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Loyalists, renegades, and double agents : making sense of working-class identities in college /Hurst, Allison L., January 2006 (has links)
Thesis (Ph. D.)--University of Oregon, 2006. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 502-527). Also available for download via the World Wide Web; free to University of Oregon users.
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Equality of opportunity equal access to higher education /Short, Myriah J. January 2009 (has links)
Thesis (Ph.D.)--Ohio University, March, 2009. / Title from PDF t.p. Includes bibliographical references.
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Women of promise, lives of distinction memoir of a low income student and analysis of class culture at Smith College /Colburn, Kendra. January 2009 (has links)
Honors Project--Smith College, Northampton, Mass., 2009. / Includes bibliographical references (p. 110-113).
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Pay your money, take your choice : three essays on the changing need-merit mix of financial aid and the college choice of low-income students /Curs, Bradley R., January 2005 (has links)
Thesis (Ph. D.)--University of Oregon, 2005. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 98-100). Also available for download via the World Wide Web; free to University of Oregon users.
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College persistence stories of low income, first-generation students /Jewett, Gretchen L. January 1900 (has links)
Thesis (M.S.)--Oregon State University, 2008. / Printout. Includes bibliographical references (leaves 68-71). Also available on the World Wide Web.
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Low-income, high ability scholars an in-depth examination of their college transition and persistence experiences /Deafenbaugh, Jaime W., January 2007 (has links)
Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 210-223).
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Staying Within the Margins: The Educational Stories of First-Generation, Low-Income College StudentsCole, Diane Lyn 01 January 2008 (has links)
his research addressed educational persistence among first-generation, low-income college students. The educational paths of 22 first-generation, low-income undergraduate students attending a large, urban university in the Northwest region of the United States were examined through a narrative framework. Half of the participants had persisted from year one to year two, and the other half left the university after their first year. Analytic procedures consisted of thematic qualitative coding, an analysis of student trajectories over educational histories, and the reconstruction of narrative stories. Data were used to examine: (1) How first-generation, low-income students understood and described their journey through their first year, (2) Reasons some students gave for leaving the university, (3) Meanings students gave to their experiences in college and how those meanings influenced future decisions, and (4) Differences between the stories of students who persisted versus those who left.
The first-generation, low-income students who participated in this study were individually diverse and took various paths through college. After prolonged contact, evidence of interrupted enrollment and transfer among colleges was shown for approximately half of the participants. The descriptive codes most frequently discussed were financial issues, aspects of self, and family. Students described motivations for college in terms of themes related to family, gaining practical skills, existential discovery, desire for the college adventure, and affirmation of personal attributes. Students left the institution as a result of academic challenges, external life events, financial difficulties, dissatisfaction with the college process, unclear goals or reasons for continuation, and a need to stay near family. Students who persisted in college indicated adequate pre-college academic preparation, social connection to the university, family support for continuation, adequate financial resources, and support from social and cultural brokers that helped them navigate college. Findings from this study suggest social class, financial, individual and family contextual variables be added to Tinto's (1975, 1993) classic model of student departure. Higher education policies suggested by data include partnering with families, reducing social class barriers and providing better information to students about the hidden costs of transfer and interrupted enrollment.
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Highlighting hope an exploration of the experiences of West Virginia University McNair scholars /Derk, Angela Marie. January 1900 (has links)
Thesis (Ed. D.)--West Virginia University, 2007. / Title from document title page. Document formatted into pages; contains viii, 207 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 198-203).
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Assessing the efficacy of the Talent Search program /Sales, Martha Jane. January 2008 (has links)
Thesis (Ed.S.)--Western Kentucky University, 2008. / Includes bibliographical references (leaves 26-28).
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Going to College in Rural Appalachia: Experiences of Low-income, First-generation StudentsSauvage, Katlyn M. 17 September 2015 (has links)
No description available.
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