GED completers looking to enroll in a community college often have multiple barriers that outside of the college environment. These barriers include his or her family support, work commitment, finances, childcare issues, and lack of transportation. These students also deal with internal environmental or institutional barriers. For example, they may have a lack of understanding about the college admissions process, such as filling out an application, taking a college academic proficiency test, and/or filling out paperwork for financial aid assistance. In addition, many GED completers experience low self-esteem during the transition process of going into higher education.
For example, they do not believe they can continue their education because they do not view themselves as having the student characteristics needed to succeed. They do not view themselves as college material (cognitive insecurities) or they cannot see themselves fitting into a college social environment (psychosocial insecurities). Many GED completers have not viewed college as a place for them, especially at a four- year institution. Even further, non-traditional age GED completers (traditional-age college students are 18-24years old) often have many family responsibilities, which create a social barrier between them and other students.
Economic pressures for Mexican youths
Economic pressures for Mexican youths with low SES who drop out of school to work to support their families are not uncommon. For example, economics or low SES of the family create an expectation for these children to work, thereby placing constraints on their ability to complete their high school diploma. School environment: Gangs, quality of teachers, safety, and school size GED completers who do enroll in college classes often find that their basic skills, while sufficient to pass the GED, need improvement before they are placed into courses which earn credit towards graduation. Furthermore, the costs of college and the correlated lost wages are ever growing, and this is perhaps their greatest barrier to enrolling or persisting in post-secondary education.
Another Barrier For GED Complete
Another barrier GED completer’s face when transitioning to higher education is their lack of academic preparedness compared to high school graduates. Academic preparedness relates to GED completers having little to no knowledge of how to be a student, such as how to write essays, complete research projects, work in groups, and study independently. Prior to taking the actual GED exam, a student is eligible to enroll in Adult Basic Education (ABE) classes offered at some local community colleges throughout Southern California? The student’s initial goals and commitments depend upon family background and prior schooling. Therefore, the student who has cultural capital that is incongruent with the college’s is more at risk of not persisting due to their incongruent cultural capital based on their family background and prior schooling experiences, as these will affect their goals and commitment to the institutional experiences of the college.