The next generation of entrepreneurs: a reflection of a college outreach business program for high school students.

The next generation of entrepreneurs: a reflection of a college outreach business program for high school students. INTRODUCTION American higher education's history is full of stories ofstudents who succeeded despite the fact that their parents never hadmuch of an education or an opportunity to learn (Jaschik, 2005). Thesestories are countless and now topped with an exemplary one of a youngAfrican American "Barack Obama" who not only attended college,but graduated from two Ivy league institutions (Columbia in 1983 andHarvard in 1991) before he became the first African American editor ofthe prestigious Harvard Law Review in 1990; and eventually became thefirst elected African American president on November 4, 2008 (TheAssociated Press, 2008). However, these stories are not the norm, theyare the exception. A report by the National Center for EducationStatistics revealed that "first generation students are at adisadvantage throughout their time at colleges and universities. Theyenter without as much preparation, they got lower grades, and they aremore likely to drop out" (Jaschik, 2005, para. 3). According toEllwood and Kane (2000), income also affects college attendance: Eighty percent (80%) of the students from the top income quartile attended some type of post secondary institution within 20 months of their high school graduation, as compared with fifty-seven percent (57%) of those from the lowest income quartiles. The gaps by family income were particularly large in four-year college entrance, with 55 percent of the highest income youth attending a four-year college at some point and only 29% of the lowest income youth (p.3-4). According to the aunt of one of a former program participant at theUniversity of La Verne, her niece learned new things, made new friendsand took pride in her accomplishments at the camp. Currently the studentis enrolled at a local community college. In a personal letter to theauthor of this paper, the aunt wrote: "I truly feel that your program, amazing staff and of course,you, have helped boost her (participant's name) confidence bothpersonally and professionally. Any student would be lucky to participatein your REACH program. Your dedication to the wellbeing of our youth isheartwarming" (Goman, 2008). Program Description The University of La Verne's REACH Summer Business Camp,sponsored and supported by the College of Business and PublicManagement, just completed its third year. Yet in a relatively shorttime it has gained a reputation of being among the region's bestprograms in motivating high school students to pursue a collegeeducation (Marshall, 2007). Its success can be measured by thegraduating students' inclinations to attend college (96% in 2007and 98% in 2008), participants' perspective change about collegelife (90% in 2007 and 85% in 2008), their inclinations to own businessesin the future (50% in 2007 and 63% in 2008), participants' changeof their perspective of business (70% in 2007 and 82% in 2008), and bythe demand to add more students both from participating districts andother school districts seeking to join. The objective of this program isto put college within the reach of any student. In essence, REACHprovides participants with a taste of various aspects of college life tocreate and sustain their motivation to aim for college (with an emphasison business education) after graduating from high school. The business outreach program was developed with a mission toovercome issues that usually restrict the college ambitions of thetargeted population. One hundred eighteen high schools students (50 in2007 and 68 in 2008) participated in a three-week business camp (27women and 23 men in 2007; and 45 women and 22 men in 2008) thatintroduced them to topics such as market and economics, success skills(including management, organization, creating an organization website,and presentations and job interviewing techniques), entrepreneurship,financial literacy, and business ethics. All classes were delivered byvolunteer professors from the College of Business and Public Managementat the University of La Verne. In addition to the business courses, counselors from the universityprovided workshops with the Admissions and Financial Aid Offices, andstudents attended two SAT preparation sessions with a focus onMathematics and English. Community Involvement This program was conducted in conjunction with the business facultyat the University of La Verne, business professionals from variousorganizations (including Southern California Edison, Majestic Realty,Kaiser Permanente, UPS, The Capitalist Group, Horizon High Desert, Inc.,TEKNICA, and others) who volunteered as guest speakers, judgedstudents' business plans, and/or mentored participants. The programalso featured motivational speakers--including: Mr. Joe Romero, PomonaPolice Chief; Mr. Reggie Webb, Chairperson of the McDonald'sInternational Leadership Council; Dr. Steve Morgan, President of theUniversity of La Verne; Ms. Jennetta Harris, Public Affairs RegionManager of Southern California Edison Company; Ms. Edna Herring,Superintendent, Rialto Unified School District; Honorary Paul Leon, theMayor of Ontario; Honorary Norma Torres, the mayor of Pomona; and Dr.Alden Reimonenq, Provost of the University of La Verne. The Business Plan Competition While the program provided an opportunity for participants toexperience a taste of college life and get a hands-on learningopportunity, a competition was also held where students were dividedinto different teams to create a business plan that culminated in formalpresentations to a panel of judges made up of college professors,college students' leaders, and local business leaders. The business plan competitions proved to provide many importantbenefits when developing entrepreneurial skills, including access tomentors, opportunity for networking, and increased participantsself-confidence and risk-taking propensity (Russell, Atchison, &Brooks 2008). With an objective to win over a panel of judges, thirteen totalgroups (in 2008) and ten groups (in 2007) presented before the judgesand a "Final Four" competition was held in theuniversity's main auditorium where the top four teams presentedtheir business plans. The winning team was awarded a $1000 prize and the runner-upsreceived a $500 prize. As per competition requirements, each businessplan had to be comprehensive, including everything from the location andcost of the premises (lease) to the required