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Reflections of First-Generation, Low Income, Puerto Rican College Students on the Impact of a High School Upward Bound Program O University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations 1896 - February 2014 1-1-2001 Reflections of first-generation, low income, Puerto Rican college students on the impact of a high school Upward Bound program on their ability to succeed in post-secondary education. Paulette Marie Dalpes University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_1 Recommended Citation Dalpes, Paulette Marie, "Reflections of first-generation, low income, Puerto Rican college students on the impact of a high school Upward Bound program on their ability to succeed in post-secondary education." (2001). Doctoral Dissertations 1896 - February 2014. 5417. https://scholarworks.umass.edu/dissertations_1/5417 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations 1896 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. REFLECTIONS OF FIRST-GENERATION, LOW INCOME, PUERTO RICAN COLLEGE STUDENTS ON THE IMPACT OF A HIGH SCHOOL UPWARD BOUND PROGRAM ON THEIR ABILITY TO SUCCEED IN POST-SECONDARY EDUCATION A Dissertation Presented by PAULETTE MARIE DALPES Submitted to the Graduate School of the University of Massachusetts Amherst in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION May 2001 School of Education © Copyright by Paulette Marie Dalpes 2001 All Rights Reserved REFLECTIONS OF FIRST-GENERATION, LOW-INCOME, PUERTO RICAN COLLEGE STUDENTS ON THE IMPACT OF A HIGH SCHOOL UPWARD BOUND PROGRAM ON THEIR ABILITY TO SUCCEED IN POST-SECONDARY EDUCATION A Dissertation Presented by PAULETTE MARIE DALPES DEDICATION To my parents Eleanor M. Dalpes and Paul O. Dalpes and To the participants in this study and the many other first-generation and low-income participants of Upward Bound and TRIO programs who work tirelessly to go the extra mile towards building a better future for themselves and others. ACKNOWLEDGEMENTS Well, it’s done, after ten years I finally get to write this page. Sheer elation! This is by far the best part, saying thank you. There are many people in my life, many families, to whom I am deeply grateful for their loving support and ongoing encouragement over the long years that it has taken me to complete this project. Had I been left to my own devices this dissertation would never have come to be. It would have remained a pile in the comer of both my office and my mind accompanied by the looming doubt, frustration and fear that kept me from any forward progress towards its completion. However, as a result of a series of significant life events, loving guides and a profound sense of humility only a deep surrender can produce, here you are today, holding the finished product. I clearly did not do this or anything else alone. We never do. Which is one of the important things I learned in this process. So there are many beings to thank: First of all I would like to extend my gratitude to my dissertation committee. Dr. Henry Geddes and Dr. Ernie Washington for their clear and useful feedback. Muchas Gracias to the chair of my committee. Dr. Brunilda de Leon, I am so thankful for your presence, unwavering encouragement, guidance and faith. It was such a gift to work with you. To my parents: Thanks Mom for your humor and faith, always. Thanks Dad for reminding me about what’s really important, to have fun and do what I enjoy. Thanks to both of you for your unconditional love and constant presence in my life. I love you and am very grateful I am your daughter. A spin of the foosball to Dr. Bailey Jackson for being one of the primary teachers in my life. I am grateful to have had the opportunity to sit in your classroom, be it at the university or your kitchen table. Of course a tip o’the hat to my mentor Dr. Rita Hardiman. Much of what I could do and see in this study is due to your guidance as another white woman seeking dialogue about race. Thank you both for being a second family to me, for your mentorship, wisdom, and humor. Many others in the academic community and surrounding area greatly influence my work and I am grateful for their teaching and friendship: Dr. Pat Griffin, Dr. Maurianne Adams, Dr. Linda Marchesani, Dr. Janine Roberts. I would like to thank my boss, role model and friend Dr. Sonia Correa Pope. A first-generation, low-income, Puerto Rican woman who has exemplified all that I tried to show was possible in these pages. You have been a true gift from God in my life. I never would have been able to finish this without your example, support and faith. Thank you. To four crazy women that I love: My dear friend of more than fourteen years, Vivian Ostrowski, thank you for being a valuable source of optimism and enthusiasm. I value not only your