Matching Items (3)
Description
This study addresses the problem of low-income, first-generation college students who are academically successful, but choose to leave college before finishing due to financial constraints. This study investigates their lived experiences as well as the effects of a peer mentorship program where incoming, first-year, low-income, first-generation college students are paired with a trained peer mentor from a similar background. Together the pair jointly explore available financial resources and troubleshoot barriers to access. This study draws on four primary theories: Social Cognitive Theory, Intersectionality, Community Cultural Wealth, and Critical Pedagogy. This mixed methods action research study uses multiple types of data: individual interviews, focus group, photo elicitation, demographic questionnaires, and pre- and post-intervention questionnaires. Findings indicate increases in self-efficacy for and knowledge about accessing financial resources after participating in the program.
ContributorsBevins, Jennifer (Author) / Chen, Ying-Chih (Thesis advisor) / Carrillo, Juan (Committee member) / Morgan, Chad (Committee member) / Arizona State University (Publisher)
Created2022
Description
The purpose of this mixed methods action research study was to implement digital outreach strategies, which would enhance students’ motivation to complete financial aid requirements and scale the departments’ more time-consuming counseling efforts. Using self-determination theory as the primary framework, I implemented the use of a series of emails and text messages sent by students’ admissions recruiters to a group of first-year students admitted to a large, public Land Grant Institution. The messages were framed to enhance students’ autonomy, competence, and relatedness the summer before they enrolled. The digital campaign was also supported by supplemental opportunities, including virtual appointments, a targeted webpage, and virtual workshops. Following the intervention, I compared the enrollment and financial outcomes of participants and a comparison group. Intervention and comparison groups were also surveyed about their perceived levels of self-determination and satisfaction prior to high school graduation and the summer before enrolling at the university. Additionally, selected students from both groups were interviewed during their first semester at the university. There were no statistically significant differences in students’ perceived self-determination, satisfaction, enrollment, and financial aid outcomes following the intervention. Relatedness increased significantly across the two times of assessment indicating all students developed stronger relationships with those from the university’s financial aid and admissions offices, which boded well for students just entering the university. In logistic regression analyses, Pell Grant eligibility was a significant factor associated with negative financial aid outcomes of owing a student account balance of $500 or greater and not completing financial aid requirements on time. Taken together with qualitative interviews, these findings suggest a need for additional one-on-one or other high-touch support methods, to support admitted students in the financial aid process.
ContributorsMiller, Gabrielle Christiana (Author) / Rillero, Peter (Thesis advisor) / Buss, Ray R (Committee member) / Corella, Arezu (Committee member) / Arizona State University (Publisher)
Created2024
Description
The purpose of this study was to examine how positive impacts could be achieved on student’s ability to successfully navigate financial aid processes within the Maricopa Community College system and specifically at Chandler-Gilbert Community College (CGCC). By evaluating existing processes and implementing enhanced system protocols (ESP), this study aimed to see how much of a positive impact ESP would have on student’s ability to access financial aid funding and enroll in classes. The study also took a closer look at how financial aid staff could better understand the systems through ESPs. In order to effectively evaluate the implementation of ESPs at CGCC, there were two approaches used within the research methodology. The first was front-end ESPs designed to target protocols that were student facing. The second was back-end ESPs targeting the financial aid staff and operations at CGCC. With the help of established ESPs, when looked at as a whole, more students were able to successfully navigate the complexities of the financial aid process, and receive their financial aid award offers at CGC. One of the front-end ESPs that held the greatest significance, in terms of successfully influencing students, was text messaging campaigns. The available evidence suggested text messaging as the most impactful way to get student’s attention. Although all of the back-end process improvements were important, the online policy and procedure repository quantitative data analysis suggested staff were empowered to provide a higher level of service with confidence and accuracy. Each of the ESPs made a small impact to student’s success and when aggregated the combined ESP results demonstrated a large enough impact that other colleges should explore the options of implementing ESPs to help more of their students receive financial aid.
ContributorsWolsey, Timothy (Author) / Graves Wolf, Leigh (Thesis advisor) / Beaty, Shaun (Committee member) / Peterson, Greg (Committee member) / Arizona State University (Publisher)
Created2020