Thesis (Ed. D.)--Indiana University of Pennsylvania. / Includes bibliographical references.

Thesis (Ed.D.) -- Teachers College, Columbia University, 1991. / Typescript; issued also on microfilm. Sponsor: Craig Richards. Dissertation Committee: Thurston Atkins. Includes bibliographical references: (leaves 208-215).

Originally presented as the author's Thesis (doctoral)--Université catholique de Louvain, 2002. / Includes bibliographical references (p. [221]-232).

Thesis (Ed.D.)--Duquesne University, 2009. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p. 103-109) and index.

Thesis (Ph. D.)--University of Texas at El Paso, 2009. / Title from title screen. Vita. CD-ROM. Includes bibliographical references. Also available online.

Thesis (D. Ed. Min.)--Southwestern Baptist Theological Seminary, 2002. / Includes abstract. Includes bibliographical references (leaves 111-115).

Thesis (Ph. D.)--Ohio State University, 2006. / Title from first page of PDF file. Includes bibliographical references (p. 153-158).

AN ABSTRACT OF THE DISSERTATION OF Sandra D. Sloan, for the Doctor of Philosophy degree in Workforce Education and Development, presented on October 23, 2008 at Southern Illinois University Carbondale. TITLE: ENROLLMENT, ATTAINMENT, AND OCCUPATIONAL OUTCOME PATTERNS OF SUBBACCALAUREATE BUSINESS STUDENTS: A NATIONAL ANALYSIS MAJOR PROFESSOR: Dr. MARCIA A. ANDERSON Participation in postsecondary education has increased in the last few decades, and subbaccalaureate career and technical education (CTE) is an important part of that educational system. By federal mandate, the National Center for Education Statistics (NCES) has collected data and compiled statistical reports regarding participation in subbaccalaureate CTE through the Career and Technical Education Statistics System. Within subbaccalaureate CTE, one of the most popular programs is business. Although data is collected on subbaccalaureate CTE business students, and even though there are some reports that have specifically included findings regarding these students, very little extensive research has been done on their enrollment, attainment, and occupational outcomes leaving a gap in the research for shareholders in business education. This study attempted to fill that gap. Conclusions from this study indicated that the most significant change in subbaccalaureate CTE business programs over a 15-year period was the decrease in overall enrollment. However, aside from a few exceptions, the composition of subbaccalaureate CTE business students remained stable. The majority population enrolling into subbaccalaureate CTE business programs over a 15-year period were unmarried, White females under the age of 24. The few significant changes included a decrease in the proportion of the White population, an increase in the proportion of the Black population, an increase in the proportion of the Asian/Pacific Islander population, and an increase in the proportion of students 24 and older. Additionally, there was a statistically significant increase in the proportion of Black, non-Hispanics attaining associate degrees and/or bachelor's degrees. Recommendations for practice included suggesting that shareholders in subbaccalaureate CTE business programs have discussions about the current population being served by subbaccalaureate CTE business programs and determines whether efforts to encourage and recruit members from populations not currently being served should be made in order to diversify the population in this field of study.

abstract: I conduct a series of analyses aimed at assessing equity in selective American colleges over a 20+ year time frame. My main measures of equity are enrollment and completion in selective colleges, which I disaggregate by race/ethnicity. After creating an institutional-level panel data set with variables on college revenues and expenses, tuition, institutional control, and affirmative action case law decisions, I estimate a Generalized Least Squares (GLS) model with institutional level random fixed effects to identify factors associated with enrollment and degree completion for white and non-white students at selective United States colleges. My results suggest that affirmative action case law is associated with changes in enrollment and degree completion rates of white and non-white student alike. Increasing equity for non-white students does not compromise equity for white students. There was a statistically significant relationship between federal spending, enrollment, and degree completion for non-white students. When selective colleges increased tuition, instructional costs, academic support services expenditures, and student support services, Asian American/Pacific Islander students were likely to see enrollment and degree completion declines. Degree completion and enrollment differences were observed for Asian American/Pacific Islander, Hispanic, and white students at public, private and for-profit colleges. In the years after the Adams and Hopwood court decisions, equity for non-white students declined at selective colleges. Enrollment and degree completion for non-white students increased following Grutter, Gratz, Coalition, and Fisher decisions. Enrollment of white students increased following Fordice and Hopwood. Degree completion for white students increased post Coalition and decreased post Fisher. / Dissertation/Thesis / Doctoral Dissertation Educational Leadership and Policy Studies 2020

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