pragmatic voice in times of peril (i.e. dissertation deadlines), but also our shared joy for our animals, life and spirit... and of course your editing expertise! Dr. Susan Pliner, thanks for handing over a copy of your dissertation on the day of your defense! It sure came in handy, think anyone will notice? Thanks for the many meals over the years that are simply a symbol of your generosity of spirit. Thanks for your endless support and confidence in my efforts. Thank you also to Mickie Conroy for your humor and creativity and Dawn Thompson for your kindness and friendship. And to all four of you for many endless nights of laughter, card playing, and abiding community. vi There are a group of women who have played an invaluable role in my life and to whom I am deeply grateful. Thank you to Carleen L. (for always encouraging me to finish this thing, for reminding me who really gets the credit, and so much more), Jeannette M. (I still have all those notes of love and encouragement you pasted around my office), Teresa O., Deborah S., Carol B., to all of you, for showing me what is possible. Also to Marena M. and Taylor M., Heather H., Maggie C., Sheila B., Amanda S., Cathy M., and Theresa M. for being true sisters in the journey. Thanks to Mary N., Wendy B., Anne F., Theresa L., Liz K., Carolann F., Nancy C., Sharon S., Charette B., Tammy A., Tracy K. I can’t believe you’re all still here! Thanks for tagging along! And most especially, Terri H., thank you for being the force behind me, second only to the Spirit of the Universe, that provides clarity and direction and whose loving guidance helps me remain sane. Much thanks to my little four legged companions especially Dr. Stoner. To my life partner for almost fifteen years, Dr. Kathryn Obear, thank you for being my classmate in too many courses to count, my study buddy, my co-dissertating guide and problem solver, co-writer, co-editor, co-proofreader, etc. Thank you for your support and patience. I am grateful for our history and the places we’ve been together literally and spiritually. Thank you for sharing a home with me and our little family. I am deeply grateful for this chapter we have shared and the journey we continue to walk together. Lastly, I believe in a Spirit of the Universe for which I am truly grateful. Thank you for this day, for my life, and for all the blessings and love that you give me. We did it! Vll ABSTRACT REFLECTIONS OF FIRST-GENERATION, LOW INCOME, PUERTO RICAN COLLEGE STUDENTS ON THE IMPACT OF A HIGH SCHOOL UPWARD BOUND PROGRAM ON THEIR ABILITY TO SUCCEED IN POST-SECONDARY EDUCATION MAY 2001 PAULETTE MARIE DALPES, B.S., COLORADO STATE UNIVERSITY M.Ed., COLORADO STATE UNIVERSITY Ed.D., UNIVERSITY OF MASSACHUSETTS AMHERST Directed by: Associate Professor Brunilda de Leon Although the federally funded TRIO Program entitled Upward Bound has been in existence for over thirty years and numerous federally and privately funded studies have been conducted about the hundreds of programs available throughout the nation, there has been relatively few investigations involving qualitative research approaches. Additionally, despite the fact that first generation college students, the primary target population for Upward Bound Programs, are most likely low-income and Latino, few studies have sought data directly from these target groups about their experience in Upward Bound. In this regard, the data gathered and reported in this qualitative education evaluation research study is unique. Twelve former first-generation, low-income, Puerto Rican Upward Bound students who had completed at least one year of college were interviewed for this study. The interviews utilized a protocol from a twenty-five year old study that also interviewed Upward Bound students (Bemak, 1975). The purpose of this inquiry was to investigate how first generation, low-income, Puerto Rican college students evaluate the impact of Vlll their participation in a high school Upward Bound program on their academic preparation for college, self-perceptions, family and social relationships, future educational goals, and ultimately their post-secondary success. The findings of this study shed light on the impact Upward Bound has upon first- generation, low-income, Puerto Rican students who have succeeded in post-secondary education. Data from the study indicate that the services and support provided by Upward Bound effectively intervenes in the unique struggles of first generation, low-income, Puerto Rican students who are at great risk for educational access and attainment. Reflections of former Upward Bound students inform the field of education regarding the impact of college preparatory programs on students who face the most difficult barriers in college completion.
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