Running head: SUYI PROJECT FINAL REPORT 1

SUYI Project Final Report

Kirsten Aranas, Rose Ann Gutierrez and Schynequa Mathis

Seattle University
SUYI PROJECT FINAL REPORT 2

SUYI Project Final Report

The Center for Community Engagements (CCE) Seattle University Youth Initiative

(SUYI) is a college mentoring and preparation program that is essential for student success from

diverse and/or low-income backgrounds. Often when American educational policy is debated,

K-12 and higher education are separate entities. Dialogue and research must shift to the P-16

educational pipeline. Supporting students from the beginning of their educational trajectory and

intervening during the middle school years will set students up for more positive outcomes for

college readiness. Previous literature demonstrates the need to support students from

marginalized backgrounds who identity as first-generation, low-income, student of color, and/or

an immigrant. Although accessibility is increasing in higher education, students and families are

still challenged in navigating the institutional system economically, socially, and academically.

This report examines previous literature regarding college preparation programs, student

engagement, and parent involvement with diverse populations such as those who identify as first-

generation college students, immigrants, low-income, and/or communities of color. Promising

practices of higher education institutions and non-profit organizations who have partnered to

support the described student populations will be explored and discussed. Lastly, the analysis of

summaries of literature and promising practices will be utilized to propose three

recommendations for implementing these practices with SUYI and the community at Seattle

University.

Literature Review

Previous literature demonstrates the need to support students from marginalized

backgrounds at an earlier age as they prepare for college admission (Ng & Wolf-Wendel &

Lombardi, 2014). College preparation programs, active student engagement, and parental
SUYI PROJECT FINAL REPORT 3

engagement and support have been identified as three key components that promote academic

success in middle school aged students. Upon researching these specific areas, three key themes

emerged across the literature: access to robust early college preparation programs is essential in

creating a college going environment; campus visits are integral to future college preparedness;

and parent and mentor involvement is key in the success of these programs.

The first theme that was consistent across the literature research is that access to robust

early college preparation programs are essential in creating a college going environment

(Camblin, 2003; Conley, 2012; Gray, 1986; Huerta, Watt, & Butcher, 2013; Marcos, 2003;

Wimberly & Noeth, 2005). Preparation for college must begin at the middle school level so

students can understand at an early age how their success and accomplishments in high school

will affect their ability to flourish in a higher education setting (Arrington, 2006; Trusty & Niles,

2003; Trusty et al., 2005). By providing and implementing college preparation programs in

middle school, students can develop a mindset geared toward college early on and continue to

seek educational opportunities that will help advance them towards college acceptance and

success.

Additionally, integrating rigorous curriculum geared towards college early on provides

students with the opportunity to develop analytical and critical thinking skills. Academics in a

college setting assumes students have received fundamental skills in reading, writing, and

mathematics, yet the type of support and curriculum may vary in schools across the country

based on the socioeconomic status of surrounding neighborhoods (Fowler & Luna, 2009; Huerta

& Watt, 2015; Marks, 2000; Penrose, 2002; Pike & Kuh, 2005). By providing college

preparation programs, students are not only able to learn more about the logistical process of
SUYI PROJECT FINAL REPORT 4

college, but also receive equitable support and rigorous curriculum to prepare them academically

for high school and beyond.

Supplemental to positively increasing students' academics, motivation, and understanding

of college, parents and guardians also benefit from receiving education about college when their

students reach middle school. By collaborating with parents to develop holistic academic

support, parents are empowered to view themselves as co-educators of their children and can

serve as meaningful contributors to their childrens academic success (Griffin & Galassi, 2010;

Mo & Singh, 2008). By educating parents about the importance of high GPAs in high school

and providing detailed information about how to navigate through the college admission and

financial aid process, parents can serve as additional support systems and sources of knowledge

for their children (Sterling & Matkins & Frazier & Logerwell, 2007).

