7 CONCLUSION
7.2 Directions for Future Research
The current study examined the effects of a comprehensive program, which provides
mentorship and academic assistance, on black high school student achievement. As stated be-
fore, the results indicated that the components of the program addressed did have an effect on
black student achievement. Looking at the effects of such a program longitudinally, from ele-
mentary through high school, would be valuable. One could determine whether concentrated
efforts like those students receive in the Upward Bound program could do more towards closing
Along with studying students over time, examining the success and choices made by sim-
ilar students who did not participate in a program would be an excellent means of gathering data.
This would give a better depiction of the effects of success that were directly related to Upward
Bound participation. We would be able to ascertain the coping mechanisms or lack thereof uti-
lized by students without program support.
Additionally, an avenue of research that should be pursued is an in depth analysis of the
impact of programs like Upward Bound on males versus females. Minor differences, such as
topics for mentorship, were noted in the current study, but dedicating a study to that particular
topic would provide valuable information on combating the achievement gap from a different
perspective. Last, utilizing a nationally representative data set to test the findings of the current
study would be an ideal avenue for research. Undergirding key elements of the findings in this
research with a national data set would be beneficial in determining how much of the results ob-
tained from this research was due to specific demographic factors.
The current study is important because it builds upon what has been learned from John
Ogbu and Prudence Carter about the black white achievement gap, and it provides information
about formulating possible solutions. John Ogbu provided us with concepts, oppositional culture
and the burden of acting white, which informed a different way of thinking about the achieve-
ment gap. His work played a large role in forwarding research that explored factors that impede
minority students’ motivation to achieve. Prudence Carter provided us with a possible approach
to addressing minority students’ issues in achievement- multicultural navigators. The current
study addresses both Ogbu and Carter, calling for a treatment of the achievement gap that takes
There must be a definitive stance on the needs of minority students in the United States.
John Ogbu correctly identified that there is a distinct difference in the success outcomes of mi-
norities who came to the U.S. voluntarily versus those whose predecessors did not come volun-
tarily. It can be learned from this study that with appropriate guidance, from multicultural navi-
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APPENDICES
Appendix A
Alumni Interview Schedule
Why did you enroll in the Upward Bound Program?
Describe your interaction with Upward Bound staff members. What types of skills in particular did staff members teach you? What attitudes and beliefs did they try to instill in you?
Did you consider any members of the UB staff to be mentors?
What are some of the greatest lessons you learned from Upward Bound staff members? Did Upward Bound staff members ever share any personal life experiences with you? What was the most memorable experience you had as an Upward Bound participant? How did you view education in high school, and how do you view it now?
How did the peers you hung around most feel about school?
Was getting good grades in school considered a good thing to do by your peers?
Did you and your peers (inside or outside the program) ever talk about behaviors that were not typically associated with acting black? Can you give examples?
Did your parent(s)/guardian(s) have any influence on how you feel about education? If so, how? Did you see education as a hindrance or help to your parents’ career success?
Appendix B
Counselor Interview Schedule
Describe your role as an Upward Bound Counselor. How much of the role is a mentor role?
Beyond academics, what kinds of things do you counsel students about?
Is there any variation in the guidance you give black students versus white students? Do you discuss self-awareness issues with students?
How much do you draw from your personal experiences as a person of color when counseling black students?
Do black students in the program seem comfortable with the idea of high academic achievement?
Appendix C
Alumni Demographic Survey
*This information will not be shared or published*
Name_______________________________ Age _____ Gender______
Email Address________________________ Phone Number__________________ In what state did you participate in Upward Bound?
What was the name of the college/university/organization where you participated in Upward Bound? How many years did you participate in Upward Bound?
Appendix D
Counselor Participant Demographic Information
Name_______________________________ Age _____ Gender______
Email Address________________________ Phone Number__________________
What is the name of the college/university/organization at which you serve as an Upward Bound Counselor?
How many years have you worked with Upward Bound? Are you an alumnus of the Upward Bound Program?
Appendix E
Criteria
Criterion 1: How was the original sample selected? On what grounds? Criterion 2: What major categories emerged
Criterion 3: What were some of the events, incidents, or actions (indicators) that pointed to some of the major categories?
Criterion 4: On the basis of what categories did theoretical sampling proceed? That is, how did theoretical formulations guide some of the data collection? After the theoretical sampling was done, how representa- tive of the data did the categories prove to be?
Criterion 5: What were some of the hypotheses pertaining to conceptual relations (i.e., among categories), and on what grounds were they formulated and validated?
Criterion 6: Were the instances in which hypotheses did not explain what was happening in the data? How were these discrepancies accounted for? Were hypotheses modified?
Criterion 7: How and why was the core category selected? Was this collection sudden or gradual, and was it difficult or easy? On what grounds were the final analytic decisions made?