1. 1 Proposal Defense Student Name Self-Efficacy and College Choice Chair: Dr. Name of Chair Date:

2. 2 Statement of the Problem  Latino students lack the college and financial aid information to access institutes of higher education (Bloom 2007; Perna, 2006, 2008)  Latino students are underserved by schools and the school personnel, including high school counselors (Luna De La Rosa, 2003; McDonough and Calderone, 2006)  Latino students participate in college access programs that are created to close the achievement gap (Collatos, Morrell, Nuno, & Lara, 2004; Perna, 2002; Perna, Rowan-Kenyon, Bell, Thomas, & Li, 2008; Tierney & Hagedorn, 2002; Tierney, Corwin, & Colyar, 2005)

3. 3 Literature Review

4. 4 Purpose of the Study  To understand first-generation Latino students from low socioeconomic backgrounds and how their self-efficacy influences college choice.  Specifically at how previous academic achievement, vicarious experiences, and verbal persuasion have influenced students’ aspirations.

5. 5 Research Questions  What do college preparation programs do to improve Latino students’ self-efficacy?  How do teachers, parents, and other school personnel help develop Latino students’ self-efficacy?

6. 6 Significance of the Study  Insights into pre-college outreach programs preparation to include encouragement of rigorous course taking and providing accelerated courses (Perna, 2002).  Presents in-depth descriptions of ethnic minority students from low SES families who are first-generation through a self-efficacy lens of theory.  Provides understanding of factors which influence self-efficacy and the eventual behaviors of Latino high school students (Ceja, 2006)

7. 7 Sample and Instrumentation  Student Survey-College Aspirations to 100 students at Premier High School, CA  Interview Protocol will be used to ask 10 students about their participation in college access programs, to establish knowledge about college and financial aid, and to elaborate on how family help develop students’ self-efficacy and how that has impacted their college choice  Observations will describe participants, physical setting, particular events and activities, and capture researcher’s reactions

8. 8 Data Collection Contact School Officials on August 2014 to schedule access to school site  Questionnaire completed by September 2014  Interviews completed by mid September 2014  Observations completed by October 2014

9. 9 Data Analysis  Questionnaires, Interviews and observations will be analyzed to establish which students are Latino, first-generation, and UC, CSU, community college eligible or opting not to pursue higher education  Crewell’s 6 steps will guide the analysis  Emerging patterns  Generalizations

10. 10 Timeline  July 2014 - Complete IRB  August - Begin data collection  October - Complete data collection  November - Transcribe data and begin analysis

11. 11 Abstract Review  Reviewed Abstract for IRB requirements as a handout using the guidelines which follow. Provide a simple explanation of the study and briefly address (in 1 to 2 sentences) each of the following points: rationale; intervention; objectives or purpose; study population or sample characteristics; study methodology; study endpoints or outcomes; statistics and plans for analysis. 1.State the theoretical framework 2.State the purpose of the study, relevant research questions, and study goals/endpoints in response to the research questions 3.Describe the methods that will be employed in the study (including the following):  Proposed Participants  Proposed Instruments/Research Design  Proposed Data Collection  Proposed Data Analysis  Use APA Formatting and Guidelines  Abstract template available from DSC

12. 12 Thank You Your questions are welcome Contact Information:  Name  Email  Tel