licenses, permits, the costof equipment, organizational structure, financing, marketing, andoperating a business ethically and for profit. THE PURPOSE OF THE STUDY According to Eckholm (2008), interventions with low-incometeenagers-especially African Americans and Hispanics, proved effectiveand created lasting effects at a time when young minority men are losingground in today job market. This paper sets forth the business case for how an outreachbusiness program devoted to under-represented high school students canhelp their entrepreneurship knowledge increase and create a positiveimpact on their desire to further their business education, attendcollege, and pursue an entrepreneurship venture in the future. Theeffectiveness of this three-week summer program is measured through thesurvey responses of participating students. This program could serve asa model in motivating students to be the first in their families toattend college and prepare for a career or a business. Accordingly, this paper represents a two year (i.e. 2007 and 2008)outcome assessment of the REACH Summer Business Camp that mainlytargeted "mostly" first generation underrepresented studentsfrom three Southern California Unified School Districts. This paper addresses the following research questions: 1. Is there a positive relationship between participation in theREACH summer business camp and students' increased desire to attendcollege? 2. Is there a relationship between participation in the summerbusiness camp and a change in students' attitude and perspectivetowards college? 3. Does a participation in the summer business camp changestudents' attitude towards business education? 4. Is there a positive relationship between participation in theREACH summer business camp and students' increased desire to beentrepreneurs in the future? LITERATURE REVIEW Today, first-generation college student-whose parents have neverattended college, are the focus of many researchers and academicians.Colleges and universities are placing more emphasis on reaching out tofirst-generation, low-income, and minority college-bound studentsthrough a variety of outreach programs, student services, and financialaid to attract and retain this segment of underserved students. According to Pascarella, Wolniak, Pierson, & Terenzini, (2003),first-generation students are at a disadvantage compared to their peerswith respect to basic knowledge about postsecondary education,including: Higher education costs, application process, support, degreeexpectations and plans, and secondary school academic preparation.Additionally, they are subject to anxieties, dislocations, anddifficulties as a result of cultural, social, and academic transitions(Rendon, Hope, & Associates, 1996; Terenzini, Rendon, Upcraft,Millar, Allison, Gregg, & Jalomo, 1994). Similarly, Pike and Kuh(2005), in a study of 1,127 first-year students at various four-yearcolleges and universities, concluded that students who are the first intheir family to attend college are less likely to graduate compared tothe ones with one or both parents who have baccalaureate degrees. Thesame study also concluded that first-generation students tended to beless engaged and gained less from college compared to their peers withcollege-educated parents (Pike & Kuh, 2005). According to a Gallup poll of 4,000 teens (Thomas, 1999)commissioned by the Kauffman center, approximately 80% of black teensand 70% of Hispanic teens indicated their interest in starting their ownbusiness. However, according to the same poll: 44% of the respondents rated their own knowledge of how to start abusiness as "poor" to "very poor." The vast majoritysaid that they were taught little or nothing about business or theeconomy in school. Indeed, some of the survey responses wereparticularly troubling, one showing that 30% of black youthscouldn't identify how businesses set their prices (Thomas, 1999:A2). Based on data collected in the summer and fall of 2007 from 92,894incoming students at 302 institutions, a Noel-Levitz report showed thatwhile most students (first-generation and nonfirst-generation students)rated themselves low on various measures of academic confidenceincluding math, science, and verbal skills, first-generation studentswere more concerned with financial concerns as compared to otherstudents (Anonymous, 2008b). In an empirical study of twelfth graders who went to college,Jaschik (2005) noted that 43 % of first generation students in his studyleft college without any degree compared to 24% of the participants whoearned a bachelor's degree. As far as participants whose parentswere college graduates, only 20% had left without a degree compared to68 % who had completed a bachelor's degree (Jaschik, 2005). Bridging the Gap To address the subject of nurturing first generation students, manyinstitutions are teaming together. In addition to the University of LaVerne's "REACH" Program (the subject of this paper); theliterature is full of examples of what institutions are doing. Forinstance, the University of Maryland Baltimore County, University ofAkron, Bowling Green State University and many others are offering someform of a pre-engineering or math/science program to under-representedgroups with a goal to increase the enrollment and retention ofunder-represented students (Yelamarthi & Mawasha, 2008).Additionally, the Hidden Promise Scholars program at Glenville StateCollege in central West Virginia is a collaboration with 13 countyschools to "provide select secondary school students with money tohelp with their college expenses, but also helps acclimate them to thehigher education setting" (Darst, 2008, para. 3). Additionally, the U.S. Department of Education provides the UpwardBound program (see also endnote 1) that provides opportunities forpotential first-generation, low-income college students participants tohelp them attain college education (Faure, 2008; U.S. Department ofEducation, 2008). "Today, there are 681 programs in operationthroughout the United States and its territories" (The Universityof Massachusetts Boston, 2008, para. 2). Similarly, a $25,000 grant fromthe Texas Higher Education Coordinating Board enabled 29 students fromthe University of Houston-Victoria and Victoria College through a BridgeProgram (a partnership with the Latina Forum and the university) totutor first generation high school students by paying $10 an hour up to20 hours a week for tutoring (Bond, 2008). Currently, more than 500institutions nationwide joined CollegeKeys Compact, a program sponsoredby the College Board (see also endnote 2) and