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- All Subjects: Graduation
- All Subjects: College Enrollment
- Creators: Panneton, Teresa
- Creators: Gonzales, Steven
Expectation for college attendance in the United States continues to rise as more jobs require degrees. This study aims to determine how parental expectations affect high school students in their decision to attend college. By examining parental expectations that were placed on current college students prior to and during the application period, we can determine the positive and negative outcomes of these expectations as well as the atmosphere they are creating. To test the hypothesis, an online survey was distributed to current ASU and Barrett, Honors College students regarding their experience with college applications and their parents' influence on their collegiate attendance. A qualitative analysis of the data was conducted in tandem with an analysis of several case studies to determine the results. These data show that parental expectations are having a significant impact on the enrollment of high school students in college programs. With parents placing these expectations on their children, collegiate enrollment will continue to increase. Further studies will be necessary to determine the specific influences these expectations are placing on students.
The purpose of this study was to bring new information to the field of education research on<br/>graduation rates and school programming. Research on graduation rates and the effects of school<br/>programs exist, however there is not an abundance of research aimed specifically at Title I high<br/>schools. The goal was to find what school characteristics might impact graduation rates in this<br/>population. The thesis focused on Title I high schools in the Phoenix Union District with a<br/>graduating 2019 class of at least 250 students. This limited the effect of variability (school size,<br/>location, socioeconomic status). To research this topic, school characteristics were selected<br/>including course rigor, mentor programs, and college prep programs, as well as specific schools.<br/>To obtain the information, multiple sources were used including the Arizona Department of<br/>Education website, school websites, and school administrators/staff. The research revealed that<br/>the effect of course rigor, college prep programs, and mentorship on graduation rates in Phoenix<br/>Union High Schools is not apparent. Further research should be conducted into other possible<br/>causes for the gaps in graduation rates between the Title I high schools in this district. Future<br/>research on ELL students and programs in the Phoenix Union district and their effectiveness or<br/>lack thereof is also recommended. The research shows that this large demographic negatively<br/>correlates with the overall graduation rates at the six schools researched.
The purpose of this study was to bring new information to the field of education research on graduation rates and school programming. Research on graduation rates and the effects of school programs exist, however there is not an abundance of research aimed specifically at Title I high schools. The goal was to find what school characteristics might impact graduation rates in this population. The thesis focused on Title I high schools in the Phoenix Union District with a graduating 2019 class of at least 250 students. This limited the effect of variability (school size, location, socioeconomic status). To research this topic, school characteristics were selected including course rigor, mentor programs, and college prep programs, as well as specific schools. To obtain the information, multiple sources were used including the Arizona Department of Education website, school websites, and school administrators/staff. The research revealed that the effect of course rigor, college prep programs, and mentorship on graduation rates in Phoenix Union High Schools is not apparent. Further research should be conducted into other possible causes for the gaps in graduation rates between the Title I high schools in this district. Future research on ELL students and programs in the Phoenix Union district and their effectiveness or lack thereof is also recommended. The research shows that this large demographic negatively correlates with the overall graduation rates at the six schools researched.
Honors colleges are recognizing the need for diversity in their student populations and are taking steps toward that end. However, disabled students are still underrepresented in honors collegiate student bodies. Through a series of open-ended questions posed to thirty-five students enrolled in Barrett, the Honors College at Arizona State University, this study will examine how experiences with family, school personnel, and peers during their grade school (K-12) years effect a student’s choice to enroll in an honors college. This study will briefly explore how the intersection of factors such as race/ethnicity, sex, gender, and disability impacted these experiences. Finally, implications for collegiate honors programs and for grade school teachers and the families of children with disabilities will be discussed. Areas for future research will be considered.
Research on Latino males in higher education has been primarily focused on access, persistence, and retention at the university level. Further, research has been centered on identity, critical race theory, language behaviors, and engagement of Latino males in higher education. Little to no research has been done to identify the factors, characteristics, or the internal will that propels a Latino male community college student to complete their degree. This research is intended to contribute to this void in research, utilizing a human behavioral theoretical approach to address the phenomena of Latino male attrition.
This exploratory mixed method research approach incorporated both qualitative and quantitative instruments to test the validity of the Theory of Planned Behavior as a plausible model to assess intention of Latino males to graduate from community college. The research examined whether intention to graduate could be assessed on the behavioral beliefs associated with a Latino male’s attitude, perceived norms, and their perceived behavioral controls towards completing a degree. Further, the research sought to determine that if the theory could accurately assess intention, could the model assess differences in intention for first-year versus second-year students, and currently enrolled students versus those who have dropped out. The premise was that if the theory is an acceptable model to predict intention, the study could also model behavioral interventions to support Latino male student persistence and completion.
The results indicate that the Theory of Planned Behavior is an acceptable model to assess and predict behavioral beliefs that drive Latino male intention to graduate from community college. Latino male students’ attitudes toward degree attainment is the most significant factor in predicting their intention to graduate. Additionally, behavioral beliefs of enrolled students are significantly different than their peers who dropped out. However, there is no significant difference in the behavioral beliefs of students in their first-year of enrollment versus those in their second-year of enrollment.
Using the theory’s behavioral intervention implementation strategy, the research provided implications for practice that support Latino male student recruitment, retention, and completion measures for community colleges. Additionally, the research provides implications for future research that supports more studies on Latino male community college degree attainment, and for preparing more Latino men for the workforce needs of Arizona.