東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Facing the future: Identity developm...

Karp, Melinda Jane Mechur.

FindBook

Google Book

Amazon

博客來

Facing the future: Identity development among College Now students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Facing the future: Identity development among College Now students./
作者:	Karp, Melinda Jane Mechur.
面頁冊數:	318 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-12, Section: A, page: 4347.
Contained By:	Dissertation Abstracts International66-12A.
標題:	Education, Sociology of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3199561
ISBN:	9780542462603

Facing the future: Identity development among College Now students.
Karp, Melinda Jane Mechur.

Facing the future: Identity development among College Now students. - 318 p.

Source: Dissertation Abstracts International, Volume: 66-12, Section: A, page: 4347.

Thesis (Ph.D.)--Columbia University, 2006.

This dissertation seeks a theoretical rationale for policymakers' and educators' enthusiasm for dual enrollment programs as a way to encourage student persistence in postsecondary education. In dual enrollment, high school students take college courses and receive college credit. Using qualitative methods, this dissertation explores whether dual enrollment might serve as a location in which students learn about the role of college student and come to identify with the role. Identity theory posits that, if this is the case, dual enrollment might encourage postsecondary persistence.

ISBN: 9780542462603Subjects--Topical Terms:

626654
Education, Sociology of.

Facing the future: Identity development among College Now students.
LDR:03302nmm 2200349 4500 001 1825419
005 20061211074625.5
008 130610s2006 eng d
020 $a 9780542462603
035 $a (UnM)AAI3199561
035 $a AAI3199561
040 $a UnM $c UnM
100 1 $a Karp, Melinda Jane Mechur. $3 1914431
245 1 0 $a Facing the future: Identity development among College Now students.
300 $a 318 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-12, Section: A, page: 4347.
500 $a Sponsor: Aaron Pallas.
502 $a Thesis (Ph.D.)--Columbia University, 2006.
520 $a This dissertation seeks a theoretical rationale for policymakers' and educators' enthusiasm for dual enrollment programs as a way to encourage student persistence in postsecondary education. In dual enrollment, high school students take college courses and receive college credit. Using qualitative methods, this dissertation explores whether dual enrollment might serve as a location in which students learn about the role of college student and come to identify with the role. Identity theory posits that, if this is the case, dual enrollment might encourage postsecondary persistence.
520 $a The study explores students in their first semester of New York City's dual enrollment program, College Now. I interviewed 26 students at the beginning, middle, and end of their dual enrollment course. I also conducted classroom observations throughout the semester, as well as interviews with high school- and college-based staff and program alumni.
520 $a I conclude that dual enrollment encourages students to learn about the college student role and, under some circumstances, helps students integrate the role into their self-concepts. Seventeen of the 26 students shifted their conceptions of the role of college student, as indicated by their more accurate descriptions of the role in their third interview. Twelve students also integrated the role of college student into their self-concepts. Both of these outcomes were influenced by the authenticity of the College Now course in which students enrolled and students' perceptions of the college-like nature of the course.
520 $a Changes in participants' role conceptions and identities were encouraged by a number of mechanisms. As predicted by identity theory, College Now was an environment in which students engaged in anticipatory socialization and role rehearsal; this, in turn, supported role-related changes. In addition, I identified two other mechanisms encouraging such changes, trial-and-error and cognitive interpretation of individual experiences. These mechanisms highlight the importance of agency in the identity-change process.
520 $a The dissertation concludes by discussing theoretical implications of the findings for both dual enrollment programs and for identity theory. I also offer implications of the findings for programs and policymakers and directions for future research.
590 $a School code: 0054.
650 4 $a Education, Sociology of. $3 626654
650 4 $a Psychology, Developmental. $3 1017557
650 4 $a Education, Secondary. $3 539262
650 4 $a Education, Higher. $3 543175
690 $a 0340
690 $a 0620
690 $a 0533
690 $a 0745
710 2 0 $a Columbia University. $3 571054
773 0 $t Dissertation Abstracts International $g 66-12A.
790 1 0 $a Pallas, Aaron, $e advisor
790 $a 0054
791 $a Ph.D.
792 $a 2006
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3199561