From Summer Slide to Summer Glide? Shifts in Low-Income and Minority Students' Attitudes toward Education throughout Participation in a Summer Learning Program

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Abstract/Contents

Abstract: The current achievement gap between low- and higher-income students in the United States reveals disparities between standardized test scores, grades, graduation rates, college enrollment rates, and entrance into STEM fields (Chen, 2013; Clark, 1986; Kena et al., 2015; Reardon, 2013; Stark & Noel, 2015). According to Cooper et al. (1996), summer learning loss is a major contributor to the achievement gap. Many summer learning programs have arisen to combat summer learning loss in low-income students. This study examines the experiences of low-income and high-achieving middle school students participating in a six-week long summer program. Key findings were that student perceptions on education and STEM were consistently positive, although they strongly preferred learning in the summer environment; students' future plans to take advanced STEM courses or have a career path in STEM fluctuated; and students had mixed views on whether the program had prepared them sufficiently with social and study skills. From this data, recommendations can be made for future summer programming, including maintaining academic rigor with hands-on and discussion-based learning; providing teachers that students can see as near-peer role models; and addressing students' anxieties and concerns about their academic careers.

Type of resource	text
Date created	March 2015 - May 2016

Author	Salomón, Jaziel A.
Primary advisor	Langer-Osuna, Jennifer M.
Advisor	Willinsky, John
Advisor	O'Keeffe, Jamie
Degree granting institution	Stanford University Graduate School of Education

Subject	honors thesis
Subject	low-income students
Subject	qualitative study
Subject	summer learning
Subject	summer learning loss
Subject	summer learning programs
Subject	Stanford University Graduate School of Education
Genre	Thesis

Location	https://purl.stanford.edu/ys420ch2545

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License: This work is licensed under a Creative Commons Attribution 3.0 Unported license (CC BY).

Preferred Citation: Salomón, Jaziel A. (2016). From Summer Slide to Summer Glide? Shifts in Low-Income and Minority Students' Attitudes toward Education throughout Participation in a Summer Learning Program. Stanford Digital Repository. Stanford University, Stanford, CA. Available at http://purl.stanford.edu/ys420ch2545

Undergraduate Honors Theses, Graduate School of Education

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