Hope for the Hopeless: When College Isn't the Answer
| dc.contributor.advisor | VanRyzin, Mark | |
| dc.contributor.author | Hall, Jennie | |
| dc.date.accessioned | 2021-04-29T15:02:59Z | |
| dc.date.available | 2021-04-29T15:02:59Z | |
| dc.date.issued | 2021-04-29 | |
| dc.description.abstract | Hope has been correlated with positive outcomes in various areas of life (e.g., academics, physical health, psychological adjustment) and across diverse populations (Snyder, 2002). Hope theory postulates that for individuals to have hope, they must have a desired goal or outcome and a belief in a pathway to achieve the goal. Government and organizations have deemed “college as the way” to be the acceptable pathway to success in life. In the throes of a college-going culture, each student is given a predetermined goal of college readiness, but it is unclear if all students have a belief in a pathway to that goal. According to Hope Theory, if an individual loses belief in their ability to attain the goal or does not believe there is a pathway that will lead to success, they are likely to have lower hope (Snyder, 2002). This study examined the relationship between students’ perception of a college-going culture with hope and further compared this relationship between low- vs high- achieving students. Additionally, it provided an initial exploration of the effects of shifting away from the prescribed goal of college-readiness to a self-aware and self-prescribed goal. Both quantitative and qualitative data were used in this study. In a convenience sample of 840 students, data from a survey administered by the school district in the fall of their senior year were analyzed. A small, yet significant, positive relationship between students’ perception of a college-going culture and students’ hope levels (r = .257) was found. Additionally, multiple regressions analysis showed hope levels of students with a high GPA had a stronger relationship between the perception of college-going culture at their school and hope whereas low GPA students did not. Qualitative data were from a qualitative analysis of five students who completed a career assessment process (Greenwood Systems 45) with a graduation coach in three meetings over a period of six weeks. The results suggest that through the use of the GS45 system, low-achieving students were able to increase self-awareness and agency-thinking and make a connection to a career. Ultimately these students increased hope for their future. Implications for practice and suggestions for future research are discussed. | en_US |
| dc.identifier.uri | https://hdl.handle.net/1794/26213 | |
| dc.language.iso | en_US | |
| dc.publisher | University of Oregon | |
| dc.rights | All Rights Reserved. | |
| dc.subject | Career | en_US |
| dc.subject | College | en_US |
| dc.subject | Culture | en_US |
| dc.subject | Education | en_US |
| dc.subject | Hope | en_US |
| dc.title | Hope for the Hopeless: When College Isn't the Answer | |
| dc.type | Electronic Thesis or Dissertation | |
| thesis.degree.discipline | Department of Educational Methodology, Policy, and Leadership | |
| thesis.degree.grantor | University of Oregon | |
| thesis.degree.level | doctoral | |
| thesis.degree.name | D.Ed. |
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