Increasing the success rates of underprepared students remains a pressing concern in higher education - and rightly so. Bettinger and Long (2009) noted many students enter college unprepared to think critically and handle rigorous college-level work. Most of these students are members of historically underserved and underrepresented populations, which make the problem even more disturbing and difficult to tackle. At some institutions, nearly two thirds of African American and Hispanic students fail to graduate within six years (Carey, 2008). Other marginalized student groups such as Native Americans, first-generation college attendees, and those from low-socioeconomic backgrounds also disproportionately fail to complete college because of poor preparation, inadequate secondary schools, and limited financial resources (Cabrera, 2008; Guillory andWolverton, 2008). This occurs despite ongoing efforts to eliminate the issue. One way colleges and universities have sought to improve retention and persistence of these students is through summer bridge programs. Although bridge programs vary from institution, many provide academic enrichment and intensive remediation for "high-risk" students the summer prior to their first year in college. Proponents of the programs believe they help raise student achievement and improve educational outcomes. However, what do summer bridge participants have to say? To what extent, if any, do they feel their participation in the program enhanced their educational abilities? This research project will utilize case study methodology to uncover the external factors bridge participants believed helped them to succeed in college.
