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Promoting Academic Persistence in African American and Latino High School Students: The Educational Navigation Skills Seminar in an Upward Bound Program

Promoting Academic Persistence in African American and Latino High School Students: The... A model intervention for academic persistence and motivation of African American and Latino high school students is provided in this article. The authors provide a theoretical and practical description of The Educational Navigation Skills Seminar (TENSS) as a demonstration of an educational persistence intervention. By reviewing the higher education literature four protective factors (e.g., self-concept, alienation, realistic self-appraisal, and help-seeking strategies) were developed into a curriculum of navigation skills. The authors suggest that pre-college programs should provide "affective based" educational navigation skills to prepare African American and Latino high school students, who are seeking to be the first in their families, to attain higher education. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The High School Journal University of North Carolina Press

Promoting Academic Persistence in African American and Latino High School Students: The Educational Navigation Skills Seminar in an Upward Bound Program

The High School Journal , Volume 87 (1) – May 11, 2003

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Publisher
University of North Carolina Press
Copyright
Copyright © 2003 by The University of North Carolina Press.
ISSN
1534-5157
Publisher site
See Article on Publisher Site

Abstract

A model intervention for academic persistence and motivation of African American and Latino high school students is provided in this article. The authors provide a theoretical and practical description of The Educational Navigation Skills Seminar (TENSS) as a demonstration of an educational persistence intervention. By reviewing the higher education literature four protective factors (e.g., self-concept, alienation, realistic self-appraisal, and help-seeking strategies) were developed into a curriculum of navigation skills. The authors suggest that pre-college programs should provide "affective based" educational navigation skills to prepare African American and Latino high school students, who are seeking to be the first in their families, to attain higher education.

Journal

The High School JournalUniversity of North Carolina Press

Published: May 11, 2003

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