designed to help studentsfrom low-income families prepare for, get into, and succeed in college(Anonymous, 2008a). Carlson (2009) who taught as a volunteer a Junior Achievementcurriculum titled "Enterprise in Action" has witnessed overthe years how his 8th grade students were able to design and presentbrilliant business ideas which resulted from their exposure to anentrepreneurship curriculum and developed business plans. Years later,following their exposure to such curriculum, the students who moved onto upper grades and later advanced to 12th grade were much more advancedin their entrepreneurial ideas and education as compared to theircounterparts who had no exposure of this type. Not surprisingly, fewacademicians and practitioners argued that integrating ofentrepreneurial programs into the educational system in high schools isa prerequisite to develop the necessary skills to start and runsuccessful future businesses (Kroon, De Klerk, & Dippenaar, 2003;White, 2006). Dedicated to a mission of "Promoting a College-BoundCulture", the Center for Student Opportunity in partnership withKnowHow2GO produced the College Access & Opportunity Guide topromote higher education opportunity for the underserved college-boundstudents (2008). This guide highlights major programs at over 225colleges and universities aimed at this student population in terms of: 1. Programs and initiatives such as academic enrichment, mentoring,and college preparation and guidance for pre-college students; 2. Opportunity programs including: Financial assistance,scholarships, informational, and admission programs; and 3. Retention and success programs that include: Student supportservices, academic assistance, and student retention programs aimed tohelp students to graduate (Center for Student Opportunity, 2008). To foster first generation induction and success in college, theWal-Mart Foundation awarded the Council of Independent Colleges (CIC) a$2.266 million grant to establish and implement the College SuccessAwards. Recipient institutions (see endnote 3) have shown success in theenrolling, retaining, and graduating first-generation college students(PR Newswire, 2008) While the grant will support the efforts of thesuccessful implementation of the programs, its other objective is tohelp serve as a foundation of "best practices" in recruitingand successfully educating first-generation students (PR Newswire, 2008,July 14). In addition to that, Dell Scholar is a program aimed atfirstgeneration college students with financial need. Recipients arechosen based on having at least a 2.4 grade-point average while"dealing with personal responsibilities." (Lindelof, 2008).According to Lindelof (2008), while the Dell Scholarship provides needystudents with a $20,000 scholarship, a laptop and a printer, recipientsusually use government grants to finance the remainder of theireducation. Additionally, High School Startups.com (Business Editors, 2000; seealso endnote 4) offers high school students and teenagers an opportunityto launch an e-business through providing startups nuts and boltsadvices and other incentives including a $5,000 + business plancompetition, $1,500 Web site competition, a directory of Internetinternship listings. It is worthy to mention that many colleges and universities areplacing an important emphasis on outreach initiatives, includingfinancial aid programs and student support services. However, accordingto Matt Rubinoff, Executive Director of Center for Student Opportunity,"students, their families, and even counselors and communityleaders are not always fully aware of the array of college opportunitythat exists for them," (PR Newswire, 2008, October 8, para. 3).Institutions of higher education are helping bridge the gap by providingadditional tutoring and mentors for students, in addition to providingassistance for their teachers, counselors, and administrators to betterunderstand the challenges faced by first-generation college students(Anonymous, 2008a; see also endnote 5). Parents and First Generation Students Psychologist John J. Curtin, who is a first-generation collegestudent, grew up on Long Island, New York, in an Italian-Irish family.As a consequence of his parents' commitment to his academicsuccess, Curtin had no question that he would pursue higher education(Curtin, 2008). To many, first-generation, college-bound students lackthe benefit of parents who have the experience to shepherd them througha complex and perhaps competitive application process (Abbady, 2008).Not having parents who are familiar with college admissions andfinancial requirements, will add to students' struggle as they turnto friends and others for help. Their college success is usually afactor of finding the right advisor(s) and guidance (Abbady, 2008). Recognizing the fact that a positive relationship exists betweenstudent likelihood to attend college and the education level of his orher parents, the University of Wisconsin at Madison reported thatfirst-generation students, who comprise approximately 21 % of the 2008freshman class, continue to break the cycle and succeed despite thechallenges they encounter (US Fed News Service, Including US State News,2008). According to the same source, the University of Wisconsin atMadison provides first generation students and parents with informationon available financial aid and how to apply. Once first-generationstudents attend college, the university "provides tutoring,advising and navigation in a "supporting, welcomingenvironment," (US Fed News Service, Including US State News, 2008,para. 16). According to Snell (2008), when students are in college, "themajors being chosen, and the process by which students choose theirmajors, are all shaped by income, class, and education level.First-generation students are only part of the cohorts being affected.Our students react to economic factors, parental interests, and receivedwisdom about which majors are moneymakers and which ones give thefastest access to the job market" (para. 19). Highly educatedparents prepare their children to succeed in schools by making sure thatthey start algebra in the 8th grade, that they take a college-prepcurriculum, that they are placed among the "gifted andtalented" students, and they look for financial means to collegeeducation including paying and/or subsidizing college loans (Miller2008). In fact, hhigh-achieving students owe their academic and othersuccesses to nurturing and embracing parents who clarify boundaries anddirections that will ultimately lead to the success (Chronicle of HigherEducation, 