An examination into the social factors that influence the professional choices made by "Upward Bound" students - a program designed to improve the academic performance of students who needed enrichment in their educational process.
Written in 2002; 2,514 words; 18 sources; MLA; $ 76.95
Paper Summary:
This paper provides a definition of this program and explains that it was designed to improve current academic performance as well as set the stage for students to attend postsecondary institutions and succeed there. It explains that the research on the effectiveness of the program in general has shown mixed results. There are other influences operating on Upward Bound students and some of these are explored in terms of occupational choices. It looks at the background of the Upward Bound program, achievements of the program, and social influences on participants, along with research on occupational choice-making.
Introduction
Background
Upward-Bound Students
Achievements and Orientations
Social Influences and Occupational Choice-Making
References
From the Paper:
"The story of Upward Bound begins with the War on Poverty and legislation signed by Lyndon Johnson in 1964. The Economic Opportunity Act established an office of Economic Opportunity and special Programs for Students from Disadvantaged Backgrounds (often known as the TRIO programs). The first TRIO program was actually Upward Bound, followed by Talent Search. These were followed by Student Support Services program and Educational Opportunity Centers. Following that, The Ronald E. McNair Post-Baccalaureate Achievement Program was established in 1986, with the final piece of the program being the Upward Bound Math/Science Program, administered with the rest of the Upward Bound programs (McElroy and Armesto, 1998). Eligibility for participation in these programs was established firmly by the reauthorization of the HEA in 1980 and emphasized two concepts. First, students were anticipated to be the first in their families to pursue higher education. Second, the student's previous performance was considered in allowing for admission. Wolanin (1996) noted that the first-generation-college criterion was particularly important because it included non-financial barriers to college access. In other words, it was not an eligibility criteria based solely on financial qualifications, but on the status of the individual's family and the history of that family, which could have been impacted by many factors."
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