Publication Date


Document Type

Masters Thesis


School for Social Work


Upward Bound Program (U.S.), Low-income students-Education-New York (State)-New York, Low-income students-Education-Massachusetts-Boston, Self-efficacy


This study examined the impact of New York City and Boston Upward Bound Programs on academic performance among low-income college alum. The dependent variables were academic self-confidence and academic performance; and the independent variables were New York City and Boston Upward Bound Programs. Participation criteria included only alums from Upward Bound programs in New York City and Boston, college graduate, access to Upward Bound Facebook social media pages, 18 years of age or older, and read English. The sample was random and consisted of thirty-three Upward Bound alumni who completed an online survey. Albert Bandura's Self-Efficacy and Social Learning Theory was the theoretical context for this study because of its applicability to cognitive, behavioral, and environmental influences on learning. Academic self-confidence and performance were measured by using a modified version of the Academic Self-Efficacy Scale. Two open-ended questions were used to specifically address perceptions of Upward Bound on learning outcomes. Findings of this study suggest that both New York City and Boston Upward Bound Programs positively influence academic self-confidence and academic performance among its program participants, and increased successful matriculation through college.




iv, 51 pages. Thesis (M.S.W.)-Smith College School for Social Work, 2014. Includes bibliographical references (pages 31-34)