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This qualitative study was conducted to explore the perceptions of Cristo ReyKansas City (CRKC) high school graduates who did not meet or exceed all four of theACT College Readiness Benchmarks and went on to successfully earn a college degree.A sample of 11 participants was selected through voluntary respondents to an email andphone solicitation for participation. The sample reflected the demographics of the CRKCalumni who had completed a college degree. The participants discussed both theircollege and high school experiences during individual interviews with the researcher.The participants recounted that diverse high school experiences at CRKC cultivated skillsthat helped them earn college degrees. The two most predominant experiences shared bythe participants were the college-going culture of the school and the Corporate WorkStudy Program (CWSP). These were the only two factors that were discussed by all 11participants regarding their eventual higher education success. Additionally, theresearcher determined that all but one of the participants felt prepared for the academicrigors of higher education, which they attribute to the college preparation curriculum’srigor and excellence of the faculty that they experienced at CRKC. The researcherdiscovered that although all participants encountered some obstacles in their pursuit ofearning college degrees, they felt they were always able to overcome them and be existing components; and add instruction in how to navigate a college culture that isdrastically different than their home and high school cultures. Recommendations forfuture research included: determining whether the study’s results could be extrapolated toother populations, adding quantitative measures, and exploring the non-cognitive factorsthat impact higher education success of students who are not deemed “college-ready” yetsucceed in earning a two or four-year degree.successful. The three most oft-cited areas of struggle for the graduates were social,cultural, and diversity challenges at their colleges and universities; their lack of financialliteracy; and their ability to pay for school. The implications for action included: CRKCshould continue to invest in quality teachers, administrators, and staff; foster the faith andcharacter development; add financial literacy curricular components or strengthening |
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