UMD Theses and Dissertations

Permanent URI for this collectionhttp://hdl.handle.net/1903/3

New submissions to the thesis/dissertation collections are added automatically as they are received from the Graduate School. Currently, the Graduate School deposits all theses and dissertations from a given semester after the official graduation date. This means that there may be up to a 4 month delay in the appearance of a given thesis/dissertation in DRUM.

More information is available at Theses and Dissertations at University of Maryland Libraries.

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2009 - 200912010 - 20131

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    Cafe: The Brewing of a First Generation American
    (2013) Rosales, Claudia; Smith, Ashley; Theatre; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    In the play Café, I use the ritualistic tradition of preparing Cuban espresso to symbolize the struggle of constructing cultural identity for many first generation Americans and reconciling familial obligation with individual desire. Through food, spoken word, and movement I want people to question their own cultural upbringing.
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    THE ROLE OF DEMOGRAPHIC, PRE-COLLEGE, AND INVOLVEMENT FACTORS ON POSTSECONDARY ACADEMIC PERFORMANCE OF FIRST-GENERATION COLLEGE STUDENTS: FINDINGS FROM A NATIONAL STUDY.
    (2009) Thomas, Isaiah Jerome; Komives, Susan R; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    This study explored whether factors, such as demographic characteristics, pre-college academic achievement (measured by self-reported high school grade point average), and college involvement have an influence on the postsecondary academic achievement of first-generation college students as measured by self-reported college grade point average. This study addressed first-generation college students who attend a four-year institution. This exploration used Astin's (1970; 1993) inputs-environments-outcomes model as a theoretical framework and utilized multiple regression for statistical analysis. The findings showed that the four blocks in the study explained approximately 12.4% of the variance of postsecondary academic achievement. Specifically, demographic characteristics and pre-college academic achievement explained the majority of the variance of postsecondary academic achievement. This study's findings cautiously offer practical implications for higher education administrators and researchers.