Dissertations / Theses on the topic 'Higher education aspirations'
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Aparicio, Elyzza M. "Examining Latina/o STEM degree aspirations." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1591621.
Full textThis quantitative study examined the STEM degree aspirations of Latina/o students. Harper's (2010) Anti-Deficit Achievement framework on students of color in STEM was utilized to frame this study. Secondary data from the Cooperative Institutional Research Program's (CIRP), Freshman and Your First Year in College surveys were used to complete T-tests, correlations, and hierarchical regression analyses to explore gender differences in STEM degree aspirants and habits of mind among Latinas/os. Findings include probable major in STEM, faculty interaction, highest degree planned, academic self-concept and the habits of the mind CIRP construct were significant predictors of degree aspirations. Habits of the mind at the end of the first year in college were predicted by academic disengagement, positive cross-racial interactions, academic self-concept, and college involvement. Implications for STEM policy, student affairs practice and future research are discussed.
Lipiz, Gonzalez Elaine M. "Professional school aspirations of first generation Latino transfer students." Thesis, California State University, Fullerton, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3581488.
Full textThe low rate of Latino graduate and professional degree attainment is a problem for the Latinos who are not attaining high levels of education, for their families, for the institutions of higher education that suffer from a lack of diversity, and for the local, state, and federal governments that lose tax revenue from the potentially higher income levels earned by advanced degree graduates. The purpose of this phenomenological study was to examine the professional school aspirations of Latino community college transfer students at the University of California, Irvine who are first generation college students. This study investigated the influence of both community college and university experiences on the participants' advanced study goals and explored the interconnections between the participants' advanced study aspirations and their career development. To empower students of color and acknowledge their sources of cultural wealth, this study gave Latino community college transfer students who are first in their families to attend college an opportunity to tell their counterstories about their aspirations to pursue advanced study. Through semistructured, individual interviews with a sample of six Latina students, the following five theme emerged: (a) the importance of family, (b) required success: responsibility, pressure, and burden, (c) turning adversity into strength, (d) the role of mentors and peers, (e) career choice and advanced study decisions. The dissertation includes recommendations for policy, practice, and future research related to the findings.
Oldman, Crystal Elizabeth. "The academic middle manager in higher education : perceptions and aspirations." Thesis, Open University, 2013. http://oro.open.ac.uk/54941/.
Full textShamsuri, Nurul Ashiqin. "THE CONTRIBUTION OF MALAYSIA’S HIGHER EDUCATION SYSTEM TOWARDS TN50 ASPIRATIONS." Thesis, Сучасна правова освіта: [матеріали VIІ Міжнародної науково-практичної конференції, Київ, Національний авіаційний університет, 23 лютого 2018 р.]. – Тернопіль: «Вектор», 2018, 2018. http://er.nau.edu.ua/handle/NAU/32807.
Full textZhao, Qian (Joy). "A study of factors affecting educational aspiration for selected students in China." Scholarly Commons, 2008. https://scholarlycommons.pacific.edu/uop_etds/2367.
Full textWitmer, Miriam Marguerita Gomez. "Ethnically diverse education students' perceptions of mentoring| Implications for career aspirations and college success." Thesis, Temple University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3623319.
Full textRecruitment and retention of ethnically diverse students in college education preparation programs remains a difficult challenge for many colleges and universities across the United States. Low numbers of education majors yield low numbers of ethnically diverse teachers in the teaching workforce. According to 2010 data from the National Center of Education Statistics, African American students comprise about 16% of our public school students nationwide, but African American teachers only represent about 8% of the teaching workforce. While Asian students comprise 4.6% of the total public school population, only 1% of the teachers in American public schools are Asian (National Center of Education Statistics, 2010). Additionally, Latinos are expected to make up a third of the total U.S. school-age population (ages 3–17) by the year 2036, while Latino teachers represent only 14% of the teacher workforce (NCES, 2012).