The second key theme that was identified across our literature reviews was that campus

visits are integral to promoting college success. Utilizing Yossos (2005) community cultural

wealth framework, middle school students who participated in college visits and tours gained the

navigational capital necessary to develop positive perceptions of attending college (Schaefer,

2014; Radcliffe & Stephens, 2008). By introducing students to campus life early on, students are

provided with a baseline understanding of college culture which increases their navigational

capital and expands on their concept of higher education (Yosso, 2005). Similarly, one study

researched the effects of science summer camp as a transformative experience for students in an

urban setting. The study found that in addition to increasing students' understanding of science

and health related content, students also greatly enjoyed meeting and making new friends who

held similar interests, further expanding their social capital (Yosso, 2005; Sterling & Matkins &

Frazier & Logerwell, 2007). In addition, by learning in a rigorous and intentional academic
SUYI PROJECT FINAL REPORT 5

setting, student began to acknowledge their own aspirations of becoming scientists in the future

and could visualize themselves attending college (Yosso, 2005; Sterling & Matkins & Frazier &

Logerwell, 2007).

Previous research also supports the argument that college visits are essential in equipping

parents and guardians with the necessary information to effectively support their children as they

develop aspirations of attending college (Ng & Wolf-Wendel & Lombardi, 2014; Sterling &

Matkins & Frazier & Logerwell, 2007). By visiting college campuses, parents learn more about

the college system and connect with college specialists, who are able to assist in demystifying

the college admission and financial process (Sterling & Matkins & Frazier & Logerwell, 2007).

Furthermore, by physically being on campus and learning more about the support systems

available within the college, parents can acknowledge the academic and social preparation

required for their child to succeed and recognize their childs true potential (Sterling & Matkins

& Frazier & Logerwell, 2007).

The last key theme observed across the literature review is that parent/guardian and

mentor involvement is key in supporting the success of middle school students (Hill & Ming-Te,

2015; Cohen-Vogel, Goldring, & Smrekar, 2010; Hanlon et al., 2009; Okawa, 2002). Contrary

to common assumptions that children succeed better with more autonomy as they age, racial

minority students have improved academic success outcomes when parents adopt a more active

parenting role (Hill & Ming-Te, 2015; Mo & Singh (2008). In addition, children whose

guardians exhibited increased involvement and provided encouragement and support tended to

develop higher aspirations of attending college than children who did not receive the same

encouragement (Ng & Wolf-Wendel & Lombardi, 2014). When working with families from

diverse backgrounds, school administrators and teachers should view parents as assets and
SUYI PROJECT FINAL REPORT 6

sources of wealth when looking to holistically support their students (Yosso, 2005). Increased

communication and collaboration between school administrators, teachers, and parents provides

students with a more cohesive and consistent support system, which leads to greater academic

outcomes (Ng & Wolf-Wendel & Lombardi, 2014; Griffin & Galassi, 2010).

However, previous literature has also revealed that there are specific challenges and

barriers that often inhibit parents from diverse backgrounds from being engaged or involved in

their childs academic success (Radcliffe & Stephens, 2008). The unique needs and challenges

of diverse populations must be considered when creating and developing academic success and

college preparation programs for minority youth. Some of these considerations include program

timing, transportation needs, and educational programs for parents about college access and

finances (Griffin & Galassi, 2010; Hill & Ming-Te, 2015; Hill & Tyson, 2009; Reynolds, Crea,

Medina, Degnan, & McRoy, 2015; Sterling, Matkins, Frazier & Logerwell, 2007). By seizing

the unique forms of wealth that parents can contribute and supporting parents and guardians as

co-educators of their children, parents can effectively serve as role models and mentors who can

guide their students through the college process and provide information regarding how to

navigate the educational landscape (Cohen-Vogel, Goldring, & Smrekar, 2010; Hanlon et al.,

2009; Okawa, 2002).

Promising Practices

Given the literature review of existing research, several promising practices emerged that

could potentially be implemented at Seattle University. Three themes from the literature review

are parent/guardian and mentor involvement is key; robust early college preparation programs

are essential in creating a college-going environment; and access to campus visits are integral to

future college preparedness.

SUYI PROJECT FINAL REPORT 7

Parent/Guardian and Mentor Involvement is Key

The first theme identified is the importance of the parent or guardian as well as mentors

in developing students. Thorough research concluded the importance in having parents serve as

co-educators. Their roles as co-educators help to continuously support their childs development

academic success both in and outside of the classroom allowing for a more holistic and cohesive

approach in supporting students (Mo & Singh, 2008; Ng & Wolf-Wendel & Lombardi, 2014).

Using Yossos (2005) community cultural wealth model, parents bring various forms of cultural

wealth such as aspirational, linguistic, familial, social, navigational, and resistant capital they can

use to best support their childs academic success.

