Theses and Dissertations from UMD
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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
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Item EDUCATIONAL PLANS BEYOND HIGH SCHOOL: NARRATIVES OF BLACK MALES' POSTSECONDARY DECISION-MAKING PROCESSES(2008) Lee, Zakiya Shani Smith; McEwen, Marylu K; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The enrollment gap between Black male and female undergraduates began in 1960 and has grown significantly over the years. Although a gender gap exists for all racial/ethnic groups, more attention should be paid to one subgroup of men who are in the worst situation - African American men. The purpose of this study was to understand the influences on and processes by which Black males make decisions about pursuing a college education and searching for a college after high school graduation. Utilizing narrative inquiry methodology, data were collected through interviews, school records, and demographic questionnaires. Participants for this study were 10 12th grade and 1 11th grade Black males attending school in a Mid-Atlantic state. Data were analyzed using initial and focused coding, and the results were considered in relation to three theoretical frameworks, Hossler and Gallagher's (1987) Three Phase Model of College Choice, K. Freeman's (2005) model of African Americans in predisposition, and critical race theory (Delgado & Stefancic, 2001). Participants planned to attend college for financial advancement, career development, and personal growth. Findings suggest that parental encouragement is more influential than parental expectations, as participants whose parents were involved throughout their child's schooling had the clearest college plans. Although most participants did not identify finances as influential to their college decision making, all participants made cost-conscious decisions such as applying for scholarships and financial aid and staying close to home. The effect of low grades was strong and resulted in challenging search processes but did not affect predisposition. Social capital was influential in helping participants learn about college from those knowledgeable about college. Participants also indicated that the presence of career plans, long-term goals, patience, increased motivation and information, and the influence of family may increase the number of Black males enrolled in college. Implications address participants' late start on the college choice process and suggest a default college preparatory curriculum, more informed school personnel, and the standardization of college and career information sessions that will produce knowledgeable Black males who have postsecondary educational options that are not hindered by poor academic performance or lack of information.Item PREDICTORS OF DELAYED COLLEGE ENROLLMENT AND THE IMPACT OF SOCIOECONOMIC STATUS(2005-04-25) Rowan, Heather T.; Perna, Laura W.; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This study contributes to our understanding of the decision of students to delay enrollment in college by building on the work of Hearn (1992). This study uses constructs from models of traditional college student enrollment (Cabrera & LaNasa, 2001; Perna, 2000; St. John, 2003), and data from the NELS:88/2000 longitudinal study of 1992 high school graduates. Descriptive analyses are used to determine the appropriate break point between immediate and delayed enrollment, as well as compare differences in student characteristics based on timing of enrollment. Multinomial logit regression is used to determine the predictors of delaying college enrollment rather than enrolling in college immediately after high school or not enrolling, and to explore if socioeconomic status is related to timing of college enrollment after controlling for other variables. At least six conclusions may be drawn from this study. First, the appropriate break point between immediate and delayed enrollment is the end of the calendar year that a student graduated from high school. This study also reveals the value of looking at a delayed group in comparison to immediate enrollment and no enrollment, since there are differences among all three groups for measures such as background characteristics, academic preparation and achievement, and social and cultural capital. Third, a combined model of college access based on traditional students (Cabrera & La Nasa, 2001; Perna, 2000; St. John, 2003) is appropriate for examining the predictors of both immediate and delayed enrollment in college relative to no enrollment. Fourth, measures of social and cultural capital are related to the timing of college enrollment but seem to be relatively more important in the decision to enroll immediately than in the decision to delay enrollment. Fifth, graduates who delay enrollment average fewer resources and weaker preparation than graduates who enroll immediately, but average more resources and better preparation than graduates who do not enroll. Finally, even after controlling for other variables, socioeconomic status is related to timing of college enrollment. Students who enroll immediately as well as those who delay enrollment have higher socioeconomic status than those who do not enroll, with those who enroll immediately having higher socioeconomic status than those who delay enrollment.