ElmCore Journal of Educational Psychology October, 2014 | Page 17
Science-Fellows®
5. Their class rank and overall grade point
average.
6. The type of college they attended
7. The year of study they are at for their course
of study
Exclusion Criteria
Respondents were excluded from the research if
any of the following applied to them:
In addition their profiles were also generated from indepth interviews and researcher’s reflexivity field
notes based on observations. These profiles were listed
in order of the interview using pseudonyms assigned
by the researcher.
They had grade point average below 3.5; They were
not enrolled in a four-year program; They were related
to the researcher; They were students of the
researcher; They had a sibling who has already been
accepted for the study; They were American citizens
regardless of if the parents were Kenyan nationals.
Personal Characteristics That Influence Student
Outcomes
FINDINGS
History of Achievement
Each participant completed a survey, which asked for
the following information
1.
2.
3.
4.
All participants in the study had demonstrated a
history of achievement. Recruitment survey selfreports indicated that 10 of the 13 participants in the
in-depth interview had a GPA of 3.50 or higher in
school and many of them were 4.00 students (Table
1).
Biographical
Demographic
Family background information
The respondent’s opinion about cultural
identity.
Table 1
Personal Background of Youth Participants in the In-depth Interview
Student
Pseudonyms
Age
Gender
Type of
College
GPA
Class rank
SAT
Scores
or Average
Grade
Traveler
21
Male
Public Ivy
A-
(3.7)
Top 10%
Not
provided
Oroni
20
Female
Public
A-
(3.7)
Top 5%
1320 old
SAT
Ndege
24
Female
Ivy League
A
(4.0)
Top 5%
1430 old
SAT
Kamau
27
Male
Ivy League
A
(4.0)
Not
provided
1490 old
SAT
Bonnie
23
Female
Ivy League
Refused to
provide
information
1890 new
SAT
B+
(3.5)
ElmCore® Journal of Educational Psychology
(01) 1001