2007). Compared with students whose parents attended college,"first-generation students consistently remained at a disadvantageafter entering postsecondary education: they completed fewer credits,took fewer academic courses, earned lower grades, needed more remedialassistance, and were more likely to withdraw from or repeat courses theyattempted," (Vestal, 2008, para. 1). Additionally, Rooney (2008),in a qualitative study to understand first-generation students'perceptions of influences on their successful journey to a four-yearcollege, concluded that parents and/or grandparents were the primaryfactor on their aspiration to go to college. Findings also indicatedthat their pre-college educational experiences (i.e. elementary andsecondary schooling) have a contributing influence on their choice andsuccess since their previous school environments provided them theneeded guidance, structure, and teacher recognition (Rooney, 2008).Similarly, Jassal (2007) concluded that college students' dropoutrate and predicted academic difficulty score is associated with theattained educational level of their parents. In partnership with Lumina Foundation for Education, AmericanCouncil on Education, and the Ad Council, KnowHow2Go (see also endnote6), a national college access campaign, was created to provide (amongother services to students to attend college) advice for parents,mentors, and other caring adults for guiding first generation and otherunderrepresented students to take the necessary steps to go to college. First Generation Students and Entrepreneurship Opportunities Like education, fostering entrepreneurship is not an isolatedincident; it does happen within the social context of the communityincluding the enabling entrepreneurial environment (MacKenzie, 1992). According to Sharma (2008), "entrepreneurship grows out ofnecessity, because of unemployment and poverty and because young peoplehave no other option" (para. 1). In today's U.S. and globaleconomy, it is important to mention that minority business enterprisesare a rapidly growing segment of the enterprises population (U.S.Department of Commerce, 2006). According to the U.S. Department ofCommerce (see also endnote 7), "From 1997-2002, the total number ofU.S. companies increased by 2 million and over 50% of this increase wasaccounted for by minorityowned firms" (2006, para. 1). Van derSluis, Van Praag, and Vijverberg (2008), in their review of the effectof formal education on the performance of entrepreneurs' success inEurope and in the United States, concluded that the impact of educationis significant and positive; however; this impact is more significant inthe U.S. than in Europe. Recognizing that entrepreneurship and job creation is the backboneof our economy, the U.S. Senate Committee on Small Business &Entrepreneurship (2008) successfully made new changes to the SBA (SmallBusiness Administration) lending practices intended to help ease thecredit issues of small businesses and entrepreneurs. Additionally, theCouncil for Entrepreneurial Development (CED) (See also endnote 8)announced that it has joined the Microsoft BizSpark(TM) program as aNetwork Partner (2008; see also endnote 9). According to Joan SiefertRose, president of CED, "Microsoft BizSpark helps remove many ofthe barriers of entry to the software development tools andtechnologies, and market resources that are critical components oflaunching a viable business"(CED, 2008, para. 4). Similarly and through a $3.5 million grant over three years fromthe Ewing Marion Kauffman Foundation (see also endnote 10), the NationalCouncil on Economic Education (NCEE), a leader in promoting economicliteracy for youth and school teachers, is administering three programsin youth entrepreneurship (see also endnote 11). Youth entrepreneurshipeducation is a central part of the NCEE's core business inadvancing economic and financial literacy. RESEARCH METHODOLOGY This study assesses the impact of the two years (i.e. 2007 and2008) of a REACH Business Program helping to motivate firstgeneration/underserved students in attending college and consideringbusiness education and entrepreneurship. The research method used inthis study tested variables related to motivation, desire to attendcollege, and motivation to consider entrepreneurship in the future.Based on descriptive statistics of responses obtained from theattendees, the study assess the impact this program has on theparticipants desire to attend college and pursue a future businessopportunity. The major part of the study included 118 high school students (50in 2007 and 68 in 2008) from three Southern California school districts.These selected eleventh grade high school students demonstrated theability to succeed at a university by having a grade point average of2.5 or higher on a 4.0-point scale and by being involved in someextracurricular activities such as service to the community, the school,or the family business. To participate in this program, students must have a desire forbusiness education but are at risk of not pursuing a college education.Additionally, participants should have the aptitude and discipline topursue a university education but are discouraged because of (a)financial issues, (b) family commitments, or (c) simply not havingconsidered attending college. Procedure Participation in this study was voluntary and survey responses wereconfidential. Participants were asked to answer a pre-programparticipation assessment survey administered by the author (who is alsothe director of REACH Business Program). Tested factors includedstudent's ethnic background, parents' education,student's gender, student's desire to attend college,student's desire to own a future business, and student'sknowledge about important business and entrepreneurshiptopics-including: 1) marketing and economics; 2) financial literacy; 3)business ethics; 4) success skills; and 5) entrepreneurship. All 118 students participated in the pre-assessment test (50 in2007; 68 in 2008) whereas 117 participated in the post-assessment test(49 in 2007; 68 in 2008), with one student (in 2007) abstaining due toillness. To ensure the validity and the confidentiality of the collectedinformation, participants were asked not to write their names and wereguaranteed that all information would remain confidential and would bedisclosed only with the participant's permission or as required bylaw. Participants and Setting In the year 2008, the sample included 68 high school juniors ofwhich 66% were women (n=45) and 34% were men (n=23). Respondents'ethnic backgrounds were 22% African