Ways to include parents as co-educators are providing a consistent path of

communication for teachers and parents that allows both to share how the student is doing inside

and outside of the classroom. One promising practice that is implementing this suggested

strategy is the University of Southern Californias Neighborhood Academic Initiative (NAI).

NAI is a seven-year pre-college enrichment program created to assist low-income students for

admission to a college or university. NAI encourages parental involvement by offering

scholarships to children whose parents attend 80 percent of their Family Development Institute

seminars. These seminars focus on a wide range of topics such as effective communication,

child development and fostering educational success. Seattle University could use these by

providing similar workshops for parents as NAI and adapting them to meet the unique challenges

that local Seattle middle school students are facing such as finances, language barriers,

transportation, communication, academic rigor, etc.

By understanding the unique challenges that the communities around Seattle University

face, teachers and administrators gain multicultural competence and awareness (Pope, Reynolds
SUYI PROJECT FINAL REPORT 8

& Mueller, 2004). They can illustrate this competence by providing parents with detailed

information about how to understand the college admission and financial aid process,

accommodating transportation and child-care needs, and holding parent meetings and workshops

at convenient times so working parents can participate (Griffing & Galassi, 2010; Hill & Ming-

Te, 2015; Hill & Tyson, 2009; Reynolds, Crea, Medina, Degnan & McRoy, 2015; Sterling,

Matkins, Frazier & Logerwell, 2007). Although parents are an important piece, a supplemental

piece is the effectiveness of mentorship on a students development.

Research has shown that continually mentoring a student is critical for the students

development (Hanlon et al., 2009, Okawa, 2002; Cohen-Voegel, Goldring & Smrekar, 2010).

The Jones-Zimmerman Academic Mentoring Program (2012) has partnered with three

institutions, Sacred Heart University, Trinity College, and Yale University to provide academic

and personal support for urban, at-risk middle school students. This program is promising

because it provides continuous support for middle school students, 6th through 8th grade, via free

after-school academic tutoring, life-skills coaching, enrichment activities, and access in visiting

partner institutions. Mentors must commit to a three-year cycle and meet with mentees twice a

week for consistency and accountability. To incorporate this practice at Seattle University, a

diverse pool of college-aged mentors across race/ethnicity, socioeconomic status, gender, and

first generation status need to be selected. Additionally, mentors should possess or acquire

multicultural competence to truly leverage the skills and assets the students and their families

bring at the forefront instead of thinking they are deficient (Pope, Reynolds, & Mueller, 2004).

Robust Early College Access Preparation

The second theme during the research process is that preparation for rigorous work in a

college setting is critical for students' academic success. Integrating rigorous curriculum earlier
SUYI PROJECT FINAL REPORT 9

within the K-12 trajectory helps students to develop analytical and critical thinking skills.

Colleges assume that students come with a foundation in reading, writing and mathematics, yet

support and curriculum type vary in schools across the country based on socioeconomic statuses

of the surrounding community. The University of Richmonds Bridge to Success (2015)

program is designed for first-year students, giving them the opportunity to take two courses over

the summer prior to their first quarter, and these credits will count towards required credit hours

for graduation. During this transitional period, students are either knowingly or unknowingly

employing the 4 Ss of Schlossbergs transition theory (Evans et al., 2010). This practice allows

students to learn strategies to manage stressors, identify resources on campus for academic

assistance, and modify their situation if need throughout their college career (Evans et al., 2010).

This practice could be implemented at Seattle University due to its mission through the social

justice framework. Faculty, academic deans, and the president would collaborate with student

affairs professionals to devise a strategic, program plan on its implementation and longevity

alongside leveraging each others strengths and resources within departments to ultimately

support students long-term. Continuing with the theme of increasing academic skills, Higher

Achievement (2015), a non-profit servicing 5th through 8th graders year-round through after

school and summer programs, grounds its work in data, tracking, and research of strategies to

bridge the opportunity gap for low-income students. They do this by fostering a high-achieving,

inclusive culture through actions, language, and positive reinforcements. Students participate in

enrichment programs up until eight oclock at night as well as a five-week long Summer

Academy that focuses on preparing students for the upcoming grade and culminates a college

visit.

