Thesis (Ed. D.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on February 28, 2008) Vita. Includes bibliographical references.

Thesis (Ed. D.)--University of Toronto, 2004. / Adviser: John Portelli.

Thesis (M. Ed.)--University of Hong Kong, 1996. / Includes bibliographical references (leaf [183-186]).

Thesis (Ed. D.)--Virginia Polytechnic Institute and State University, 1994. / Vita. Abstract. Includes bibliographical references (leaves 98-102). Also available via the Internet.

Thesis (M.Ed.)--University of Hong Kong, 1996. / Includes bibliographical references (leaves [183-186]). Also available in print.

Thesis (Ph. D.)--Florida State University, 1995. / Typescript. Includes bibliographical references.

<p> The rising cost of higher education has positioned federal financial aid as an inescapable part of the college experience for a growing number of incoming students (Baum, 2006). In the 2014&ndash;2015 academic year, the U.S. Department of Education allocated more than $150 billion of federal financial aid for eligible college students (Federal Student Aid, 2014). Although billions of dollars in federal student aid have been made available, finances or lack thereof, remain an oft-cited barrier to student success (Long &amp; Riley, 2007; Myers, 2008). Community college student support services such as financial aid advising, contribute to promoting successful student outcomes (Cooper, 2010). More research is needed regarding the role of the campus financial aid adviser as it relates to community college student outcomes (McKinney &amp; Roberts, 2012). </p><p> The purpose of this study was to use the theory of student engagement as defined by Kuh et al. (2006) as it relates financial aid advising to the engagement of community college students. Ex post facto data from the Community College Survey of Student Engagement (CCSSE) 2014 Cohort was used to investigate whether a difference in student engagement existed between students who reported use of financial aid advising and those who did not. The researcher also examined the relationship between the frequency of use, satisfaction with, and importance of financial aid advising and student engagement as well as the five CCSSE benchmarks of effective practice. </p><p> The results of the study show students who indicated use of financial aid advising reported significantly higher levels of student engagement than those who did not. The researcher found weak to moderate positive relationships between the frequency of use, satisfaction with, and importance of financial aid advising and student engagement. Additionally, each of the financial aid advising variables served as predictors of at least one CCSSE benchmark and student engagement. These findings provide meaningful information regarding the relationship between financial aid advising, particularly student satisfaction with the advising, and student engagement.</p><p>

This study investigates factors affecting Black students' retention rates at predominantly White institutions. It examines Black undergraduate students' experiences and perceptions of their college environment and determines factors in that environment, which influence persistence and withdrawal behaviors. Data were obtained by conducting focus group interviews with Black undergraduate students of varying age, gender, and academic status at a predominantly White institution. The participants were randomly selected from the undergraduate student body at the University of Massachusetts at Amherst. The students reported having had average expectations before entering the University; however, their experiences fell far below their expectations. They experienced vast amounts of stereotyping and discrimination from White faculty and staff; they had limited social activities; they often felt unsafe at the University; they encountered continual negative interactions with University law enforcement officers; and they had feelings of not belonging. Consistent with other quantitative studies examining factors affecting Black students' retention rates at predominantly White institutions, this study identifies racial stereotyping and discrimination, feelings of not being safe, a lack of social integration and feelings of isolation to be important factors influencing a Black student's decision to withdraw. Students felt that the presence of and interaction with minority faculty and staff were crucial to their academic success at the University. Therefore, a lack of Black faculty presence is a factor encouraging the attrition of Black students at a predominantly White institution. The following suggestions are recommended to improve the climate for Black students at the University: institute diversity training and classes for White faculty, staff, students and the campus police; introduce the presence of committed mentors and role models of Black and White faculty; make efforts to combat racial harassment and discrimination at all levels of these institutions. Fighting discrimination will help to foster a better environment for Black students, an environment in which they will feel motivated to persist in their efforts towards obtaining their academic goals.

Thesis (M. Ed.)--University of Hong Kong, 1985. / Includes bibliographical references (leaf 122-125).

Thesis (M.Ed.)--University of Hong Kong, 1985. / Includes bibliographical references (leaf 122-125). Also available in print.