Although college going rates for ethnically diverse students are increasing, many of those students are not choosing education as a major. Researchers have studied the perceptions ethnically diverse students have about teaching and have identified numerous barriers, such as: limited educational opportunities, more lucrative career options and standardized testing requirements (Madkins, 2011). Furthermore, Gordon's (1994) research points to not graduating from high school, negative experiences in school, lack of respect, teachers not being prepared for diversity, lack of support for college, lack of academic encouragement, racelessness, absence of role models of color, low status of the profession, too much education for the return, low pay, negative image, poor school conditions, having more opportunities elsewhere, and racism as contributing factors affecting students' decisions not to pursue a career in education. Graham and Erwin (2011) who studied African American boys discovered three themes: negative perceptions of teachers and teaching, perceptions of schools as oppressive institutions, and African American men are nonconformists. While these are all significant potential barriers to ethnically diverse students choosing careers in education, those ethnically diverse students who do choose to pursue teaching may be able to shed some light on the issue. Since much of the research focuses on the barriers and limitations ethnically diverse students face in our society, part of the purpose of this research is to highlight what is working for ethnically diverse students who are pursuing a career in education.
The purpose of this dissertation is to describe the factors that contribute to an ethnically diverse education major's career aspiration and college success. Since the disparity problem is multifaceted, I addressed historical, personal and social aspects that may impact the overall phenomenon, including: desegregation of teachers of color, students' experiences within the context of secondary schools, issues surrounding institutional racism, students' perceptions of teachers and teaching, college readiness, college recruitment and retention of teacher candidates, mentoring, personal motivations and identity development.
I endeavored to capture the rich stories of ethnically diverse college students' journeys to becoming a teacher and to understand what impact mentoring may have had on their career aspirations and college success. Results from this study can inform students, schools, and colleges and universities about the barriers and support systems that successful education majors of color report affect them. Since the primary focus is on the perceived effect of mentoring, the results may also provide insights regarding the retention of ethnically diverse students once they enroll in college.
Evans, Sarah Louise. "Becoming Somebody : Higher Education and the Aspirations of Working-Class Girls." Thesis, University of Kent, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.499721.
Full textWilliams, Kristen K. "From aspirations to access the role of place in the facilitators of and barriers to postsecondary education attendance /." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/833.
Full textVance, Leah K. "Family Influences on the Educational Aspirations of Female Youth in Appalachia." UKnowledge, 2014. http://uknowledge.uky.edu/cld_etds/15.
Full textFregoso, Julio. "Through the pipeline| Degree aspirations of African American and Latino males enrolled in California community colleges." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1590911.
Full textThis quantitative study examined the transfer and degree aspirations of African-American and Latino males enrolled in California community colleges. Carter's (2002) theoretical and conceptual framework on the degree aspirations of African-American and Latino students was utilized to frame this study. Using secondary data from CCSSE, t-tests, factor analyses and logistic regression analyses were completed to compare the experiences of African American and Latino males and predict their transfer and degree aspirations. Findings include that self-reported data on GPA, obtaining or updating job skills, changing careers, and institutional size were predictors of associate degree aspirations. For the outcome transfer aspirations, predictors were race, sources used to pay for their tuition, and experiences that contributed to their academic, cognitive, and technical skills at the community college. Implications for future research and practice are discussed.
Crosby, Richard D. Jr. "Factors affecting student choices: a higher education marketing study." Diss., Virginia Polytechnic Institute and State University, 1985. http://hdl.handle.net/10919/54280.
Full textEd. D.
Hart, Caroline Francesca Sarojini. "Aspirations re-examined : a capability approach to widening participation in higher education." Thesis, University of Cambridge, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.603793.
Full textJimenez, Eileen Graciela. "Los sue?os no se compran (dreams can't be bought)| Latina/o degree aspirations and community cultural wealth." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10240288.
Full textThis quantitative study examined the degree aspirations of first year, first time, Latina/o college students, using Tara Yosso’s (2005) Community Cultural Wealth Model as a framework. Secondary data was obtained from the Cooperative Institutional Research Program’s (CIRP) 2015 The Freshman Survey to complete t-test and linear regression analyses exploring gender differences in degree aspirations between Latina and Latino students as well as predictors of degree aspirations. Findings include academic self-concept, pluralistic orientation, neighborhood racial composition, and age as significant predictors of degree aspirations. The survey items that make up the CIRP constructs for academic self-concept and pluralistic orientation were also indicative of the importance of navigational, aspirational, and linguistic capitals as predictors of degree aspirations.