Campus Visits are Integral

SUYI PROJECT FINAL REPORT 10

The last theme identified is the importance of campus visits. Campus visits proved to be

an important aspect for middle schoolers seeking college preparedness across the literature.

Students participating in campus visits gained navigational capital that did not previously exist as

well as positive perceptions about attending college (Schaefer, 2014; Radcliffe and Stephens,

2008). Understanding the role that campus visits have in early college readiness, promising

practices identified were unique and provided robust campus experiences.

A promising practice that incorporates campus visits for middle school aged students is at

Purdue University (2015) in Indiana. Students spend approximately four hours on the campus

and can talk to current college students, sit in on a class, take a campus tour, receive a college

presentation and eat in the dining facilities. This practice was promising because several articles

revealed the need for students to set foot on a campus and understand the different resources that

are available to them (Evans et al., 2010). Additionally, this practice was organized by a

university instead of a non-profit organization and offered multiple stops on the campus. To

implement this at Seattle University, collaboration efforts would be required between the

admissions office, faculty, Bon Appetit, and local middle schools.

Another promising practice that was identified was through a for profit company named

goCampusing tours. They offer four to five day trips for students and their families to attend

various college campuses. Students attend admissions information sessions, campus tours, and

one fun on campus event. Two meals per day, ground transportation, and lodging are provided

during this excursion. The trip includes one goCampusing college advisor, who answers

questions about the general admission processes at each of these schools as well as a Mini

College Prep course. This is a promising practice because it allows a student to visit multiple

institution types in a single trip. The research indicated that campus visits are one way for
SUYI PROJECT FINAL REPORT 11

students to build up their college going identity, and this would allow for the most maximum

exposure to different types of institutions at one time. To tailor it to Seattle University, a

coalition of admissions offices from across Washington ranging in institution type would need to

be formed. Once the coalition is formed, students would spend a week during the summer

visiting the different institution types learning more about the admissions process, as well as the

benefits and disadvantages to each college. The trips would have a built-in college advisor, who

could help answer additional questions that might come up later during the tour and speak to

their own college experience. Lastly, meals, transportation, and housing should be included in

this practice to allow the maximum number of students to participate from varying

socioeconomic backgrounds.

Throughout these practices, gaining multicultural competency and skills to better serve

the needs of all students is vital (Pope, Reynolds, & Mueller, 2004). Recognizing that students

and their families have multiple forms of cultural wealth will lead to better programming as well

as more meaningful activities that will help create a college-going environment. Creating

holistic programs that target middle schooled age youth with enrichment activities and creative

programming, incorporating their parents, and offering a chance to visit a variety of college

institutions are ways to set students up for success.

Recommendations for Development and Implementation

SUYI will serve middle and high school students within the next five years. Our group

was tasked to dissect three aspects of this college mentoring and preparation program: college

access programs, student engagement, and parent involvement. Building a strong foundation on

these three pillars through researching literature reviews and promising practices at a multitude

of non-Jesuit institutions and organizations across the country is critical in understanding its
SUYI PROJECT FINAL REPORT 12

applicability in the context of Seattle University. Our recommendations are grounded in an

extensive amount of research during an academic quarter; additionally, the recommendations are

rooted from a combination of persisting themes across the groups literature executive

summaries and promising practices report. Three recommendations in constructing SUYI are

integrating a holistic approach in student engagement that combines academic support in the

classroom and enrichment activities year-round; requiring and valuing parent/guardian

involvement in addition to perceiving parents/guardians as assets and sources of wealth; and

tracking this college mentoring and preparation program in relation to student engagement and

parent involvement for data to be utilized in improving the program and contributing to the

literature and research within the field.

Across the groups literature executive summaries and promising practices, key themes

emerged regarding student programming and engagement. Integrating a holistic approach in

student engagement that combines academic support in the classroom and enrichment activities

year-round, after-school and a portion of the summer, is the groups first recommendation. A

holistic approach can develop students academically, socially, mentally, physically, personally,

and professionally. There should exist after-school enrichment activities, similar to the idea of

electives, so students can explore areas of interest. Programs need to include an academic piece,

where students can connect knowledge learned in the confines of a classroom to real-world

experiences and applications. Additionally, receiving guidance and support from after-school

mentors either one on one or with a group of two or three students can assist in social, team-

building, critical, and analytical thinking skills. The demographic pool of mentors is also a

critical component that must be considered; there needs to be a diversified pool of mentors that

can relate to the racial/ethnic, socioeconomic, gender, and other identities of students they are
SUYI PROJECT FINAL REPORT 13

working with and supporting. Visibility in leadership and mentorship is key to transforming

dreams into reality for students who aspire to attend college. College mentors should be required

to commit three to four years to the program for consistency and to build and sustain

relationships with students, families, and community partners (Cohen-Vogel, Goldring, &