American (n=15), 18% Asian/PacificIslander (n=18), 4% Caucasian/ White (n=3), and 56% Hispanic (n=38).Additionally, for the year 2007, the sample had 50 high school juniorsof which 54% women (n=27) and 46% men (n=23). Respondents' ethnicbackgrounds were 22% African American (n=11), 14% Asian/Pacific Islander(n=7), 18% Caucasian/ White (n=9), and 46% Hispanic (n=23). Table 1summarizes the sample characteristics. In some instances, respondents were asked to indicate theiragreement by stating "yes" or "no" to variousquestions prepared by the researcher. In other instances, respondentswere given an objective test to measure their aptitude knowledge ofvarious business education topics (i.e. market/economics, successskills, financial literacy, business ethics, and entrepreneurship).These tests were administered twice, one before (pretest) and one on thelast day of the program (posttest). In addition to the aforementioned assessments, participants weregiven a blank piece of paper on the last day of the program and asked towrite what aspects of this program were satisfying to them personallyand helped changed their perspective about college. Sample testimonialsincluded with this paper have been reproduced verbatim. DISCUSSION Intention to Go to College On the 2007 pre-assessment survey, students responded to thequestion of whether they intended to go to college. Accordingly, 39students (17 male and 22 female), representing 78% of programparticipants, answered "yes," 10 students (6 male and 4female), representing 20% of program participants, responded with"not sure," and 1 female student, representing 2% of programparticipants, answered with "no" as can be seen in figure 1.On the post-assessment survey, 48 students (22 male and 26 female),representing 96% of program participants, indicated their willingness toattend college. Only one female student indicated that she was "notsure" and one male student did not participate in the post testbecause of his illness at the time (Ghazzawi & Jagannathan, 2008).Please see figure 1. Similarly, on the 2008 pre-assessment survey, the followingdescribes the participants' answers on the question of willingnessto go to college: 59 students (20 male and 39 female), representing 87%of program participants, answered "yes,"; 7 students (3 maleand 4 female), representing 10% of program participants, responded with"not sure," and 2 female students, representing 3% of programparticipants, answered with "no" as can be seen in figure 1.On the postassessment survey, 67 students (23 male and 44 female),representing 98% of program participants, indicated their willingness toattend college. Only one female student indicated that she was "notsure". Please see figure 1. [FIGURE 1 OMITTED] Change in Perspective Towards College On the question of whether the program changed the student'sperspective about college life, 45 students, representing 90% of 2007participants, indicated "yes"; 4 students, representing 8% ofthe program participants, answered with "no," and 1 student,representing 2% of program participants, did not answer due to hisillness. Please see table 2 and figure 2. In comparison, the 2008 participants on the same question (ofwhether the program changed the student perspective about college life),58 students, representing 85% indicated "yes"; 9 students,representing 13% of the program participants, answered with"no,"; and 1 student, representing 2% of program participants,responded with "not sure". Please see table 2 and figure 2. [FIGURE 2 OMITTED] Attitude Towards Business Education Students were given an assessment test to measure their aptitudetowards business topics including market/economics, financial literacy,success skills, business ethics, and entrepreneurship. Table 3 andfigure 3 illustrate the educational topic with its related pre, post,and percentage increase in the knowledge (comparing the pre and posttest scores). [FIGURE 3 OMITTED] Change in Students' Perspective AboutBusiness/Entrepreneurship 2007 participants' responses to the question of whether theprogram changed the student perspective about business andentrepreneurship were as follows: 35 students, representing 70%indicated "yes"; and 14 students, representing 28% of theprogram participants, answered with "no," and 1 student,representing 1% of program participants, did not answer due to hisillness. On the same question, the 2008 participants' responseswere: 56 students, representing 82% indicated "yes"; and 12students, representing 18% of the program participants, answered with"no," Please see Table 4 and figure 4. [FIGURE 4 OMITTED] Inclination to Own a Business in the Future Additionally, students were asked about their plan to own abusiness in the future. In the 2007 pre assessment survey, 11 students,representing 22% of program participants, indicated their desire to owna business in the future, compared to 2 students, representing 4% ofparticipants who indicated "not sure,"; while 37 participants,representing 74% of program participants, said "no". Pleasesee Table 5 and figure 5. On the 2007 post-assessment survey, 23 students, (15 male and 8female), representing 46% of program participants, indicated that theyplanned to own a business in the future; 25 students (6 male and 19female), representing 50% of program participants, said "no,"and 1 student representing 2% (1 male) of program participants, said"not sure,"; and 1 male student (2%) did not answer. Pleasesee Table 5 and figure 5. [FIGURE 5 OMITTED] In the 2008 pre assessment survey, 22 students (4 male and 18female), representing 32% of program participants, indicated theirdesire to own a business compared with 13 students ( 8 male and 5female), representing 19% of participants who indicated "notsure,"; while 33 participants (11 male and 22 female), representing49% of program participants, said "no,". Please see Table 5and figure 5. On the post-assessment survey of 2008, 43 students, (16 male and 27female), representing 63% of program participants, indicated that theyplanned to own a business in the future; 23 students (6 male and 17female), representing 34% of program participants, said "no,"and 2 students representing 3% (1 male and 1 female) of programparticipants, said "not sure,". Please see Table 5 and figure5. FINDINGS Tom Marshall (2007) believed that the REACH Business Programre-affirmed the perception of the University of La Verne as a qualityinstitution that is also not beyond the reach of any student who has thedesire to grow beyond high school education. Marshall noted thatparticipating high school students