Committee Chair

Crawford, Elizabeth K.

Committee Member

Rausch, David W.; Williamson, Cynthia; Freeman, Yancy

Department

Dept. of Applied Leadership and Learning

College

University of Tennessee at Chattanooga. College of Health, Education, and Professional Studies

Publisher

University of Tennessee at Chattanooga

Place of Publication

Chattanooga (Tenn.)

Abstract

Pre-collegiate summer programs represent a critical strategy for increasing college access and success among underrepresented students. This mixed-methods study examined the relationship between participation in the University of Tennessee Summer College Orientation and Recruitment Events (UT SCORE) and participants' subsequent application to, enrollment in, and student success at the sponsoring institution. The study was grounded in Perna and Thomas (2008) multilayered conceptual model of student success, which posits that college access is shaped by individual, family, school, and broader social contexts. Two research questions guided the study: Research Question 1 (RQ1): Is there a relationship between underrepresented high school students' application to, enrollment in, and student success at a university and their participation in the university's sponsored pre-collegiate summer program? Research Question 2 (RQ2): What are participants' perceptions of the program's efficacy in relation to their application to, enrollment in, and student success at the sponsoring institution? The population included 313 applicants from 37 Memphis-area high schools, of whom 131 participated in the 2016 UT SCORE program. Quantitative data came from a 2023 follow-up survey of 50 former participants; qualitative data came from semi-structured interviews with 10 participants. T-tests and one-way ANOVAs found no statistically significant differences across demographic variables, including gender, ethnicity, college legacy status, and GPA. Descriptively, 54% of survey respondents applied to the sponsoring institution, 34% were admitted, 14% enrolled, and 100% of enrollees graduated — substantially exceeding national benchmarks. Qualitative analysis identified three perception domains. Regarding application, the most valued components were campus tours (80%), career exploration (60%), standardized test preparation (40%), and connections to additional recruitment programs (50%). Regarding enrollment, nearly all participants (90%) were college-intending before the program, with UT SCORE reinforcing rather than creating those aspirations. Regarding student success, participants credited networking skills (60%), knowledge of campus resources (60%), and near-peer mentorship (50%) as contributors to persistence and degree completion. These findings suggest pre-collegiate programs are most impactful at the retention-to-completion stage. Recommendations include aligning programming with financial aid, prioritizing near-peer mentorship, addressing non-academic factors such as mental health and time management, and implementing longitudinal evaluation systems.

Acknowledgments

First and foremost, I give honor to God, whose grace and faithfulness sustained me throughout this journey. There were moments when completing this degree felt impossible, and it was through faith that I found the strength to persevere. To my dissertation committee, I extend my deepest gratitude. Dr. Elizabeth Crawford, my committee chair, provided unwavering guidance, encouragement, and support from the beginning of this process to the end. Her wisdom and investment in my success made all the difference. Dr. Cynthia Williamson went above and beyond in her commitment to helping me grow as a researcher and scholar. Her detailed feedback, patience, and dedication to excellence pushed me to produce work I am truly proud of. I also thank Dr. David Rausch and Dr. Yancy Freeman for their valuable insight, expertise, and time throughout this process. To the UT SCORE participants who agreed to be interviewed, this dissertation would not exist without your willingness to share your stories. Your experiences, reflections, and honesty gave life to this research, and I hope this work honors the journeys you have taken. To my friends and colleagues who offered encouragement, checked in on my progress, and celebrated small victories alongside me — thank you. Your support meant more than words can express. Finally, to my family, whose love carried me through every challenge — thank you for never letting me give up.

Degree

Ed. D.; A dissertation submitted to the faculty of the University of Tennessee at Chattanooga in partial fulfillment of the requirements of the degree of Doctor of Education.

Date

5-2027

Subject

College preparation programs; College students--Services for; Universities and colleges--Admission

Keyword

Education; Admissions; Enrollment; High-school; Advising; Summer

Document Type

Doctoral dissertations

DCMI Type

Text

Extent

xiv, 202 leaves

Language

English

Rights

http://rightsstatements.org/vocab/InC/1.0/

License

http://creativecommons.org/licenses/by/4.0/

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