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- Description:
- The purpose of this study is to give a voice to economically disadvantaged women on welfare pursuing a degree in higher education. Attention is focused on the motivational and institutional factors they encounter while struggling to integrate academically and socially into the college campus community. The theoretical framework of the study was based on Vincent Tinto’s Theory of Persistence, which emphasizes the importance of a strong inclusive educational and social campus community, and the role it plays in student retention. The study considers the impact of the 1996 Welfare Reform Act and the feminization of poverty in the United States. The impact the new welfare reform act had on education acquisition for women on welfare as well as the challenges these women faced was also examined. In addition, the academic and non-academic support programs that have enabled women on welfare to overcome the obstacles and barriers to education and achievement of academic success in higher education was further explored. The research design was a narrative study approach, which included the participants sharing their own story which included their background, family upbringing, educational experiences from elementary school to high school and ultimately college. In-depth interviews were used to develop a thorough description for the narratives. The participants were women on welfare who currently attended or had graduated from colleges and universities located in Hudson County, New Jersey. Through an analysis of the results a better understanding of how motivational and institutional factors affect a student’s persistence was identified. The themes that emerged during analysis of the interview transcripts were considered within Tinto’s 1973 model of attrition and persistence. Tinto’s model includes the following components: pre-entry attributes (prior schooling and family background); goals/commitment (student aspirations and institutional goals); institutional experiences (academics, faculty interaction, co-curricular involvement, and peer group interaction); integration (academic and social); and outcome (departure decision— graduate, transfer, dropout). Findings indicate that colleges and universities can increase retention and support persistence by identifying students’ individual institutional needs, and by implementing and improving upon programs that aid academic and social integration.
- Keyword:
- Poverty, Higher education, Women, Welfare, Vincent Tinto’s Theory of Persistence, and Academic and social integration
- Subject:
- Higher education
- Creator:
- Ahern, Susan L.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/22/2021
- Date Modified:
- 11/16/2023
- Date Created:
- 2018
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Description:
- This research investigated the impact that ancestry had on the educational experiences of West Indian-American, first-generation college students. First-generation (immigrants) and second-generation (children of immigrants) from the West Indies (English and French-speaking) were recruited through chain-sampling techniques. The primary goal was to explore how ancestry (culture and heritage) affected academic achievement and to examine the motivational factors that influenced the educational attainment of this population. This research also explored self-identity and how participants formed a sense of belonging during their college years. The study employed a phenomenological research approach and focused on the participants lived experiences growing up in a West Indian household through their time as a college student and after. A demographic questionnaire and individual interviews were the instruments of data collection. The findings revealed that (a) cultural practices, beliefs, and values influenced by Caribbean ancestry considerably shaped the academic achievement of West Indian-American first-generation college students, (b) influential and motivating factors tied to ancestry significantly influenced the academic success of West Indian-American first-generation college students, and (c) culture and heritage played a significant role in shaping individual identity and sense of belonging of West Indian-American first-generation college students.
- Subject:
- African American studies, Educational sociology, Caribbean studies, and Higher education
- Creator:
- Watts-Conville, Sharon A.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/22/2021
- Date Created:
- 2020
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Description:
- Despite the fact that the student demography in institutes of higher education is growing more and more diverse, the faculty who teach in colleges and universities remains largely White at 77% (National Center for Education Statistics, 2017). As the student population grows more diverse, it is imperative that faculty have the tools and resources necessary to meet the educational needs of the students. A first step to meet the educational needs of this diverse student population is for faculty to become more racially aware and multiculturally competent (Bonilla-Silva, 2014; Diggles, 2014; Harper & Hurtado, 2007). This study provides empirical data related to faculty’s racial identity awareness, multicultural competency, and academic practices. The data were examined to ascertain what impact, if any, these factors had on student achievement and faculty-student relationships. Additionally, this study analyzed sociodemographic factors, academic characteristics, and professional practices to determine if there were correlations which contribute to student success and improved faculty-student relationships. Results from this research study (N = 224) found a correlation between faculty with higher racial identity awareness profiles or more elevated multicultural competency scores, and improved student achievement and stronger faculty-student relationships. Specific academic characteristics, and professional and pedagogical practices, may increase racial identity awareness and multicultural competency and lead to greater success among students as well as stronger relationships between faculty and students. These results are similar to the research of many scholars in examining the relationships between racial awareness, multicultural competency, and the relationship between faculty and students (Bourke, 2016; Carter, Helms, & Juby, 2004; Charbenau, 2015; Chickering & Reiser, 1993; Cole, 2007; Harper & Davis, 2016; Hurtado, Alvarado, & Guillermo-Wann, 2015; Kuh, 2004; Lane, 2010). Literature from racial awareness and multicultural competency is used to interpret findings, discuss limitations, and make recommendations for future studies.