did well during the three weeks'residential program, showed appreciation for what they had learned, anddemonstrated a clear understanding of the principles of operating abusiness in a competitive environment (2007). Nisperos (2007) listed itas one of the wonders of University of La Verne. Based on the above discussion, the findings for the proposedresearch questions may be summarized as follows: Finding 1 There is a positive relationship between participation in thesummer business camp and students' increased desire to attendcollege. Finding 2 There is a positive relationship between participation in thesummer business camp and students' change in their attitude andperspective towards college. Finding 3 There is a positive relationship between participation in thesummer business camp and students' change in their attitude towardsbusiness education. Additionally, a knowledge increase in alleducational topics taught (i.e. marketing, economics, financialliteracy, entrepreneurship, success skills, and business ethics) wasobvious as measured in pre and post program tests. Finding 4 There is a positive relationship between participation in thesummer business camp and students' change in their attitude andperspective towards business and desire to pursue an entrepreneurshipopportunity in the future. According to Rigsby, "While the camp is now over, what thestudents have taken from the experience is that plenty of options awaitthem as they decide their future" (2008, para. 15). CONCLUSION, LIMITATION, AND IMPLICATIONS FOR FUTURE RESEARCH This research paper attempted to add to the literature bydemonstrating that nurturing firstgeneration, low-income, and minoritycollege-outbound students by exposing them to college life and theentrepreneurship process would help motivate them to seek future collegeeducation and entrepreneurship opportunities. The author believes thatby fostering business education and entrepreneurship process education,these students would break the cycle of fear, re-assure a high sense ofself-efficacy, and develop realistic expectations of both collegeeducation and entrepreneurship. The study was based on two years of a 3-week summer businessprogram that brought together a total of 118 first generation 11thgraders (50 in 2007 and 68 in 2009). As is shown in this research, therewere significant changes in participants' attitudes towards collegein general, the inclination to attend college, business education, andthe inclination to pursue entrepreneurship opportunity in the future asit is clear in the pre and post-assessment surveys across most of thevariables tested. The researcher believes that the change was due toparticipants becoming more realistic about college, business education,and entrepreneurship after they got a taste of it. These findings seemto correlate with the findings of other researchers regarding the needfor institutional involvement in fostering college aspirations oflow-income, first generation, and minority collegebound students wheremuch of the variation in school dropout could be attributed to thedifferences in the characteristics of the students' background(Ghazzawi & Jagannathan, 2008; Jassal, 2007; Rumberger & Thomas,2000). An obvious limitation of the study was the size of the sample, only118 respondents, and the lack of published data regarding similarprograms in other institutions. Therefore, an area of further researchwould be a longitudinal study conducted over several summers to seewhether the findings from this study will hold true over time. It wouldalso be useful to do a comparative study between this program and othersimilar programs at other institutions. While this business camp conceptproved successful in motivating students to pursue higher education andfuture entrepreneurship based on its friendly setting that providedcomfort to first generation students and the quality of the facilitatorsand activities, future research might produce different results in othersettings and within other academic disciplines. This study recommendsthat more research encompassing larger numbers of participants invarious academic disciplines is needed to ensure the applicability ofthis research findings to the general population of participants andinstitutions. It is important to note that while the goal of this program is tohelp motivate first-generation, low-income, and minority college-boundstudents to pursue business education; their desire to attend collegewill continue to be a desire, and not confirmed attendance, until theygo to college. Needless to say, the author of this paper will befollowing up on participants on a quarterly basis to keep the momentumgoing and provide them with assistance to pursue college. Additionally, future research should also investigate thefollowing: 1) how many summer camp participants actually registered forcollege and follow up on their progress in order to determine programapplicability and effectiveness within said sample; and 2) how manysummer camp participants actually pursued an entrepreneurshipopportunity in the future and follow up on their progress in order toalso determine program applicability and effectiveness within saidsample. Nevertheless, these initial results were encouraging in that theyindicate the need for outreach programs like the summer REACH camp aimedat encouraging underserved students to attempt a college education. Asmentioned before, the camp received positive reviews from theparticipants (see Appendices A and B), as well as from the participatingschool districts. In a personal letter to the author of this paper, onestudent wrote: "Many times in life we encounter special individuals who, invery unique ways, brush through our lives, shaping us into thecharacters we are today. However, very rarely in our lives do we crossan individual who, through great generosity, care and effort, inspiresus to transform our dreams into a reality, thus impacting our lives inways we never imagined. I am obliged to thank you tremendously forinspiring me and helping me realize that through hard work andpersistence, I can transform my dreams into a reality. Through yourdedication of many hours to students, you have helped me, and manyothers, become stronger and more aware of what we are capable ofachieving. It is clear to me now that if I want to reach for the stars,I most definitely can ..." (Kahil, 2008). ENDNOTES 1 Upward Bound serves: high school students from low-incomefamilies; high school students from families in which neither parentholds a bachelor's degree; and low-income, first-generationmilitary veterans who are preparing to enter postsecondary education.The goal of Upward Bound is to increase the rate at which participantscomplete secondary education and enroll in and graduate frominstitutions of postsecondary education. For more information, visit:http://www.ed.gov/programs/trioupbound/index.html. 2 The CollegeKeys Compact is a call to action to make collegeaccess and success a reality for all students, including those fromlow-income backgrounds. For more information, visithttp://professionals.collegeboard.com/policy-advocacy/access/collegekeys/report. 