"TRIO Upward Bound: A Mixed Methods Investigation of Factors that Impac" by Megan Simila

Publication Date

12-2023

Date of Final Oral Examination (Defense)

September 2023

Type of Culminating Activity

Dissertation

Degree Title

Doctor of Philosophy in Public Policy and Administration

Department Filter

Public Administration

Department

Public Policy and Administration

Supervisory Committee Chair

Chris Birdsall, Ph.D.

Supervisory Committee Member

Sanghee Park, Ph.D.

Supervisory Committee Member

Brian Wampler, Ph.D.

Creative Commons License

Creative Commons Attribution 4.0 International License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Abstract

The purpose of this study is to evaluate the factors that influence the college choice process for first-generation, low-income, and academically at-risk students in a TRIO Upward Bound program. The literature review theoretically explores the multi-level factors with Perna’s college choice model, social construction theory, and Bourdieu’s social, cultural, and financial capital definitions. This study hypothesizes students will enroll within 50 miles of home, a Greek and Latin root intervention will improve SAT scores, and GPA and concurrent credit classes are correlated to college enrollment, degree completion, and type of institution attended. This study also proposes that the students who return home and re-enroll, or bounce back, after leaving for college do so because of financial, cultural, and social reasons. The methods and data chapter first explains the quantitative models of multinomial logistic regression, difference in differences, and univariate regression that are used and TRIO Upward Bound’s data collection process. It then explains the qualitative analysis of semi-structured interviews for learning more about the bounce back. The findings suggest a majority of students enroll within 50 miles of home and follow national trends in SAT scores despite the intervention. GPA and concurrent credit classes are highly correlated with college enrollment and type of institution, but not always degree completion. The primary reasons students bounced back home related to a lack of social and cultural capital on the college campus when challenges arose. The study concludes with suggestions from the interviewees about how postsecondary institutions can better support first-generation, low-income, and academically at-risk students.

DOI

https://doi.org/10.18122/td.2197.boisestate

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