Introduction
This research proposal will explore the impact of external assets on the success of college students. Concurring to Sesma and Roehlkepartain (2003), the definition of external assets is the positive experiences young people receive from the macrosystems practice and mezzo practice systems in their environment. Extraneous situations help form people for either success in their endeavors once away from home, or fall apart in unpleasant conditions. Academic success is defined as a measurement of variables assessing degrees of academic achievement, such as a low or high grade point average (Carvalho, 2007). External assets that have a high impact on academic success within college students are; the institution of higher learning that they attend and its environment, family bolster or lack there of, lack of advisement, and completion of freshmen fundamental studies, these all go hand-in-hand with the G.P.A. Using the quantitative research design the following process will go as follows: problem definition, purpose, relevance, review of literature, and the theoretical framework.
Problem Definition
According to Pivik (2015) pupils often lack preparation for academics, which in turn lead to a higher dropout rate versus those actually graduating. This problem is a educational, social, and domestic (Terenzini, Rendon, and Upcraft, 1994). When the dropout rate increases this has a domino affect on the community, the family, and the individual. Each year the federal government spends $18.6 billion on financial aid and an additional $70 billion on educational programs (Brock, 2010).
Purpose
The purpose of this study is to investigate the impact of external assets on the academic success of college students based on their domestic situation, educational status, and social environment. Foremost, this study will look further into which of these factors are accountable for a student’s failure to graduate or overcoming the factors to prevail academically. This quantitative study is going to explore the institute's relationship with relationship between the developmental assets and academic success. Surveys will calculate external and internal assets, flourishing behavior and high risk behavior. Scenarios taking place within the home, such as violence, low instructional performance, and social disruptions are often times seen as actions that go against the social norm. High risk actions are also defined as educational problems and unsociable behavior patterns (Carvalho, 2007).
Relevance
The outcome of this study will inform the developments of upcoming programs and policies to be in the works or redrafted addressing the problem definition. Obtaining any collegiate degree is costly, and the funding through the government makes the decision on how much each peer is awarded once the Free Application for Financial Student Aid (FAFSA) has been completed based upon the information given including an estimate of family provision (EFC) number (Epple, et al., 2001). There are not many assisting programs to provide funding, although banks and credit unions dispense personal loans these are given to those well qualified and are based on credit worthiness. Communities can be impacted by these findings by arranging finances for unexpected costs related to attending college. Duly noted, incoming students should take their high school education seriously because it can affect their ability to attend college, as well as take care of their GPA throughout their academic career.
Review of literature
After an in depth review of the findings the factors that have shown up with high frequency are as follows: family stress, completion of freshman courses, lack of advising, and college environment.
Family Stress and Situations
The impact of external assets on the academic success of college students may also sway depending on personal troubles within the person's’ sociocultural context. Research has shown that many students do not have a lot of family support financially but emotionally are abundant for attending college (Minner, 1995). When it comes to African American families Minner (2003) indicated that parents of the children they are sending off believe they can be financially stable because of the degree obtained by the child(ren). When students are enrolled in school and are being successful, life around them does not stop, therefore when a life crisis or emergency arises these students can be subject to having to alleviate their family from these stressors not knowing they are taking on stress themselves. Another risk factor that keeps undergraduate students from not obtaining their degree has to do with the children holding a financial position in the family, caring for young children or siblings, and even the care of an elder parent or grandparent. These students may feel subject to fulfill their obligation to their family first before pursuing what they feel they need personally.
Pivik (2015) found that many students are awarded the opportunity to speak with their professors one-on-one and discuss their personal situation, that way if they are unable to come to class or even have to remove themselves altogether, these professors have an insight into helping them and the student not feeling like they aren't understood. Many students may leave due to pregnancy, both planned and unplanned, serious health risks with themselves or others close to them, and even death. Students that have positive role models and protective factors around them such as tend to have better attendance records, higher grades, and a high amount of pride to continue until the end (Wyatt, 2009).
Lack of Advising and Completion of Freshman Courses
Several students go into college straight out of high school whilst others may take a break for a year and even some work and raise a family putting an education on hold for several years. The students that go straight into college from high school, often have a higher graduation rate simply because they are familiar with the structure and the flow of attending classes everyday for an extended period of time. There are also students in this area that fit well with the categories of those who take a gap year or those that take an extended break, when it comes to these students there is a bit of extra work and guidance they need from the right person.
Every student that goes into an institution of higher learning is subject to choose a curriculum they would like to follow, often called a degree plan. This will guide the student to the correct courses to take in order to obtain their degree, but in order to ensure the student is grasping the idea and the reigns to succeed they must meet with their designated advisor. An advisor is an official responsible for guiding the student on the right path throughout their academic career whether as an undergrad, graduate, or doctoral degree. When students do not take the time to meet with their advisor this creates a strain on the guidance given because the advisor simply can not ensure the student is taking the appropriate classes, properly communicating with their professors and maintaining their GPA to the best of their ability. Meeting and talking with your advisors and professors will often times alleviate the stress associated with your academic career as well as bring them up to speed on the student that you are and being able to reach for full potential both personally and professionally (Pivik, 2015).
Completion of freshmen courses as defined by Phlegar, Andrew and McLaughlin (1981), is known as students who complete the minimum courses required such as, mathematics, science, historical courses, basic english. Students that have not completed these courses within their first two years or four semesters, and/or have not passed these courses may reflect and stipulate the students ability to succeed as a scholar. Those who take college classes as dual-enrollment or at a community college collecting their associates level of degree and transfer to a four-year institution are shown to achieve a higher GPA at a university level, Graham and Hughes (1994).
College Atmosphere
A college atmosphere will vary depending on the college you choose to attend, such as: a student attending an Historically Black College or University, a student attending a community college, a student taking courses online — all of these options are open to the student's choosing and liking. These atmospheres will vary also depending on the student; such as, a student who was homeschooled may find that online classes are a better fit versus attending a four-year university away from home. These atmospheres are stressed for the students liking and comfortability.
Students who transfer from a community college sometimes come face-to-face with numerous drawbacks once they come to a four-year university. The settings of a community college versus a four-year campus are extremely divergent. The student to instructor ratio, background, race, income status, level of difficulty, and relationships formed with faculty are just a few examples of changes to which transfer students need to adjust. Community college transfer students are stereotyped as “risky ventures” at some institutions (Diaz, 1992).