Smrekar, 2010; Hanlon et al., 2009; Okawa, 2002). Intervention programs that begin early as

the middle school years and continue onwards are essential in maintaining motivation, support,

and creation of a college going environment (Camblin, 2003; Conley, 2012; Gray, 1986; Huerta.,

Watt., and Butcher, 2013; Marcos, 2003; Wimberly & Noeth, 2005). Transitioning from

elementary to middle school is a pivotal point in a students life, and students are either

knowingly or unknowingly employing the 4 Ss of Schlossbergs transition theory (Evans et al.,

2010). Through program participation, students can gain support from networks of peers and

mentors coupled with learning strategies to manage stressors, identify resources for academic

and personal assistance, and modify their situation if needed (Evans et al., 2010). Furthermore,

programs need to include a college preparation component where students are visiting campuses.

Experiencing a college environment by attending a class, engaging in class discussions, touring

different buildings, receiving a presentation from admissions, and eating at the dining facilities is

significant in transforming an idea of college into a tangible reality. Students participating in

campus visits gained navigational capital that did not previously exist as well as positive

perceptions about attending college (Schaefer, 2014; Radcliffe and Stephens, 2008).

Another key theme that emerged across the groups research is involving

parents/guardians in the conversation, process, and programming. Requiring and valuing

parent/guardian involvement in addition to perceiving parents/guardians as assets and sources of

wealth is the groups second recommendation. Yosso (2005) challenges the traditional definition
SUYI PROJECT FINAL REPORT 14

of capital utilizing critical race theory; communities of color have six forms of community

cultural wealth: aspirational, navigational, social, linguistic, familial, and resistant capital (Yosso,

2005). College mentors, community partners, and student affairs professionals working in

establishing SUYI need to be knowledgeable of Yossos (2005) perception of community

cultural wealth and possess multicultural competence to truly leverage the skills and assets the

students and their families bring at the forefront instead of thinking they are deficient (Pope,

Reynolds, & Mueller, 2004). Increased communication and collaboration between school

administrators, teachers, and parents/guardians provide students with a more cohesive and

consistent support system, leading to better academic outcomes (Cripps & Zyromski, 2009;

Griffin & Galassi, 2010; Hill & Ming-Te, 2015; Hill & Tyson, 2009; Jeynes, 2003; Juyeon,

Mimi, Kyehyoung, & Sung-il, 2015; Mo & Singh, 2008; Ng, 2014; Reynolds, Crea, Medina,

Degnan, & McRoy, 2015; Sterling, Matkins, Frazier & Logerwell, 2007). Additionally, parents

who have undergone this process could be co-educators and sources of knowledge for others in

the community. When working with parents/guardians, dialogue or assessment tools need to be

implemented in understanding the needs of the students, families, and communities and how to

better support those issues self-identified by the community members themselves. Individuals

must check their privilege and employ multicultural competency skills to disengage from the

savior complex, the idea that others have deficiencies and need to be saved (Pope, Reynolds, &

Mueller, 2004). Diverse populations have unique needs that must be considered when

developing academic success and pre-college preparation programming; these include program

times, transportation needs, and inclusions of educational programs for parents about college

access and finance (Griffin & Galassi, 2010; Hill & Ming-Te, 2015; Hill & Tyson, 2009;

Reynolds, Crea, Medina, Degnan, & McRoy, 2015; Sterling, Matkins, Frazier & Logerwell,
SUYI PROJECT FINAL REPORT 15

2007). Parents/guardians may work multiple jobs and not necessarily have the traditional nine to

five schedule, so programs, meetings, and workshops need to accommodate and be flexible

around their schedule. Additionally, access without support is not necessarily opportunity;

transportation for programs and events should also take into consideration to provide a support

system for families, who may not have access to transportation. Lastly, an educational piece

regarding financial support and documents in addition to enrollment and admission requirements

should be available through workshops, so there exists a familiarity and support when tackling

these systems in higher education.

