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- Creators: Department of Marketing
- Creators: Ewing, Kris
Description
This study examined the experiences of first-generation college students who were enrolled in online degree programs at a traditional brick-and-mortar university located in the western United States. These students were viewed as "double first-generation" because they were not only the first in their family to pursue a bachelor's degree, but were also among the first generation in the history of American higher education to pursue public, postsecondary education in an entirely online format. The research was designed as a multiple methods case study that emphasized qualitative methods. Being exploratory in nature, the study focused on participant characteristics and the ways that they responded to and persisted in online degree programs. Data was collected through research that was conducted entirely online; it included an e-survey, two asynchronous focus groups, and individual interviews that were conducted via Skype. Grounded theory served as the primary method for data analysis, while quantitative descriptive statistics contextualized the case. The results of this study provide a window into the micro- and macro-level tensions at play in public, online postsecondary education. The findings indicate that these pioneering and traditionally underserved students drew from their diverse backgrounds to persist toward degree completion, overcoming challenges associated with time and finances, in hopes that their efforts would bring career and social mobility. As one of the first studies to critically examine the case of double first-generation college students, this study extends the literature in meaningful ways to provide valuable insights for policymakers, administrators, faculty, and staff who are involved with this population.
ContributorsShea, Jennifer Dawn (Author) / Fischman, Gustavo E. (Thesis advisor) / De Los Santos Jr, Alfredo G. (Committee member) / Ewing, Kris (Committee member) / Archambault, Leanna (Committee member) / Arizona State University (Publisher)
Created2013
Description
Research on the impact of stress on the academic performance of Hispanic undergraduate students is limited, leaving institutions of higher education without needed information about how to better support this growing population of students. The purpose of this study was to identify stressors that have a negative impact on academic performance of Hispanic undergraduate students. Themes were derived from focus groups and interviews regarding stress, stressors and related academic performance impacts of Hispanic undergraduate students attending a large multi-campus urban university and incorporated into a survey addressing common stressors, their impact on academic performance, stress impact on other areas of life, stress management ability, and demographic characteristics. The survey was administered to a random sample of Hispanic undergraduate students using an online format (n = 169). Descriptive statistics were used to examine frequencies. Stressors were placed into themes and tested for reliability of fit using Cronbach's Alpha. Pearson's Chi-Square and Cramer's V were used to measure association. Significance was set at ¡Ü .05. Overall stress of respondents resulted in serious performance effects among 32.5% of respondents and moderate performance effects among 43.8% of respondents. Stress impeded academic performance at least weekly among 36.1% of respondents. Stressors resulting in the most serious stress and academic performance effects included family, time factors, finances, and academics. Moderate stress and academic performance effects were evident in stressors related to mental health, technology, commuting, personal concerns, physical health and legal problems. The majority of respondents indicated doing a fair (n = 84, 49.7%) or good (n = 52, 30.8%) job managing stress. The remaining 20.0% (n = 33) of respondents did a poor job managing stress. Students with lower grade-point averages managed stress poorly compared to students with higher grade-point averages, X2 (6, N = 163) = 15.222, p = .019, Cramer's V = .019. These findings provide evidence that stressors related to family, time factors, finances, and academics, and overall stress have considerable negative effects on the academic performance of Hispanic undergraduate students. Institutions of higher education can improve academic outcomes among this student population by addressing and reducing the impact of common stressors affecting these students.
ContributorsMoses, Karen S (Author) / De Los Santos, Jr., Alfredo G. (Thesis advisor) / Ewing, Kris (Thesis advisor) / Melnyk, Bernadette (Committee member) / Arizona State University (Publisher)
Created2012
Description
As the landscape of the mass channel of retailing has become increasingly competitive, the leading mass retailer in the world, Retailer A*, has identified the Hispanic market as their last organic growth opportunity within the United States. In this pursuit, Retailer A has named Manufacturer A., the largest food and beverage manufacturer in the world, as their sole category advisor for the Hispanic market across their entire store. Developing aligned strategies that leverage the size and power of these partners creates the potential opportunity for both organizations to benefit from increased profits and increased market shares. Manufacturer A has performed extensive research on the Hispanic market in order to gain a deep understanding of who Hispanic consumers are and the unique shopping behaviors they exhibit that make this market the most profitable ethnic group in the US.** Along with this research, an analysis of the top eight Manufacturer A brands’ performances at Walmart reveals that although both organizations already have footholds within the Hispanic market, there still remains large opportunities for growth. Through prioritizing business and marketing strategies aimed at appealing more to Hispanic consumers at Retailer A, Manufacturer A stands to potentially gain over $39M in incremental sales from this partnership.
* All company, brand, and product names have been redacted to protect confidentiality.
**All market demographics and statistical market information mentioned hereafter were originally researched and verified by Retailer A. Information mentioned throughout this paper was sourced from internal company documents.
* All company, brand, and product names have been redacted to protect confidentiality.
**All market demographics and statistical market information mentioned hereafter were originally researched and verified by Retailer A. Information mentioned throughout this paper was sourced from internal company documents.
ContributorsWay, Anneliese (Author) / Dietrich, John T. (Thesis director) / Grebitus, Carola (Committee member) / Morrison School of Agribusiness (Contributor) / Department of Marketing (Contributor) / Dean, W.P. Carey School of Business (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
The Hispanic population is growing rapidly in the United States and already possesses tremendous buying power and influence. The Millennial generation has officially outnumbered the Baby Boomers to become the largest generational group in the United States. This thesis aligns these two groups to study the U.S. Hispanic Millennial and the characteristics that make this segment unique and powerful. How are Hispanic Millennial consumers different and unique? How can brands connect with Hispanic Millennials in an authentic way? These questions will be explored through a literature review which covers three important aspects: Hispanic identity, culture, and the influence of the Spanish language. Next, a primary research study is conducted to determine if there is a relationship between Hispanic acculturation levels and language preference in advertisements. Finally, the findings of the study are compared with various research studies and reports to determine the best methods of connecting with U.S. Hispanic Millennials as a marketer.
ContributorsKrafft, Natalie Martinez (Author) / Montoya, Detra (Thesis director) / Giles, Charles Bret (Committee member) / W. P. Carey School of Business (Contributor) / Department of Marketing (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12