3 The winners are: Adrian College (MI), Bay Path College (MA),Bellarmine University (KY), California Lutheran University, CarrollUniversity (WI), College of Idaho, College of Mount Saint Vincent (NY),College of Saint Benedict (MN), College of St. Scholastica (MN), FloridaMemorial University, Illinois College, Juniata College (PA), KalamazooCollege (MI), Lesley University (MA), Manchester College (IN), NorthCentral College (IL), Ripon College (WI), St. Edward's University(TX), Wartburg College (IA), and Wiley College (TX). (Source: PRNewswire, 2008, July 14, para. 3). 4 For more information, visitPERLINK"http://www.highschoolstartups.com"www.highschoolstartups.com. 5 The center published "The College Access & OpportunityGuide". This guide features in-depth profiles of over 220 collegesand universities identified for their commitment to serving andsupporting students from firstgeneration, underserved backgrounds.Comprehensive profiles highlight the outreach efforts, scholarship andfinancial aid opportunities, and support and retention services thateach institution offers. For more information, visithttp://www.csopportunity.org/whatwedo/guidebook.aspx. 6 For more information on KnowHow2GO, visithttp://www.knowhow2go.org. 7 The U.S. department of Commerce through its Minority BusinessDevelopment Agency (MBDA) conducts studies on the state of minoritybusiness enterprises (MBEs), trends impacting MBEs, their performance,and challenges and opportunities for minority business growth. For moreinformation, visit http://www.MBDA.gov. 8 The Council for Entrepreneurial Development (CED) providesknow-how, networking, mentoring and capital formation resources to newand existing high-growth entrepreneurs through annual conference andprograms. The Council for Entrepreneurial Development (CED) "is aprivate, non-profit organization founded in 1984 to identify, enable andpromote high-growth, high-impact companies and accelerate theregion's entrepreneurial culture. For more information, visithttp://www.cednc.org. 9 Microsoft BizSpark(TM) is a new global program designed toaccelerate the success of entrepreneurs and early stage startups byconnecting them to a global network of entrepreneurial organizations,such as CED. 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Retrieved November 30, 2008,from Research Library database. (Document ID: 1584175901). AUTHOR'S NOTE Issam A. Ghazzawi, University of La Verne is the director of REACHBusiness Program and is the Associate Professor of Management at theUniversity of La Verne. The author extends his deepest appreciation toexternal reviewers of this case who offered instructive criticism andadvice. The paper has benefitted by incisive comments from Bailey Smithof the University of La Verne. APPENDICES APPENDIX A Excerpts from 2007 Participants' Feedback "All testimonials have been reproduced exactly aswritten" "I managed to change my point of view on college. For that Ithank you guys so much for what you did for us. I now see myselfapplying to as many colleges as I can because of you guys. You guys mademe feel like I could achieve anything if I put my mind to it. I wouldwant to tell Dr. Ghazzawi that it was fun playing soccer with him. Yousure can run" (Eric Sanchez, July 2007). "This program has changed me entirely. I not only learnedabout business but about life in general. It has made me appreciate andlearn more about myself. These 3 weeks made me grew more than I grew ina long time. Specifically it affected me to learn to work in groups andtrust new people and be more responsible. I wholeheartedly thank you forgiving me the opportunity for me to experience this program and if askedagain; I would do it in a heartbeat" (Mark Mok, July 2007). "From this business camp, I have been affected immensely inmore than just gaining knowledge this experience has helped me gaininsight into college life, and has increased my excitement for attendinga university. I have learned to appreciate the learning I am lucky toreceive. Thank you very much for allowing me to have the experience of alife time" (Sarah Khogyani, July 2007). "Dear ULV Summer Reach Camp: This experience is one of thebest memories that will always stay with me. This gave me a better andfresher perspective of college. It taught me things that I would neverthought I will ever learn. This taught me how to work with other peoplewho extremely different from me. I met people who now mean so much tome. Thank you for this great opportunity" (Chris Austria, July2007). "Summer camp has made me think about going to college. I useto think that I was not going to be able to go to college but I ...about it and I really want to do something with my life. I wish that Iwont forget what I have learned hear. I enjoy the student the teachersand everybody so friendly. I thank every body that put their time intoeverybody and helping us better ourselves and to think about what wewant in the future. I thank god for this great experience witheverybody. All thanks for having so much patience" (Kareydi Baez,2007). "This was an extremely helpful for me. This experience notonly helped me get educated but also helped me learn what college waslike. I was able to be a college as student. I never knew what I wasgetting into but now that I know I can look back and tell myself andcount my blessing. In H.S. not everyday that you get to learn, butlearned its every day you learn. I hope that you guys realize how muchyou mean and blessed you. Thank you & God bless!! I learned somuch" (Adriene Flores, 2007). "This experience has been amazing to say the least. I neverknew I could learn so much in these short three weeks. Every professorwe had was so great and taught us so much. I am leaving here with somuch. I have found so many new friends that I know I would have nevermet before. The knowledge that I acquired here will make a difference tome for the rest of my life. This helped me clear my path to college.Thank you so much" (Deidra Liddel, 2007). APPENDIX B Excerpts from 2008 