Socio-Economic Inequalities, Academic Failure, and Institutional Interventions: What CUNY Is Doing To Help Its High Risk Populations

Author

Cynthia Constant, Graduate Center, City University of New YorkFollow

Date of Degree

6-2016

Document Type

Thesis

Degree Name

M.A.

Program

Liberal Studies

Advisor

Colette Daiute

Subject Categories

Community College Leadership | Student Counseling and Personnel Services | University Extension

Keywords

Higher Education, Education, High risk students, Low income students, College programs and services

Abstract

There is a lack of adequate research of the City University of New York’s (CUNY) school-based programs and services that are designed to aid and empower students in achieving academic success. These programs serve an urban based student population. A substantial number of these students are of low income and from historically underrepresented cultural and ethnic backgrounds. A significant portion of these students also attend a community college like Kingsborough Community College (KBCC) in the CUNY system. For most of this student population academic success is not easily obtained. This study examines the rationale behind student failure, as well as, the structural practices, programs and services that aim to facilitate students’ academic progress. Essentially in section I, we analyze; the possible academic and non-academic reasons a student would be unsuccessful in their academic career, the societal impacts of both the lack of college level education and the obtainment of a college education (on the individual, the family, and society as a whole). The implications of failure and what that means to and for the student is not often examined by the institution. In section II, we will consider two questions: what is KBCC doing (currently) to address student needs? And should KBCC be made accountable for the failures of their student population? We examine various campus based programs and services (i.e. New Start Program, COPE, ASAP, and SEEK/College Discovery) at KBCC that have been established to specifically aid these struggling and underrepresented student populations. Through the development of a program analysis protocol, I will evaluate central information regarding these programs and services and their relevance to the overall success of the student; how do these programs/services work? What are their practices, methods of self-evaluation, and possible reports of success (if there are any)? Furthermore, this study will seek to propose the future design of a qualitative interview with student and staff participants that purposes to assess the aforementioned student based issues.

Recommended Citation

Constant, Cynthia, "Socio-Economic Inequalities, Academic Failure, and Institutional Interventions: What CUNY Is Doing To Help Its High Risk Populations" (2016). CUNY Academic Works.
https://academicworks.cuny.edu/gc_etds/1326