Abstract
Many high school students living in poverty or who have limited support networks at home and school find the college or workforce preparation and application process to be a daunting, unattainable goal because of the academic and social challenges they face on a daily basis. Despite many federal and state financial aid incentives, specialized college preparation programs, and university sponsored activities for impoverished high school students, less than 50% of American students living on or under the poverty line go to a post secondary institution after high school, compared to 80% of students from the country’s most affluent homes (Baum & Ma, 2007). |Academic deficits of first-generation can be one of many predictors why first-generation, economically disadvantaged high school students are not successful in attending college or work force institutions. Lack of motivation, performance vulnerability, negative self-image, cultural isolation, and lack of support from peers, family members, and teachers can be the primary reasons why many first-generation students choose not to pursue a post-secondary education or workforce program (Baum & Ma, 2007). Although there are many factors which hinder college and workforce training for first-generation students, educational outreach, pre-collegiate advising, and mentoring by career professionals have the potential to increase first-generation, economically disadvantaged high school students’ career and college readiness.|The purpose of this qualitative study was to examine the effectiveness of a high school college and career preparation program and how it influenced economically disadvantaged first-generation, college bound high school students in a Mid-Atlantic region of the United States. |The qualitative study examined whether or not high school 12th- grade students in the subgroup were more inclined or motivated in applying to colleges and workforce development programs, and being accepted to higher education institutions after they participated in a college/career readiness program. The study determined that social, human, and cultural capital in the form of support networks such as family, friends, school faculty, and community members influenced participants’ decisions to pursue a college or workforce program. Furthermore, the qualitative research study concluded that targeted college or workforce readiness programs and college preparation activities increased the number of students in the research sample who applied and intended on enrolling in post-secondary educational programs after high school.|Local policy makers may use the results of the study as an evaluative measure to determine if the college and career readiness program is effectively meeting the goals and expectations of the school district when serving first-generation, low socioeconomic high school students. Secondly, school administration and the school board of the participating school district may use the results of the study to determine if the school system should continue to financially support the college and career readiness program in the future. Furthermore, the findings of the research from the participating school district may encourage other school districts, community agencies, and policy makers to improve college and workforce readiness practices as well as instructional programming procedures which address specific academic and sociological needs of first-generation, college bound students. |Finally, other school districts in the area may use the findings of the study as a guide in the decision making and the execution of future K-16 educational initiatives, college preparation programs, or when following secondary policy guidelines established by the reauthorization of the federal Higher Education Act of 2003 (Department of Education, 2013).