduates' Transition to College." (2021). https://digitalrepository.unm.edu/educ_teelp_etds/367
Bilingual, Multilingual, and Multicultural Education Commons, Educational Leadership Commons, Educational Methods Commons, Secondary Education Commons, Teacher Education and Professional Development Commons