The groups final recommendation in sustaining the project involves tracking the college

mentoring and preparation program in relation to student engagement and parent involvement for

data to be utilized in improving the program and contributing to the literature and research within

the field. The efficacy of a college mentoring and preparation program can be assessed

longitudinally. Tracking the attendance and participation of students is critical in understanding

the different learning outcomes between those who completed the program as opposed to those

who do not. Since CAMP SUYI will serve middle and high school students within the next five

years, one can also acquire graduation rates of participating students through a cohort model that

track students after completing the program. Programs like Higher Achievement (2015) and the

Jones-Zimmerman Access Mentoring Program (2012) has had over 80 percent graduation rates

in its participants from high-risk, low-income neighborhoods. Conducting both student and

parent interviews would also provide a glimpse of understanding the narratives of the students

and families. Qualitative data illustrates the complexity of student development and may unravel

other factors, such as external influences, in addition to the program. Both qualitative and
SUYI PROJECT FINAL REPORT 16

quantitative data can contribute to the existing research regarding this topic and assist in

improving the program for the future.

Laying a strong, solid foundation for CAMP SUYIs college mentoring and preparation

program is vital to its sustainability and longevity. Critically contemplating of how theoretical

frameworks learned in class translate into practice is imperative for student affairs professionals.

Theories provide a framework in dissecting issues in higher education that affect students and

their developmental outcomes. The recommendations provided are grounded from a

combination of persisting themes across the groups literature executive summaries of existing

research and promising practices report from a variety of institutions and organizations across

the country.
SUYI PROJECT FINAL REPORT 17

References

Arrington, K. (2000). Middle grades career planning programs [Electronic version]. Journal of

Career Development, 27, 103109 calls for new steps to prepare Americas children for

success in college and careers.

Bridge to Success. (2015). Retrieved from http://as.richmond.edu/programs/bridge.html

Camblin, S.J. (2003). The middle grades: Putting all students on track for college. Honolulu:

HI: Pacific Resources for Education and Learning.

Cohen-Vogel, L., Goldring, E., & Smrekar, C.. (2010). The Influence of Local Conditions on

Social Service Partnerships, Parent Involvement, and Community Engagement in

Neighborhood Schools. American Journal of Education, 117(1), 5178.

http://doi.org/10.1086/656346

Cripps, K., & Zyromski, B. (2009). Adolescents psychological well-being and perceived

parental involvement: Implications for parental involvement in middle schools. Research

In Middle Level Education Online, 33(4), 1-13.

Evans, N. J., Forney, D. S., Guido, F.M., Patton, L.D., & Renn, K.A. (2010). Student

development in college: Theory, research, and practice (2nd edition). San Francisco, CA:

Jossey-Bass.

Fowler, M., & Luna, G. (2009). High school and college partnerships: Credit-based transition

programs. American Secondary Education, 38(1), 62-76.

goCAMPUSING: Americas Premier College Camps Tour Company. (2015). Retrieved from:

http://www.gocampusing.com/documents/faq.html

Gray, S. B. (1986, October). Keeping the options open: Early guidance as the key. Paper

presented at the annual meeting of the College Board National Forum, New York.
SUYI PROJECT FINAL REPORT 18

Griffin, D., & Galassi, J. P. (2010). Parent perceptions of barriers to academic success in a

rural middle school. Professional School Counseling, 14(1), 87-100.

Hanlon, T. E., Simon, B. D., O'Grady, K. E., Carswell, S. B., & Callaman, J. M. (2009). The

effectiveness of an after-school program targeting urban African American youth.

Education & Urban Society, 42(1), 96-118.

Higher Achievement Program Overview. (2015). Retrieved from

http://www.higherachievement.org/our-program/overview

Hill, N. E., & Ming-Te, W. (2015). From middle school to college: Developing aspirations,

promoting engagement, and indirect pathways from parenting to post high school

enrollment. Developmental Psychology, 51(2), 224-235.

Hill, N. B., & Tyson, D. F. (2009). Parental involvement in middle school: A meta-

analytic assessment of the strategies that promote achievement. Developmental

Psychology, 45(3), 740-763.

Huerta, J. J., Watt, K.M., & Butcher, J.T. (2013). Examining Advancement Via Individual

Determination (AVID) and Its Impact on Middle School Rigor and Student Preparedness.

