The Socio-Economic Impact of Student Loan Debt on African American Graduates of the University of Phoenix Residing in Philadelphia, Pennsylvania

Literaturnachweis - Detailanzeige

Trefferliste

Autor/in	Daniels, Terrence D.
Titel	The Socio-Economic Impact of Student Loan Debt on African American Graduates of the University of Phoenix Residing in Philadelphia, Pennsylvania
Quelle	(2017), (147 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Drexel University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3551-1645-8
Schlagwörter	Hochschulschrift; Dissertation; Economic Impact; Socioeconomic Influences; Student Loan Programs; Debt (Financial); African American Students; College Graduates; Case Studies; Graduate Surveys; College Choice; Student Educational Objectives; Student Personnel Services; Loan Repayment; Loan Default; Educational Benefits; Quality of Life; Social Mobility; Qualitative Research; Semi Structured Interviews; Focus Groups; School Support; Educational Practices; Pennsylvania (Philadelphia) + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Ökonomische Determinanten; Sozioökonomischer Faktor; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hochschulabsolvent; Hochschulabsolventin; Case study; Fallstudie; Case Study; Studienortwahl; Schuldnerverzug; Bildungsertrag; Lebensqualität; Soziale Mobilität; Qualitative Forschung; Schulförderverein; Bildungspraxis
Abstract	Little is known about the long-term socio-economic impact of student loan debt on African-American graduates of the University of Phoenix who reside in Philadelphia, Pennsylvania. The purpose of this case study is to examine the socio-economic impact of student loan debt on these students five years after receiving a degree from this for-profit institution. This research study focused on answering the following questions: What factors influence an individual's decision to attend the University of Phoenix?; How do the student services offered at the University of Phoenix prepare its graduates to repay their student loan debt?; How does student loan debt associated with attending the University of Phoenix impact African American borrowers' ability to make major life decisions, such as purchasing a home or starting a family?; and, How does obtaining a degree from the University of Phoenix serve as a vehicle for African-Americans from marginal communities that want to improve their socio-economic lives? The research is structured as a qualitative research method design and based on a case study approach. A qualitative design was selected because it allows the researcher to obtain an extensive and in-depth examination of the contemporary phenomenon of student loan debt within the real-life context of African American alumni from the University of Phoenix. The researcher achieved this goal by speaking with the participants to learn their impressions and opinions, from both the psychology and social aspects, and obtaining a detailed, in-depth analysis of the socio-economic impact of student loan debt on African Americans five years after graduating from the University of Phoenix. The case study approach is one that is presented as straightforward while giving the research participants a voice and ultimately examining the depth of the research within the study. The use of Yin's research approach served as a guide for the researcher's case study to present a sound methodology that will stand up to strict scrutiny, and questions of validity and reliability. The participants in this study included ten African American student loan borrowers that graduated from the University of Phoenix and live in Philadelphia, Pennsylvania. The participants ranged in age from 33 years old to 46 years old. During the years 2011 and 2012, the participants obtained degrees ranging from Associates to Doctorate from the University of Phoenix. The data collection using semi-structured individual interviews, focus groups, and artifact review led to the development of six central themes. These findings were: 1) The University of Phoenix uses aggressive sales strategies; 2) The University of Phoenix has low admission standards; 3) The University of Phoenix provides flexible nontraditional classes for students; 4) The University of Phoenix has extremely expensive tuition; 5) The University of Phoenix lacks in institutional resources for students; and, 6) Society has negative attitudes and beliefs toward for-profit institutions. Four study results were derived from these findings. These results, which were correlated to relevant literature, are: 1) The University of Phoenix tends to target low-income and minority communities; 2) The University of Phoenix is attractive for adult students because it offers flexible and convenient nontraditional classes; 3) The University of Phoenix graduates are left with exorbitant student loan debt without institutional resources to prepare them to repay the debt upon graduation; and, 4) African Americans in this study with a degree from the University of Phoenix have difficulty moving up the socio-economic ladder. The findings and interpretations laid the foundation for three action recommendations. These recommendations are: 1) The University of Phoenix should provide effective financial counseling to all students that obtain federal student loans to pay for their education to significantly reduce the rate of student loan default; 2) All colleges and universities receiving Title IV funding must obtain proper accreditation for all of its programs; and, 3) Universities and colleges within the City of Philadelphia, which are located within communities with large populations of historically underrepresented African Americans, should build a pipeline in partnership with underperforming local primary and secondary schools to increase their minority enrollment, so for-profit institutions do not appear so attractive. [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).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01