Bachechi, Kimberly N. "Workin' towards something steady: Aspirations and education in a semi-rural Hispanic community." Thesis, Boston College, 2015. http://hdl.handle.net/2345/bc-ir:104162.
Full textRecent work on Hispanic immigrants has consistently shown a decline in educational attainment over generations-since-immigration despite the fact that advanced education is currently presented in the public arena as the foundation for economic mobility (Telles and Ortiz). This study investigates the seeming contradiction of Hispanic youth's disengagement from the system that is presented as the pathway to increased economic achievement. The dissertation is based on findings from a qualitative study consisting of in-depth interviews, focus groups, and ethnographic data collected during an 18 month stay in a small, semi-rural, largely Hispanic, community in New Mexico, where the local high school has a graduation rate of 55%. Refuting claims that school disengagement emerges from either low ability or "leveled aspirations," the findings of this study indicate that young people's decisions are based largely on the advice that they are given regarding the economic utility of post-secondary schooling. Lacking this advice these young people determined it was not worth the risk of time out of the labor market, money, and effort that advanced schooling required. The findings of this study argue that one of the key reasons these young people disengage from school stems from the failure of any institution or individual to make it clear to students how educational credentials connect to occupational opportunities. Thus, a number of young people who have had some success at school still choose to leave because they are unconvinced that educational credentials are actually economically useful
Thesis (PhD) — Boston College, 2015
Submitted to: Boston College. Graduate School of Arts and Sciences
Discipline: Sociology
Warmington, Paul Charles. "Access to higher education students : aspirations and identity in the context of post-industrialism." Thesis, University of Birmingham, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.393003.
Full textThomas, Brian A. "The relationship between self-concept related factors and degree aspirations of African American college students." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10254728.
Full textNotable scholars including Astin, Pascarelli, Terenzini and others have pioneered studies in psychosocial issues including self-concepts related to college students’ experience and achievement factors (Astin, 1984, 1991; Pascarella & Terenzini, 2005; Terenzini, Pascarella, & Blimling, 1996). In recent years, there has been an increase in national attention on the identification of those factors that promote educational success and related outcomes specifically for African American college students (Cokley, 2000, 2003, M. J. Cuyjet, 1997, 2006b; Harris III, Palmer, & Struve, 2011; Wood, 2012; Wood, Harris, & Khalid, 2015). Some scholars have sought to learn more about the role of individual attitudes, behaviors, and self-concepts of students who are achieving academic success (Harper, 2004, 2008, 2012; F. Harris & Wood, 2013; Hunter & Davis, 1994; Wood, 2012). However, little research has been completed in recent years about the specific attitudes and behaviors associated with degree aspirations of African American college students (Bharmal et al., 2012; Cokley, 2000; Thomas, Smith, Marks, & Crosby, 2012). Therefore, the purpose of this research study was to examine data from the 2011 CIRP National College Senior Survey to understand better and draw inferences from the relationships between specific self-concept related factors of African American college students after four years of college and their degree aspirations.
The conceptual framework for this study was based on Harper’s Anti-Deficit Model (Harper, 2012) which suggests researchers should seek to understand degree apsirations of African American students from the viewpoint of those attributes, characteristics or assets that contribute to academic their success versus what students may lack. The study also drew upon the Holistic Identity Model (HIM) (Winkle-Wagner & Locks, 2014), which was built upon the premise that students experience multiple identities simultaneously during their college years and that those identities play a significant role in the manner by which students elect to approach, engage in and aspire to higher education. Together these models provided a guide and a lens by which this study was conducted and through which the results were understood.
Findings from this quantitative study included the statistical significance and extent of the relationship of academic self-concept, habits of mind, leadership self-concept, social agency, social self-concept, and spiritual self-concept and degree aspirations. Gender-based differences that were statistically significant were reported. Results of the predictability of those self-concept-related factors regarding degree aspirations were also included. The study concludes with a discussion of the implications of the findings for policy, practice, and further research.
