This dissertation addresses the specific relationship of federal economic policies of the Reagan administration, known as Reaganomics, to public higher education. In conducting this study three questions are asked: what were the economic policies of the Reagan administration; what was the impact on state finances of these policies; and what was the effect on access to public higher education of this impact on state finances? To answer these questions this dissertation studies the federal economic policies of the Reagan administration known as Reaganomics and their impact on state financing of public higher education during the period 1981-1992. This study makes clear that Reaganomics was developed and implemented based on the faulty assumption that taxes could be cut, the needy protected, military spending increased and the budget balanced. The impact of these economic policies on state government finances was significant in two major ways: the substantial reduction in federal aid to state governments during the initial phase of the implementation of Reaganomics; and the transferring of responsibility for certain social services from the federal government to state governments, particularly in the Medicaid program. These changes in state finances had a significant impact on state funding of public higher education and access to these institutions. The findings of this study have significant implications for the understanding of future state financing and accessibility of public higher education because they clearly establish the relationship between federal economic policies, state finances, state financing of public higher education, and access to public higher education. Because of these relationships it becomes clear that the future levels of state financing of public higher education and access to these institutions will depend greatly on the economic policies of the federal government. The dissertation concludes with an examination of the potential impact of the choices facing the Clinton administration on state financing of public higher education.

The purpose of this study is to explore how low-income, first-generation college students understand and make sense of the process of obtaining financial aid as a source of influence on college choice decisions. This qualitative study of nine low-income, first-generation college students focuses on how the students understand financial aid in relation to their educational aspirations, plans, and choices. The results that emerge from the constant comparative analysis of interviews with these students, their parents, and guidance counselors suggest that the college choice process is more heavily influenced by cost and financial aid than has been recognized in previous models of college choice. As a result, a new model is presented in which cost and financial aid are incorporated as major determinants of college choice for low-income, first-generation college students.

This study examines and evaluates the effectiveness of the Federal Government's commitment to provide increased support to historically Black colleges and universities (HBCUs) in the academic areas of science and engineering technology programs. It focuses on the implementation and results of Executive Order 12320, signed on September 15, 1981, by President Ronald Reagan, which mandates Federal Government Agencies and Departments to eliminate known barriers to HBCU participation in areas of research and development. The study considers the influences of the Federal Government's impact and historical relationships with HBCUs for the period 1981-1988. Additionally, it examines the level of efforts made to eliminate the underrepresentation of minorities in science and technology programs. Data evaluated for the study was acquired from Federal Government Agencies and Departments, HBCUs, private sector businesses and corporations, organizations, and other sources. It was analyzed to determine levels of science and non-science funding support for HBCUs and served as the historical framework for the study. The primary institutional sources of information and data collection for this study were from a number of HBCUs selected based upon identified and stated factors which contributed to various participation levels in Federally-sponsored science and technology programs. The target population was the universe of the HBCUs (two-year, four-year, and graduate level institutions), with the sample population chosen to represent all HBCUs on the basis of levels of participation in research and development, science and technology programs. Archival data was collected from major Federal reports, supplemented by personal interviews with educational experts and institutional officials. Several important factors emerged from this study. Foremost, the data suggest that HBCUs which received the greatest amount of Federal funding and support in the science areas were more likely to receive the greatest amount of funding in non-science academic areas. The findings also suggest that Federal Government support in the non-science academic science engineering programs served as factors which enhance the potential and competitiveness of HBCUs. Regarding the successfulness and effectiveness of the Federal Government and private sector commitment to HBCUs, there have been extensive efforts to support active participation of HBCUs in science and non-science programs.