In a prior study we demonstrated that college access program participants have positive views of the extent to which the program supports the development of their social and emotional skills and related college help-seeking behaviors in college. In this follow-up study, we explore the extent to which participant views vary by length of participation in the program in high school (i.e., dosage) and the extent to which alumni enrolled in college differ from college graduate alumni in their perceptions of the influences of the college access program. Results reveal that a multi-year college access program may influence different social and emotional skills over the course of the program, and dosage may matter. Moreover, alumni perceptions may differ depending on the stage of life they are in. Overall, the study findings reiterate that college access programs may help low income, high-achieving students develop social and emotional skills and prepare program alumni to successfully navigate college life.
Millett, Catherine M. and Kevelson, Marisol J. C.
"Integrating Social Emotional Skill Development throughout College Access Program Activities: A Profile of the Princeton University Preparatory Program,"
Journal of College Access: Vol. 5
, Article 5.
Available at: https://scholarworks.wmich.edu/jca/vol5/iss1/5