American Secondary Education, 41(2), 24-37. Retrieved from http://www.eric.ed.gov

Jeynes, W.H., (2003). A meta-analysis of the effects of parental involvement on minority

childrens academic achievement. Education and Urban Society, 35(2), 202-218.

Juyeon, S., Mimi, B., Kyehyoung, L., & Sung-il, K. (2015). Longitudinal investigation into the

role of perceived social support in adolescents' academic motivation and achievement.

Journal Of Educational Psychology, 107(3), 821-841.

Jones-Zimmerman Academic Mentoring Program. (2012). Retrieved from

http://www.jzamp.org/index.html
SUYI PROJECT FINAL REPORT 19

Marcos, K. (2003). Gearing-up for career awareness: Profile of a middle school career program

(ERIC/CASS Digest). Washington, DC: Office of Educational Research and Improvement.

(ERIC Document Reproduction Service No. ED475e88).

Marks, H.M. (2000). Student engagement in instructional activity: Patterns in the elementary,

middle, and high school years. American Educational Research Journal, (37)1, 153-184.

Retrieved from http://www.jstor.org/stable/1163475.

Middle School Tours. (2015). Retrieved from

https://www.purdue.edu/visit/tours/middleSchool.html

Mo, Y., & Singh, K. (2008). Parents' relationships and involvement: effects on students' school

engagement and performance. Research In Middle Level Education Online, 31(10), 1-11.

Ng, J. (2014). Pathways from middle school to college: Examining the impact of an urban,

precollege preparation program. Education and Urban Society, 46(6), 672-698.

Ng, J., Wolf-Wendel, L., & Lombardi, K. (2014). Pathways From Middle School to College:

Examining the Impact of an Urban, Precollege Preparation Program. Education and Urban

Society, 46, 672-698. doi: 10.1177/0013124512470161

Okawa, G. Y. (2002). Diving for Pearls: Mentoring as Cultural and Activist Practice among

Academics of Color. College Composition and Communication, 53(3), 507532.

http://doi.org/10.2307/1512136

Penrose, A.M. (2002). Academic Literacy Perceptions and Performance: Comparing First-

Generation and Continuing-Generation College Students. Research in the Teaching of

English, 36(4), 437-461. Retrieved from http://www.jstor.org/stable/40171585.

SUYI PROJECT FINAL REPORT 20

Pike, G.R. & Kuh, G.D. (2005). First- and Second-Generation College Students: A

Comparison of Their Engagement and Intellectual Development. The Journal of Higher

Education, 76(3), 276-300. Retrieved from http://www.jstor.org/stable/3838799.

Pope, R.L., Reynolds, A.L., and Mueller, J.A. (2004). Multicultural competence in student

affairs. San Francisco, CA: Jossey-Bass.

Radcliffe, R. & Stephens, L. (2008). Preservice teachers are creating a college culture for at-

risk middle school students. RMLE Online: Research in Middle Level Education, 32(4), 1-

15. Retrieved from http://www.eric.ed.gov

Reynolds, A.D., Crea, T.M., Medina, J., Degnan, E., McRoy, R. (2015). A mixed-

methods case study of parent involvement in an urban high school serving minority

students. Urban Education, 50(6) 750-755.

Schaefer, M.B. (2014). Facilitating College Readiness through Campus Life Experiences.

RMLE Online: Research in Middle Level Education, 37(7), 1-19. Retrieved from

http://www.eric.ed.gov

Sterling, D. R., Matkins, J. J., Frazier, W. M., & Logerwell, M. G. (2007). Science camp as a

transformative experience for students, parents, and teachers in the urban setting. School

Science & Mathematics, 107(4), 134-148.

Trusty, J., & Niles, S. (2003). High-school math courses and completion of the bachelors

degree. Professional School Counseling, 7, 9910.

Wimberly, G.L., & Noeth, R.J. (2005). College Readiness begins in middle school. Iowa City,

IA: ACT

Trusty, J., Spenser, N., & Carney, J. V. (2005). Education-Career planning and middle school

counselors. Professional School Counseling, 9, 136143.

SUYI PROJECT FINAL REPORT 21

Yosso, T.J. (2005). Whose culture has capital? A critical race theory discussion of community

cultural wealth. Race Ethnicity and Education, 8, 69-91.