Theses and Dissertations from UMD

Permanent URI for this communityhttp://hdl.handle.net/1903/2

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 give thesis/dissertation in DRUM

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

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    Going for Broke: A Phenomenological Study of How First-Generation Students Make Meaning of College Financial Aid
    (2021) Hiscock, Joshua Ian; Griffin, Kimberly A.; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    The purpose of this study was to add to our understanding of how first-generation students make meaning of financial aid and the process of paying for college. The study sought to understand the emergence of self-authorship and other developmental outcomes that come from this experience. Using a phenomenological research methodology situated within a constructivist epistemological paradigm, this study explored the primary research questions: (1) What does it mean to pay for college as a first-generation student? (a) How do first-generation college students understand the process and decision making before enrolling in college? (b) How does this understanding evolve during their time as an undergraduate? (2) Does understanding of financial aid and the process of paying for college inform first-generation students' development of self-authorship? If so, how?
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    EXPLORING THE RELATIONSHIP BETWEEN INSTITUTIONAL REVENUE PATTERNS, STUDENT FINANCIAL AID PACKAGES, AND DEGREE COMPLETION FROM A MULTILEVEL PERSPECTIVE
    (2015) Narozhnaya, Yekaterina; Titus, Marvin; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    This study utilized data from the 2004 Integrated Postsecondary Education Data Systems (IPEDS) and 2004-2009 Beginning Postsecondary Students (BPS) study to examine the extent to which institutional revenue patterns influence the relationship between college completion and first-year financial aid packages. It drew from resource dependence and financial aid theories to examine the research questions. Multilevel statistical techniques, specifically hierarchical generalized linear modeling (HGLM), were used to estimate the effects of individual- and institutional-level variables on college completion. This research makes a contribution to the literature by highlighting the effect of institutional financial context on the relationship between college completion and student financial aid at the national level. The main findings suggest that the relationship between student completion and financial aid packages varies based on institutional revenue patterns. Specifically, students who receive financial aid packages with the highest proportion of loans at institutions with a high percent of revenue from tuition and fees benefit less, with regard to their chance of completion, than students at institutions without a high percent of revenue from tuition and fees. Additionally, students who receive financial aid packages with the highest proportion of grants and loans at institutions with a high level of revenue from state government appropriations benefit less from relatively high grants and loans, in terms of their chances of completion, than students at institutions without a high level of revenue from state government appropriations. The implications of these findings deal with the distribution of institutional resources on campuses that are mostly dependent on state government appropriations. The study's results suggest that public support for higher education may become increasingly important if student-specific financial aid resources decline.