Sun, Daiyue. "Is higher education the key to unlock the door of fortune? A study of students' occupational aspirations." Thesis, University of Northern Iowa, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1523512.
Full textThis study focuses on the relationship between students' social backgrounds and their occupational aspirations (in terms of becoming an authority, financial success and recognition in the workplace). By applying the status attainment theory and segmented assimilation theory, this study examines the significance of parental socioeconomic status, race/ethnicity, and social capital in predicting college freshmen's occupational aspirations using multivariate analysis. Interaction effects between the main predictors as well as control variables such as immigrant status, gender, school performance, motivations and skills are tested in the analysis. Results suggest that socioeconomic status is not statistical significance in predicting individuals' occupational aspirations in all models. African Americans and Asians have the highest level of occupational aspirations, while Native Americans have the lowest level of occupational aspirations without introducing interactions into the model. All three social capital variables are positively related to students' occupational aspirations, especially the effects for mentors/role models. Strong interaction effects between parental socioeconomic status and race/ethnicity variables have been found in the study as well. Results of interaction effects indicate that although Native Americans have the lowest levels of occupational aspirations at lower levels of parental SES, their levels of occupational aspiration increase radically with the increase of their parental SES levels. However, groups such as African Americans and Asians experience a decrease in their occupational aspirations with an increase of parental SES. The interactions between parental SES and social capital variables are weak. The interaction effects between race/ethnicity and social capital variables suggest that Asian students' occupational aspirations are benefited from their parents' expectations, while other races and other Latino students' occupational aspirations are promoted by studying with peers.
Ridgwell, Diana M. "Perceived Impact of Institutional Culture on Advanced Degree Aspirations of Students Attending Two Southern Women's Colleges." Diss., Virginia Tech, 2002. http://hdl.handle.net/10919/28557.
Full textPh. D.
Kieu, Hieu Thi. "Globalisation and reforming higher education in Vietnam : policy aspirations, public institutional changes and reform imaginaries." Thesis, University of Huddersfield, 2017. http://eprints.hud.ac.uk/id/eprint/34642/.
Full textHuang, Lihong. "Elitism and Equality in Chinese Higher Education : Studies of Student Socio-economic Background, Investment in Education, and Career Aspirations." Doctoral thesis, Stockholm : Institute of International Education [Institutionen för internationell pedagogik], Stockholms University, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-548.
Full textBogenschutz, Margaret M. "Career aspirations of mid-level administrators in higher education : an analysis based on Schein's Career Anchors /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1334176075.
Full textHall, Melissa. "Bringing Gender Sensitive Teaching into the Classroom: Tapping into the Aspirations and Abilities of Evangelical College Aged Women." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/secfr-conf/2019/schedule/2.
Full textBrasier, Terry Gale. "The Effects of Parental Involvement on Students' Eighth and Tenth Grade College Aspirations: A Comparative Analysis." NCSU, 2008. http://www.lib.ncsu.edu/theses/available/etd-01152008-152426/.
Full textGrieve, Kimberly Ann. "Urban African American Male High School Students’ Educational Aspirations for College and the Influence of Family, School, and Peers." University of Toledo / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1258735643.
Full textLeonard, Kristy M., and Andrea D. Clements. "A Comparison of Educational Aspirations and Graduation Rates in Four Rural Tennessee Counties." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/7290.
Full textBickle, Edward. "Widening participation in higher education : an interpretative phenomenological analysis of the aspirations of young people living in low participation neighbourhoods." Thesis, Bournemouth University, 2018. http://eprints.bournemouth.ac.uk/31112/.
Full textKeagy, Amy Haddock. "The Impact of Undergraduate Research Experiences on the Development of Biology Students’ Domain Knowledge, Domain Interest, and Career Aspirations." UNF Digital Commons, 2019. https://digitalcommons.unf.edu/etd/886.
