Paying back student loans is a challenge for many Canadians. Seven female students who belong to the category of the first generation group shared their experience of student loan-debt. Since the amount of financial support is limited or unavailable, student loans are an option for those families who cannot provide financial support for their children to participate in higher education. This thesis deploys the experience of first generation women student loan borrowers as a part of the growing role of finances in higher education. It examines their stories of negotiation and challenges from the perspective of feminist social enquiry. Participants shared their present situation, future planning, and overall experience of taking student loans. Above all, this study attempts to explore those aspects of life of first generation females which are affected through the process of repaying student loans.

Thesis (M.P.A.)--Kutztown University, 1990. / Source: Masters Abstracts International, Volume: 45-06, page: 2773. Typescript. Includes bibliographical references (leaves 80-82).

Thesis (Ph. D.)--Illinois State University, 1980. / Title from title page screen, viewed Feb. 28, 2005. Dissertation Committee: John McCarthy (chair), John Brickell, David Franklin, Vernon Adams. Includes bibliographical references (leaves 96-100) and abstract. Also available in print.

Thesis (Ph. D.)--Illinois State University, 1984. / Title from title page screen, viewed May 26, 2005. Dissertation Committee: John McCarthy (chair), Kenneth Strand, Edward Hines, Mary Ann Lynn, Dale Jackson. Includes bibliographical references (leaves 143-145) and abstract. Also available in print.

Thesis (Ph. D.)--University of Missouri-Columbia, 1998. / Typescript. Vita. Includes bibliographical references (leaves 173-179). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 1998. / Typescript. Vita. Includes bibliographical references (leaves 173-179). Also available on the Internet.

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Educational loan defaulting is a problem increasing on a worldwide scale. In Malaysia, the default rate is almost 50% in the case of loans advanced to students in higher education. With this in mind, for the first time, this study analyses this chronic problem in-depth with consideration to primary data collected from a cross-section of students currently studying in public universities in Malaysia. With help from the Theory of Planned Behaviour, the empirical analysis establishes that loan defaults are influenced by a complex interaction of personal-, social- and psychology-related variables: students’ attitude, intention to repay loan, parental influence, perceptions that loan repayment will affect quality of life after graduation, perceptions towards loan agreement, and an awareness of loan repayment issues created by the media. This study succeeds in disentangling the precise impact of such variables in regard to loan defaults. The findings are of great relevance to government-funding agencies, which can better plan the loan advancement and recovery process once they understand the true reasons behind defaults. The novel method utilised for the first time with the objective to study the default issue should also be useful to academic researchers seeking to conduct similar studies in the context of other countries. This study should also assist policy makers in planning long-term strategies in terms of assessing, designing and evaluating new loan schemes. Developing countries, such as Malaysia, face competing demands on their limited financial resources. An increase in the recovery rate will bring in funds that can be lent to additional students or used for strengthening educational infrastructure. These measures add useful value to the social and economic set-up of the country.

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Objectives: 1) Describe relationships between student pharmacists’ personal finance perceptions and projected post-graduation indebtedness; 2) Examine the association between personal finance perceptions, demographic characteristics, and post-PharmD career intentions. Method: Student cohorts at two colleges of pharmacy (N= 226) completed a self-administered 39-item questionnaire assessing personal finance perceptions, behaviors, student loan indebtedness, and post-PharmD career intentions. Parametric and nonparametric independent t-test and one-way ANOVA equivalents, and logistic regression techniques were used to examine differences across and relationships between study variables. Results: A 73% usable response rate was obtained. On average, students anticipate $169,323 (± $81,641) in post-graduation student loan debt and expect to pay off debt in 8.0 (± 6.4) years. Over 75% of students feel pressured to get out of debt upon graduation and 55% have a plan for debt repayment. Projected student loan debt did not differ across students who anticipate pursuing postgraduate training versus those planning to enter practice directly. However, students intending to directly enter practice were 2.6 times as likely to indicate debt influences their post-PharmD career plans compared to individuals intending to pursue postgraduate training (p=0.001). Students intending to practice in community pharmacy settings were 3.3 times as likely to indicate debt influences their post-PharmD career plans compared to individuals planning to enter all other practice settings (pImplications: Our study adds to recent literature exploring the relationship between student indebtedness and career decision-making. Further research is warranted to explore interventions that foster increased personal finance self-awareness in student pharmacists and minimize student indebtedness.