The Relationship between Policies, Practices and Institutional Trends in the Awarding of Doctoral Degrees to Hispanic Students

Autor/in	Dunlap, Rosalinda C.
Titel	The Relationship between Policies, Practices and Institutional Trends in the Awarding of Doctoral Degrees to Hispanic Students
Quelle	(2013), (160 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The University of Toledo
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3032-5806-0
Schlagwörter	Hochschulschrift; Dissertation; Doctoral Degrees; Hispanic American Students; Correlation; Educational Policy; Educational Trends; School Holding Power; Surveys; Graduation Rate; Qualitative Research; Coding; Geographic Location; Dropouts; Academic Achievement; Achievement Gap; Social Support Groups; Financial Support; College Admission; Student Recruitment; Student Financial Aid; Barriers + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Doctoral degree; Doktorgrad; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Korrelation; Politics of education; Bildungspolitik; Bildungsentwicklung; Survey; Umfrage; Befragung; Qualitative Forschung; Codierung; Programmierung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Schulleistung; Social support; Soziale Unterstützung; Finanzielle Förderung; Hochschulzugang; Hochschulzulassung; Zulassung; Finanzielle Beihilfe; Studienfinanzierung; Studienförderung
Abstract	According to the United States Census Bureau (2005), Hispanics are the youngest and largest minority group in the country. Unfortunately, Hispanics have the largest drop-out rates of any major ethnic group in the US, which will result in fewer Hispanics entering Ph.D. programs (Yosso & Solorzano, 2006). Because of this doctoral achievement gap among Hispanic students, this dissertation investigated how higher education administration, educational policies, and programs for doctoral students can help address the obstacles and promote retention and graduation of Hispanic Ph.D. students. A 14-question survey addressed the independent variables related to perceived influence of use, perceived frequency of use, and perceived importance of use of social, support, financial, and other institutional programs that either directly or indirectly address Hispanic doctoral students. According to a Pearson correlational analysis of the data collected, no relationship existed between the independent variables and the dependent variable, percent change in doctoral degrees awarded to Hispanic students. Follow-up questions provided qualitative data that were analyzed through coding, from which the major themes of geographic location, differences in general diversity programs versus Hispanic-focused policies and programs, public versus private control, and issues of adequate versus inadequate funding. Suggestions for future research and implications follow from these findings and themes. Based on the results, the dissertation concludes that in contrast to what some models suggest and what many administrators believe about the value of programs for recruitment and admissions, academic services, curriculum and instruction, student services, and financial aid, the existence and perceived importance, influence, and frequency of use of such programs did not actually correlate with a positive change in the percentage of Ph.D. degrees completed by Hispanic doctoral students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01