Theses and Dissertations

Advisor

Smith, Kaleb

Committee Member

Milam, Alisha

Committee Member

Herbstrith, Julie

Committee Member

King, Stephanie

Date of Degree

8-7-2025

Original embargo terms

Immediate Worldwide Access

Document Type

Dissertation - Open Access

Major

Doctor of Education in Education (Educational Policy and Organizational Design)

Degree Name

Doctor of Education (Ed.D.)

College

College of Education

Department

College of Education

Abstract

As one of the fastest-growing student populations in K -12 schools, English Learners (EL)s remain significantly underrepresented in postsecondary education. Barriers such as academic preparedness, financial constraints, and sociocultural factors hinder their access to postsecondary education. However, by developing targeted strategies to assist ELs in accessing and completing college, institutions can address these challenges and ensure a more diverse and sustainable student body in the face of declining enrollment. Effective models for helping EL students access college include family engagement, early college exposure, peer mentorship, and student-centered advising. By assisting ELs in accessing college, institutions can strengthen their enrollment efforts, promote inclusivity, and mitigate the effects of the demographic shift. Grounded in Social Capital Theory (Bourdieu, 1986; Coleman, 1988) and the Appreciative Advising Framework (Bloom et al., 2008, p.11; Hutson & He, 2011), this project aims to provide EL students and their families with the information, support, and resources available to help them access and persist in postsecondary education. Applying this theoretical approach, the project acknowledges that social connections and information networks shape EL students' access to college. This initiative aims to foster meaningful relationships with EL students, families, K -12 educators, and college staff to enhance the college planning process through increased support and education for navigating college enrollment. Furthermore, the project draws on the Appreciative Advising Framework, emphasizing the importance of supportive, strengths-based relationships between students and advisors (Bloom et al., 2008). Together, these frameworks emphasize the importance of relationships and information networks in promoting student success. By employing EL students' strengths and expanding their access to support, knowledge, and resources, this project will create a student-centered college access model that empowers EL student and their families to navigate the college onboarding process with confidence and support.

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