Abstract
ABSTRACT In this study, we sought to understand how institutional agents at an Early College High School (ECHS) supported first-generation college students (FGCS). Our findings highlight how institutional agents were able to support students’ transitions from an ECHS to two- and four-year institutions. We also discussed the skills, mediated by institutional agents, which were critical in fostering the college-readiness of FGCS. We conclude with discussing implications for how educators can support the increasing number of first-generation college students as they pursue and transition through postsecondary education.
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