Participants' Feedback "All testimonials have been reproduced exactly aswritten" "This summer here at University of La Verne has been amazing.These 3 weeks of experience was something that I will never forget.I've learned a lot here, I learned how to start a business ... Thisis something that is always gonna be with me. This experience here hasalso changed my mind about college. At first I did not want to attend toany college, but being here changed all of that. Everyone here wasamazing and if I can, I would do it all over again" (DominiqueMartinez, July, 2008). "When I was first offered to be a part of this program, Ihonestly really wanted to do it, but I was also kind of scared in a waybecause I did not know what to expect. I have already been planning togo to college but I was worried of the fact that maybe I was not readyfor it, let alone to even join the program and get the first handexperience in coming to college ... I am very glad I did!! I'vebenefited a lot from this business camp, being the fact I am planning tominor in business and major in psychology" (MarianAguillar-Portillo, July, 2008). "This summer was one of the greatest and funniest summers Ihave had. I learned many things not only education, but about workingwith people ... I really enjoyed being at the University of La Verne,the staff is really friendly and caring. I realize how much I ampassionate about business that is what I always wanted" (Velkyiu.R., July, 2008). "This camp was a new experience for me, it showed me a bit ofthe college life and what to expect. I learned many things that aregoing to be useful ... Another thing I learned during three weeks was,if you really want something you have to say it and act on yourwords" (Octavio Reyes, July, 2008). "The summer REACH Business camp was a really good experienceto meet new people, experience college life, and learn more about whatcollege or university is all about. I learned a lot in this businesscamp how to manage, organize, and start a business ... If I were giventhe opportunity to come again, I would" (William Romero, July,2008). "First I would like to say that this whole experience was justthe best! Came here not knowing anyone and am now leaving with so manyfriends and memories. This camp also changed my whole outlook on collegeand business. I am sad that we have to leave, I wish I could stayforever!" (De'Shar'Nae Pree, July, 2008). "This camp has truthfully shown me how college life is ... Thecompetition in the business plan was outstanding. College life is areally hard life but at the end when you look back it shows and proveshow much you have accomplished and how better you are now ... This isfar one of the best experiences I have come across" (Luis Lopez,July, 2008). "My first impression of the Reach program was absolute boredomfor three weeks. I felt that it was going to be just like summer school,but at a college ... My final impression on this Reach camp isremarkable ... I feel this camp will essentially be a stepping stone inmy journey to becoming a successful man" (Rodney Hunter, July,2008). "All around this summer camp was spectacular. It wasacademically challenging and socially exciting. Never did I feel theneed to meet and excel a bar so high. Nor have I ever been within acultural melting pot for so long and all on my own. I am proud to saythat I leave this camp with a new sense of self. This camp opened myeyes to the grown up world and I love it" (Vanessa Sosa, July,2008). Issam Ghazzawi, University of La VerneTable 1: Characteristics of Sample for years 2008 (N = 68) and 2007((N = 50) 2008 2007 Frequency % Frequency %Ethnic Background1. African American 15 22 11 222. Asian/Pacific Islander 12 18 7 143. Caucasian/White 3 4 9 184. Hispanic 38 56 23 46Total 68 100% 50 100%Gender1. Male 23 34 23 462. Female 45 66 27 54Total 68 100 50 100Parents EducationFather1. No degree 22 32 12 242. High school 30 45 23 463. AA degree 7 10 6 124. Bachelor's 6 9 5 105. Master 1 1 3 66. Doctorate 2 3 0 07. No response 0 0 1 2Total 68 100 50 100Mother1. No degree 22 32 9 182. High school 27 40 23 463. AA degree 12 18 9 184. Bachelor's 6 9 7 145. Master 1 1 1 26. Doctorate 0 0 0 07. No response 0 0 1 2Total 68 100 50 100 Combined 2 years Frequency %Ethnic Background1. African American 26 222. Asian/Pacific Islander 19 163. Caucasian/White 12 104. Hispanic 61 52Total 118 100Gender1. Male 46 392. Female 72 61Total 118 100Parents EducationFather1. No degree 34 292. High school 53 453. AA degree 13 114. Bachelor's 11 95. Master 4 36. Doctorate 2 27. No response 1 1Total 118 100Mother1. No degree 31 262. High school 50 423. AA degree 21 184. Bachelor's 13 115. Master 2 26. Doctorate 0 07. No response 1 1Total 118 100Table 2: Combined 2007 and 2008 Change in Participants' Perspectiveabout College Life as a Result of the Program 2007 2008 Combined 2 yearsResponse Frequency % Frequency % Total %Yes 45 90 58 85 103 87No 4 8 9 13 13 11No answer/ Not sure 1 2 1 2 2 2Total 50 100 68 100 118 100Table 3: Combined 2007 and 2008 Knowledge Increase. A Pre and PostProgram Test Scores Comparison of the Educational Topics Taught Median Median 2007 2007 2007Educational Topic Pre Post % Score Score IncreaseMarket/Economics 40 74 85Financial Literacy 57 71 25Business Ethics 70 80 14Success Skills * 41 92 124Entrepreneurship 52 79 52 Median Median 2008 2008 2008Educational Topic Pre Post % Score Score IncreaseMarket/Economics 46 95 106Financial Literacy 71 98 38Business Ethics 71 98 38Success Skills * 43 90 109Entrepreneurship 58 95 64 Median Median Combined 2 years 2 years 2 yearsEducational Topic Pre Post % Score Score IncreaseMarket/Economics 43 86 100Financial Literacy 65 87 34Business Ethics 71 90 27Success Skills * 42 91 117Entrepreneurship 55 88 60* Includes creation of a business websiteTable 4: Participants' Responses on Whether the Program Changed theStudent Perspective about Business 2007 2008 Combined 2 yearsResponse Frequency % Frequency % Total %Yes 35 70 56 82 91 77No 14 28 12 18 26 22No answer/Not sure 1 2 0 0 1 1Total 50 100 68 100 118 100Table 5: Combined 2007 and 2008 Pre and Post Responses onParticipants Inclination to Own Business in the Future 2007 2007 % IncreaseResponse Pre test Post test or decreaseYes 11 23 1.09No 37 25 -32No answer/ Not sure 2 1 -50Total 50 50 NA 2008 2008 % IncreaseResponse Pre test Post test or decreaseYes 22 43 0.95No 33 23 -0.3No answer/ Not sure 13 2 -0.84Total 68 68 NA Combined Combined Combined 2 years 2 years 2 yearsResponse Pre test Post test increase/ decreaseYes 33 66 100No 70 48 -31No answer/ Not sure 15 3 -80Total 118 118 NA