Thesis (Ph. D.)--University of Northern Colorado, 2005. / Includes bibliographical references (leaves [148]-160) Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis (Ph. D.)--University of Northern Colorado, 2005. / Includes bibliographical references (leaves [148]-160)

Thesis (Ph. D.)--Ohio State University, 1987. / Includes vita. Includes bibliographical references (leaves 154-160). Available online via OhioLINK's ETD Center.

Thesis (Ph.D.)--Duquesne University, 2006. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p.93-103) and index.

Thesis (M.A. in Communication) -- University of Dayton. / Title from PDF t.p. (viewed 10/06/09). Advisor: Teresa L. Thompson. Includes bibliographical references (p. 86-89). Available online via the OhioLINK ETD Center.

This qualitative study examined how the racial identity of Black/White biracial college students shaped their college choice process, and the extent to which these students explored their racial identity at the University of Arizona. Sixteen self-identified Black/White biracial students were interviewed to learn what factors they considered during their college choice process. Additionally, these students were interviewed to understand how the context of this particular institution facilitated or hindered their racial identity exploration. This study found that Black/White biracial students approached their college choice process from a color-blind orientation which had unintended consequences on how these students explored and understood their racial identity in the context of a PWI. The predominantly White precollege contexts these students came from decentralized their racial identity early on; however, on campus Black/White biracial students were continuously confronted with messages that placed an emphasis on race. Implications for student services and for addressing the needs of Black/White biracial students are presented.

Percentage plans such as the Talented Twenty program purport to assist and motivate high ranking students to attend college and grant access to higher education. This type of plan is particularly important to students enrolled in high priority schools who might not view themselves as potential college students. This study examined the relationship between Florida’s Talented Twenty program that begins intervention with juniors and the college aspirations for high ranking students at a high priority school. Numerous studies have established that increased levels of education lead to higher salaries, career mobility, and an increased quality of life (e.g., Bowen, 1997; Leslie & Brinkman 1988; Pascarella & Terenzini, 1991, Swail, 2000). Given the importance of students’ decisions regarding whether or not they will attend college, understanding how and when they make decisions about attending college is important for them, their parents, advisors, and educational administrators. This research examined students’ perceptions and insights via interviews. The overarching research question was: How do high ranking high school students attending a high priority school in a south Florida district perceive their college opportunities? Sixteen high ranking students, grades nine – 12 from a high priority school in Miami-Dade County participated in the study. Participants were identified by a school counselor and individual semi structured interviews were conducted at the school. Utilizing a student development theoretical framework developed by Hossler and Gallagher (1987) that centered on students’ predisposition, search strategies and choices, data were organized and emergent themes analyzed. The analysis of the data revealed that in alignment with the framework (a) parents were the strongest influence in the development of these students’ college aspirations, (b) these students formalized their higher education plans between eighth and 10th grade, (c) these students actively engaged in academic searches and learning opportunities that increased their chances to be admitted into college, and (d) there was no relationship between knowledge regarding the Talented Twenty program and their educational decisions. This study’s findings suggest that interventions and programs intended to influence the educational aspirations of students are more likely to succeed if they take place by the eighth or ninth grade.

This study was designed to compare the college choice decisions of first-year students in the fall of 1993 attending selected private Christian institutions of higher learning with a national sample of colleges. The data for the study were collected using the Entering Student Survey (ESS), published by the American College Testing program (ACT).

Since the recession of 2008, there has been an increased scrutiny of higher education, with little research done on how this affects high school students' college search process. This study seeks to understand how college perceptions are formed and how they affect the college decision process of high school students in Sioux Falls, South Dakota. In order to gain a holistic perspective of this process, this study utilized a mixed method approach of analyzing public data, conducting interviews with community members and students, conducting a focus group with high school guidance counselors, and administering a survey to high school students. This study found that students in this area form their perceptions of college in three distinct phases and that these phases affect a student's college priorities. Special attention was given to how academics, cost and location contributed to a student's overall college decision. These findings can be used to assist faculty and staff at higher education institutions in creating effective messaging and programming that relate to this group of students.

The purpose of this qualitative study was to explore what influences Gen Z student college choice. Research on college choice has provided insight into whether or not a student will attend college; however, limited research exists on what impacts Gen Z students’ college choice and how marketing and communication influence what college a student will choose. College recruitment has always been challenging, given the high competition between colleges and universities. With the decrease in enrollment over the last decade and the unexpected impact of COVID-19, that challenge continues to grow. Enrollment and marketing administrators have difficulty expanding and diversifying their marketing, communication, and digital engagement practices to influence this generation of college-going students. This research involved interviews with 27 first-semester first-year students at a regional university in the southeast. Participants described their experiences with the college search process, including contact from higher education institutions. Overall, this study provides a more comprehensive understanding of Generation Z’s college choice influences.