- Keyword:
- Educational sociology , Multicultural Education, Educational Leadership, Racial Awareness, Multicultural, Undergraduate , and Student Success
- Subject:
- Higher education
- Creator:
- Cippoletti, Nicole D.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/22/2021
- Date Modified:
- 02/02/2024
- Date Created:
- 2018
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Keyword:
- Hybrid Classes , Comparative Study, Nontraditional Students, 8-Week Online Class, Northeast, School of Professional and Continuing Studies, University, higher education, and Ethnicity
- Subject:
- Education, Higher education, and Adult education
- Creator:
- Joseph, Fadia
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/22/2021
- Date Modified:
- 04/23/2024
- Date Created:
- Aug-2017
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Description:
- Black Greek Letter Organizations [BGLOs] have been dealing with the stigma created by poor media representation. Research into this matter has indicated that these groups often only receive coverage that is stimulated by their entertainment or hazing incidents. This study aims to determine if there is any connection between said stigma and Black students' effects. This study was constructed to explore the question: Does the stigma of BGLOs affect the student life experience of black students? The review of literature focused on BGLO founding, BGLO stigma, and the black student life experience. Combined with the African American Identity Development and Reflective Judgment models, interview questions were used to ask participants about how they verify information and their perception of self (and others). Analysis of responses demonstrated that participants are aware of the stigma surrounding these groups. However, they do not allow it to stop them from interacting or pursuing membership. The study results indicated that the stigma concerning BGLO isn't an accurate representation of these groups as BGLOs are seen to create a sense of community where students feel supported and safe by the participants. The other result of this study was that the participants disagree with the media representation of these groups. It is recommended that to combat the stigma connected to BGLOs, the national leadership for these groups needs to come together to protest these depictions. Additionally, higher education leaders and those who advised these groups need to take the proper time to educate themselves on the history of these organizations and motivations of its members. Further research can be done to identify if said stigma affects students on a micro-scale, which offers a more in-depth look at perspectives for a particular school or on a macro scale that explores these ideas for a large number of schools.
- Subject:
- Educational leadership, Higher education, and Educational administration
- Creator:
- Bashir, DaQuan K.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/22/2021
- Date Created:
- 2020
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Keyword:
- Art , Self Concept Development, Higher Education Research Institute (HERI), College Senior Survey 2006, developmental stages, students’ behavior, Experimental learning, college environment , Cooperative Institutional Research Program (CIRP), art majors , art careers, and learning styles
- Subject:
- Educational leadership, Higher education, and Art education
- Creator:
- Yglesias-Liberatore, Anna.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/22/2021
- Date Modified:
- 04/17/2024
- Date Created:
- 2018
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Keyword:
- Single-parent woman, Baccalaureate Degrees, Public four-year institution, Northern New Jersey, mattering, nontraditional students, one-parent family, student needs, urban, success, mixed-methods, survey, nominal group technique, and higher education
- Subject:
- Educational leadership and Higher education
- Creator:
- Harry, Christal M.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/22/2021
- Date Modified:
- 04/16/2024
- Date Created:
- 2019
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Description:
- The U.S. . higher education system faces unprecedented challenges that command considerable attention, scrutiny, and public debate. . Colleges and universities have struggled to respond to a complex and volatile institutional landscape, with senior college leaders facing competing and often conflicting pressures to reduce costs, absorb reductions in government support, and improve outcomes. Resolving these challenges requires faculty, staff, and administrators to work together. Over the past 20 years, employee engagement has gained prominence as a measurement of worker experience related to achieving desirable organizational outcomes. Numerous private organizations have developed engagement programs. They have begun measuring engagement levels and identifying factors that contribute to higher levels of employee engagement in efforts to boost morale, performance, retention, and institutional reputation, and to build better work environments. Yet, research has shown that only about one third of employees are actually engaged, and the rift between employees and employers may be even greater in higher education institutions. The purpose of this study was to explore the extent to which senior leadership can positively influence faculty and staff work engagement and performance-motivation efforts at colleges and universities. The study involved examining agreement levels of responses to six questions assessing the perceptions of senior leaders; these questions are part of the “Great Colleges to Work