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Abstract
To ensure the future success of Lower-SES, college-intending, Black students, there is a need to understand the factors that lead to their resilience, which is the heightened likelihood of success in school and other aspects of life, despite environmental adversities, such as the COVID-19 global pandemic. This study sought to elevate the lived experiences of those who have succeeded against the odds to obtain college enrollment despite challenges related to their access to technology.
Upon review of the literature related to the digital divide and disparities in access to technology and the college-going process, it became evident that more research is needed on the challenge of technology maintenance-related disparities. This basic qualitative study explores socioeconomic achievement gaps in college access.
The research was designed to provide insights into the experiences of individuals within one urban school district to understand the impact of having limited access to technology. This dissertation was informed by college choice theory to shed light on how students with limited access to technology underwent the college-going process.
Despite the COVID-19 pandemic, this study found that students’ persistence in achieving college attainment did not waver despite their limited access to technology. Data collection included completing questionnaires and interviews with 12 participants. Upon analysis, three themes emerged. The first theme, Unforeseen Ramifications Arising from Initiating the College Planning Journey in the Final Year of High School, discusses the impact of waiting until late to complete the college-going process. The second theme, The Fulfillment of the FAFSA as a Pivotal Determinant in the College Enrollment Journey, explores the critical role of FAFSA completion on students from this population. The final theme, Unwavering Continuation of College Enrollment Amidst the COVID-19 Pandemic, Coupled with Challenges Exacerbated by the Crisis, depicts the path the participants traveled towards their first year in college and the realities they uncovered.
Some key findings from this study include 1) the importance of college-going programming for students seeking to develop college knowledge and complete the college application process, 2) how critical obtaining financial aid is to the college-going process for Lower-SES, college-intending, Black students, and 3) the pandemic exacerbated or created substantial barriers to college access, with many students reporting a lack of resources or exceptionally reliable computer usage.
Upon review of the literature related to the digital divide and disparities in access to technology and the college-going process, it became evident that more research is needed on the challenge of technology maintenance-related disparities. This basic qualitative study explores socioeconomic achievement gaps in college access.
The research was designed to provide insights into the experiences of individuals within one urban school district to understand the impact of having limited access to technology. This dissertation was informed by college choice theory to shed light on how students with limited access to technology underwent the college-going process.
Despite the COVID-19 pandemic, this study found that students’ persistence in achieving college attainment did not waver despite their limited access to technology. Data collection included completing questionnaires and interviews with 12 participants. Upon analysis, three themes emerged. The first theme, Unforeseen Ramifications Arising from Initiating the College Planning Journey in the Final Year of High School, discusses the impact of waiting until late to complete the college-going process. The second theme, The Fulfillment of the FAFSA as a Pivotal Determinant in the College Enrollment Journey, explores the critical role of FAFSA completion on students from this population. The final theme, Unwavering Continuation of College Enrollment Amidst the COVID-19 Pandemic, Coupled with Challenges Exacerbated by the Crisis, depicts the path the participants traveled towards their first year in college and the realities they uncovered.
Some key findings from this study include 1) the importance of college-going programming for students seeking to develop college knowledge and complete the college application process, 2) how critical obtaining financial aid is to the college-going process for Lower-SES, college-intending, Black students, and 3) the pandemic exacerbated or created substantial barriers to college access, with many students reporting a lack of resources or exceptionally reliable computer usage.