Full textCoyote, Ruthann Theresa. "The Relevance of Career Aspirations for Transfer Students Persisting in Science, Technology, Engineering and Math Disciplines." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/301682.
Full textRamirez, Maria Guadalupe. "The effects of Mexican Americans, Chicanos parental involvement on schooling." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2811.
Full textRedmond, Paul M. "Outcasts on the inside? : a case study of the career aspirations and experiences of widening participation students from a Merseyside college of higher education." Thesis, Open University, 2004. http://oro.open.ac.uk/49176/.
Full textGrant, Thomas Andrew. ""I'm excited but, I don't want to be unrealistic" : the role of hope in shaping aspirations of working class young people in Leicester towards Higher Education." Thesis, University of Leicester, 2016. http://hdl.handle.net/2381/37782.
Full textGeagea, Antoinette. "Investigating the role of school-based outreach programs in developing the aspirations of low SES students and building their social and cultural capital for higher education." Thesis, Geagea, Antoinette (2019) Investigating the role of school-based outreach programs in developing the aspirations of low SES students and building their social and cultural capital for higher education. PhD thesis, Murdoch University, 2019. https://researchrepository.murdoch.edu.au/id/eprint/45576/.
Full textGiraldo, Garcia Regina J. "INDIVIDUAL, FAMILY, AND INSTITUTIONAL FACTORS THAT PROPEL LATINO/A STUDENTS BEYOND HIGH SCHOOL." Cleveland State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=csu1401963002.
Full textBurns-Ncamashe, Zimasa Nomsawezulu Ancilla. "An investigation of the factors that influence Grahamstown East grade 12 learners to aspire to higher education : a case study." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1003533.
Full textHy, Kevin Ha. "Motives as a factor in acculturation among Asian international students." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2678.
Full textLo, Xiong A. "Hmong high school students' attitudes and aspirations toward education." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998lox.pdf.
Full textSchmidt-King, Jennifer Anne. "An investigation of at-risk students career aspirations." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000schmidt-kingj.pdf.
Full textStack, Wendy M. "The Relationship of Parent Involvement and Student Success in GEAR UP Communities in Chicago." Antioch University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1294956956.
Full textMoore, Kashara S. "The relationship between educational achievement and educational aspirations for Latino middle and high school students." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3708289.
Full textAlmost one-third of the students attending public high schools in the United States dropout of school each year with Hispanic students being a significant percentage of the students failing to graduate. While, this is a national problem, there is a variation in the rates in which specific ethnic/racial groups are dropping out of school with Hispanics (36.5%) dropping out at a higher rate than Asian (8.6%) and White (19%) students. This study analyzes the group difference between Latino students' educational aspirations and academic achievement during eighth and 10th grade, as well as gender difference in aspiration level.
The findings of this study assessing the relationship of educational aspirations and academic achievement of Latino students who are participants of GEAR UP yielded varying results. The educational aspirations of the GEAR UP Latino students during eighth and 10th grade showed a growth in the variable over time. Further, the educational aspirations and the academic achievement of the student participants produced relationships of significance during the students' eighth grade year, but not during their 10th grade year. It was found during eighth grade, participants with educational aspirations of a bachelor's or master's degree had better academic outcomes, based on California Standard Test (CST) performance, than student participants with higher educational aspirations of a professional degree (i.e., medical, law). This was not the case for 10th grade findings, which yielded non-significant results between academic achievement and educational aspiration after the transition to high school. Next, when analyzing aspiration level based on gender, there was no significant relationship, which may be attributed to the programming of GEAR UP. Lastly, a regression analysis to assess the predictability of 10th grade GPA was reviewed using the independent variables eighth grade GPA, CST performance, and educational aspiration. The analysis showed eighth grade GPA had the strongest relationship to 10th GPA.
These findings suggest there are factors beyond educational aspirations contributing to student persistence and academic achievement in high school, with eighth grade GPA having the strongest relationship to 10th grade GPA. Based on this, the perception students have about their possible education attainment level may be developed based upon educational experiences from middle school. Therefore, student's relationships, self-efficacy beliefs, and academic performance in this period of the educational pipeline are critical for educational attainment levels beyond high school.
Willemse, Anneley. "An investigation of the educational aspirations of high school female learners." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1004301.
Full textHall, Linda R. "Development of educational and occupational aspirations throughout high school and beyond." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/NQ63667.pdf.
Full textEmrick, Jessica Paige. "Understanding high school students' aspirations to go to college: role of parent, teacher, and peer expectations and students' social goals." The Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=osu1406725187.
Full textAndall-Stanberry, Mary. "Aspiration and resilience : challenging deficit theories/models of black students in universities : an auto/biographical narrative research study." Thesis, Canterbury Christ Church University, 2017. http://create.canterbury.ac.uk/16863/.
Full textWagner, Joan. "The Distinctive Mission of Catholic Colleges & Universities and Faculty Reward Policies for Community Engagement: Aspirational or Operational?" ScholarWorks @ UVM, 2017. http://scholarworks.uvm.edu/graddis/749.
Full textNitecki, Elena M. "Heating Up and Cooling Out at the Community College: The Potential of Student-Faculty Interactions to Contribute to Student Aspiration." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/39408.
Full textPh.D.
This study examines the potential of faculty at the community college to positively influence, or "heat up," student aspirations. With increasing emphasis on graduation and transfer rates in higher education, the importance of micro-level interactions that shape student aspiration has been neglected. To better understand how individuals within the institution, especially faculty, contribute to student aspirations, this study attempts to bridge the "cooling out" and "heating up" literature in the context of the modern community college by recognizing the role of the individual academic program. Applying organizational theory from a systems perspective, as well as the theories of Paolo Freire, the study examines the nature of student-faculty interactions that have the potential to contribute to student aspiration in the context of institutional limitations. The participants include students and faculty in three academic programs that have different approaches to student success within one urban community college. The case study involves a combination of qualitative approaches, including interviews and observations. The study inductively examines student-faculty interactions and their potential to contribute to student aspirations within three different academic programs. The most significant barriers to student success and increasing aspirations are found on the institutional level. These limitations, including bureaucratic confusion, advisement issues, remediation, variation in attendance policies, financial constraints, and lacking a cohesive institutional culture and commitment, have the potential to "cool out" student aspiration, as supported in the majority of the community college literature on this topic. However, the mezzo-level effects of programs and the micro-level practices of the individuals hold substantial potential in terms of "heating up" student aspiration. Programs vary in the degree to which they handle the institutional limitations. Programs that take an active role in mediating between the limiting institutional barriers and students provide a cushioning program-wide protection from the cooling out elements. The micro-level interactions between individual students and faculty also hold potential to heat up by helping students navigate the systematic confusion that seems characteristic of the community college. Therefore, this study suggests that there is hope for the community college in fulfilling its promise of educational opportunity. Macro-level institutional challenges, as well as larger societal inequalities, are substantial and pervasive at the community college and solutions are often limited by financial constraints. However, the programs and individuals within the community college hold promise. The study suggests that the roles of the program and the individual are instrumental in shaping student aspiration.
Temple University--Theses
Martinez, Mary R. "The Absence of Aspiration in the Era of Accountability." Digital Commons at Loyola Marymount University and Loyola Law School, 2016. https://digitalcommons.lmu.edu/etd/185.
Full textBrzinski, Christopher M. "A study of barriers to enrollment in post secondary technology education programs within multimedia students at Lynde and Harry Bradley School of Trade and Technology." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009brzinskic.pdf.
Full textTrolian, Teniell Leigh. "Considering the influence of high school experiences on students’ college aspirations." Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/5867.
Full textCruz, Jeannette. "Understanding the Relationship between the Talented Twenty Program and College Aspirations for High Ranking Students at a High Priority School." FIU Digital Commons, 2011. http://digitalcommons.fiu.edu/etd/359.
Full textEshelman, Alec. "Socioeconomic Status and Social Class as Predictors of Career Adaptability and Educational Aspirations in High School Students." OpenSIUC, 2013. https://opensiuc.lib.siu.edu/theses/1265.
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