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

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

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Subject: search.filters.subject.educational aspirations

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Now showing 1 - 4 of 4
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    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.
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    A Case Study of the Influence of Family on First-Generation College Students' Educational Aspirations Post High School
    (2007-11-26) Acker-Ball, Shawna Lynn; Fries-Britt, Sharon; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    The purpose of this study is to examine how factors in the home environment (hereby referred to as habitus) (Bourdieu, 1977) impact the educational aspirations of first-generation college students who are participants in an academic achievement program designed to meet the needs of first-generation and underrepresented students (Ronald E. McNair Post-Baccalaureate Achievement Program). This study examined family characteristics such as educational and cultural practices, academic awareness, social class position and parental expectations to determine if they have an impact on student aspirations. The primary research question to guide this study is, "What is the influence of family on first-generation college students' educational aspirations post high school?" This study sought to determine how families that were from traditionally underrepresented populations (low SES, ethnic minorities, single parent home, etc.) in post-secondary education were able to influence the aspirations of their children to attendcollege. Put differently, the study sought to understand the amount of exposure that each student had to the collegiate experience, the arts, financial information, and other cultural and social events. This study focused on what happened in the homes of the participants that provided the requisite skills, attitudes and behaviors that would serve as a source of motivation to aspire to college.
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    Dreams Deferred?-- Exploring the Relationship Between Early and Later Postsecondary Educational Aspirations among Racial/ethinc Groups
    (2006-04-27) Cooper, Michelle Asha; Perna, Laura W; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    ABSTRACT Title of Dissertation: DREAMS DEFERRED?-- EXPLORING THE RELATIONSHIP BETWEEN EARLY AND LATER POSTSECONDARY EDUCATIONAL ASPIRATIONS AMONG RACIAL/ETHNIC GROUPS Michelle Asha Cooper, Doctor of Philosophy, 2006 Dissertation Directed By: Laura W. Perna, Ph.D. Department of Education Policy and Leadership This study uses data from the Educational Longitudinal Study of 2002 (ELS:2002/04) to test a conceptual model that integrates aspects of sociological and econometric frameworks into a traditional status attainment model for educational aspirations. Using descriptive and logistic analyses, this study advances understanding of the patterns and stability of aspirations; characteristics of students who increase, decrease, and maintain aspirations; predictors of 12th grade aspirations; and variations in predictors of 12th grade aspirations by race/ethnicity. This study's findings confirm previous research (Kao & Tienda, 1998; Qian & Blair, 1999) and generate at least four new conclusions. First, comparing findings from this study with data from the previous NCES cohort (i.e., NELS:88) shows that students' 10th grade aspirations have increased over the last decade. However, aspirations fluctuate between 10th and 12th grades, with a notable decline among Black men and Latino men and women. Second, this study highlights characteristics of students according to the stability of their educational aspirations. The descriptive analyses illustrate the importance of background characteristics, academic measures, cultural and social capital, and economic constructs in illustrating whether students increase, decrease, or maintain aspirations between 10th and 12th grades. Third, the study shows that the status attainment model continues to be an appropriate theoretical framework for the study of aspirations, but its explanatory power is enhanced by adding cultural and social capital and economic measures. Applying social and cultural capital theory to the examination of significant others (e.g., parents, teachers) provides more insight into the role and effect these individuals have on students' aspirations. Fourth, the logistic regression analyses show that the predictors of aspirations vary by race/ethnicity, in particular for Latino/a and Multiracial students. Separate logistic regression analyses of Latino/a, Multiracial, and White students show that the predictability of the logistic regression model is lower for Latino/a students than for students of other groups. The study's findings have implications for policy, practice, and research. Specifically, the findings reinforce the need for policies and practices geared toward enhancing existing high school reform efforts. The study also identifies five recommendations for future research.
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    The Influence of Parental Involvement on the Educational Aspirations of First-Generation College Students
    (2004-05-07) Pagliarulo, Graziella Michele; Inkelas, Karen K; Counseling and Personnel Services
    This study examines the influence of parental involvement on the educational aspirations of first-generation college students. Additionally, the researcher investigates the changes in first-generation students’ educational aspirations over time as well as the differences in students’ educational aspirations and actual attainment. Differences in educational aspirations and attainment are analyzed by race, gender, and SES. For this study, longitudinal data from a nationally representative sample of students generated by the National Educational Longitudinal Study 1988-2000 (NELS:88/2000) was used. Statistical measures employed included multiple regression, repeated measures ANOVA, and crosstabulation. Results indicated that parental involvement, among other variables, explained some variance in first-generation students’ educational aspirations. Additionally, these students’ educational aspirations increased over time, and, for the most part, students did not attain their aspirations. Differences in aspirations and attainment by race, gender, and SES were also discovered.