Degree Name

EdD (Doctor of Education)

Program

Educational Leadership

Date of Award

12-2025

Committee Chair or Co-Chairs

Pamela Scott

Committee Members

William Flora, Virginia Foley

Abstract

The purpose of this study was to examine undergraduate students’ perceptions of their high school preparation for college. Rather than relying on institutional measures like test scores or course completion, the study focused on how students themselves described their readiness and the supports they received in high school. By highlighting student voice, the research aimed to reveal strengths and gaps in current approaches to preparing students for higher education.

The study was grounded in Educational Equity Theory (Darling-Hammond, 1997), which emphasizes that fairness in education requires supports tailored to students’ individual needs. A qualitative, phenomenological design was used. Undergraduate participants were purposefully selected to represent varied backgrounds, and data were gathered through semi-structured interviews. Data analysis included open coding, theme development, and synthesis through the lens of equity theory. Member checking and triangulation were used to strengthen credibility.

Findings showed that access to personalized advising, college-level coursework, and step-by-step guidance for applications and financial aid were critical to students’ sense of preparedness. Three major themes emerged: (1) unequal access to preparation between public and private school graduates, (2) the influence of socioeconomic status on preparation pathways, and (3) the effect of readiness on students’ confidence and persistence in their first college years.

The results highlight continuing equity gaps in college preparation and suggest the need for high schools to expand access to advising and guidance programs. They also underscore the importance of colleges offering targeted supports for students who enter with uneven preparation.

Document Type

Dissertation - unrestricted

Copyright

Copyright by the authors.

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