For” program, administered by ModernThink on behalf of the Chronicle of Higher Education. College representatives answer a 60-question survey and compete for their respective institution to be recognized as a Great College to Work For based on overall survey responses. Six questions serve as prompts for key engagement factors that the literature has shown to be related to engagement and leadership such as vision, communication, employee well-being, trust, and value congruence. Two research questions guided this study: What is the relationship between high degrees of affinity and positive attitudes expressed by faculty and staff toward campus senior leaders, and workplace engagement? How do faculty and staff perceptions of senior leaders vary based upon demographic traits of campus employees and characteristics of the campuses themselves? The study offers an overview of engagement, including its various definitions, constructs, and conceptual/theoretical frameworks. It also explores relevant studies that have examined the status of engagement in the workplace, the factors that drive it, its correlation with leadership, the link between engagement and performance, and the difference between engagement and other related concepts. Cross-tabulated results are examined to determine agreement levels of respondents by position type (i.e., faculty vs. non faculty), institution type, age, gender, length of service, and whether respondents were from a Recognized or non-Recognized Great College to Work For school. The impact of leadership perceptions, as suggested by the survey results, is discussed in the context of correlations between leadership and engagement supported by the literature. The study concludes with a discussion of implications, observations, and recommendations for further study, which can help broaden understandings of how leaders can better identify and harness engagement drivers to motivate employees and help institutions overcome current and future challenges.
- Keyword:
- Moderating Influence, Senior Leadership , Work Engagement, Colleges , Universities, Higher Education, United States , ModernThink, communication, Chronicle of Higher Education, and performance
- Subject:
- Higher education and Educational leadership
- Creator:
- Pignatello, Robert M.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/22/2021
- Date Modified:
- 03/05/2024
- Date Created:
- 2019
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Description:
- This study examines the impact of grit (Duckworth et al., 2007), demographic characteristics, and environmental pull factors on academic outcomes for nursing students at an urban commuter institution. Undergraduate baccalaureate nursing students (N = 243) completed a survey that collected demographic information, assessed environmental pull factors, and determined their grit score. Academic outcomes, cumulative grade point average, and average credit accumulation, were gathered from the student’s academic records. A series of multiple regressions were used to determine the significance of these variables in predicting academic outcomes. Findings indicated that age, number of children, and grit were predictive of average credit accumulation. These results provide suggestions on how institutions can support students and future research on the role of grit in academic success.
- Keyword:
- Impact of Grit , Nursing Students, Urban Commuter University, demographic characteristics, environmental pull factors, cumulative grade point average, average credit accumulation,, student support, and academic success
- Subject:
- Higher education and Nursing
- Creator:
- Jung, Christy
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/23/2021
- Date Modified:
- 01/31/2024
- Date Created:
- 2021
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Description:
- Over the last two decades, there has been a high prevalence of Substance Use Disorder (SUD) among college students in the United States. The purpose of this quantitative study is to examine the social and psychological factors that impact academic and recovery outcomes of students enrolled in an on-campus recovery program. The summary data were collected over 10 years by a Collegiate Recovery Program (CRP)/Collegiate Recovery Community (CRC) in the southern region of the United States. Key findings of the study include that among students enrolled in a CRP/CRC: a) a significant relationship exists between relapse rates and mental health disorders; b) having an additional mental health disorder is associated with lower graduation rates; c) females students relapsed more than male students; d) female students had higher graduation rates than male students. It is recommended that higher education institutions integrate mental and behavioral health programs such as CRPs/CRCs to help increase student outcomes such as retention rates, graduation rates, and decrease depression, substance abuse use rates on campus.
- Keyword:
- Midsize Collegiate, Recovery Program, United States, Substance Use Disorder (SUD), Quantitative Study, Social factors, Psychological factors, academic outcomes, recovery outcomes, on-campus recovery program, Collegiate Recovery Program (CRP), Collegiate Recovery Community (CRC), Southern Region, Mental health, Gender, Behavioral health, depression, graduation rates, and substance abuse
- Subject:
- Educational leadership, Education policy, and Higher education
- Creator:
- Odefemi-Azzan, Oluwatosin Adesola.
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 01/04/2022
- Date Modified:
- 03/05/2024
- Date Created:
- 2020
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation