Creating Seamless Educational Transitions for Urban African American and Hispanic Students

School relationships foster success for African American students: ACT policy report

“…The Personal Adult Advocate can serve as a buffer to help students navigate through high school and prepare for postsecondary education and future careers. Such a role is supported by a recent study (Noeth & Wimberly, 2002) that reported the efficacy of an "interested adult" as a key factor in the college planning of African American and Hispanic high school seniors.…”

“…Results of this study suggest that school relationships can play an important role in education by revealing how the relationships African American students have with their school and with their teachers, counselors, principals, and other school staff can increase their educational expectations and postsecondary participation. The importance of these relationships, and the strong reliance by African American students on the school and its resources for educational and career planning support, is reflected in other studies as well (Epps, 1995;Gándara & Bial, 2001;Noeth & Wimberly, 2002;Stanton-Salazar, 1997). Study findings suggest three major recommendations for improving school relationships for African Americans and increasing their educational expectations and postsecondary enrollment.…”

“…Because teachers provide information and opportunities that enhance students' educational experiences, direct studentteacher interaction may compensate for a school's potentially lower academic emphasis and may propel students to postsecondary education. Particularly among African American students in low-income and urban communities, school personnel may be the primary source of postsecondary and career planning information (Noeth & Wimberly, 2002;Stanton-Salazar, 1997). These students' families and communities may lack the information and resources to help them succeed in school and make the transition to postsecondary education.…”

“…Postsecondary education is also an important aspiration for most students. The future strength of the American economy and workforce will largely depend on the postsecondary educational attainments of all Americans, regardless of gender, racial, or ethnic background (Noeth & Wimberly, 2002).…”

Creating my village: a narrative study examining the impact of community cultural wealth on the college readiness of first-generation, African American college students

“…However, more recent research now recognizes that those traditional measurements do not illustrate a full picture of college readiness (Adelman, 2006;Conley, 2008b;Roderick & Nagaoka, 2009;Wiley et al, 2010;Noeth & Wimberly, 2002). There has recently been a shift in the way that college readiness has been measured.…”