There is a significant degree of controversy surrounding the transfer mission of community colleges. Specifically, many researchers have suggested that these institutions divert the educational attainments, and thus social mobility, of disadvantaged groups (Brint & Karabel, 1989; Dougherty, 1987, 1992, 1994; Karabel, 1972). Others suggest that community colleges provide disadvantaged individuals, who would have otherwise failed to consider a postsecondary education, with a viable path by which to attain a four-year degree (Cohen & Brawer, 1996; Hilmer, 1997; Pascarella & Terenzini, 2005). This study sought to determine whether the path to social mobility, via educational attainment, differed for bachelor's degree aspirants who commenced their postsecondary education at a community college, versus a four-year institution, in terms of enrollment outcomes three-years later (i.e., at a four-year institution, a selective or highly-selective four-year institution, and/or a privately-controlled four-year institution). Specifically, hierarchical logistic regression analyses were used to determine whether the effect of initial enrollment location on the odds of year-four enrollment outcomes depended on student characteristics (i.e., race/ethnicity, generational status, family income, prior academic achievements, and/or psychosocial factors) among a large representative sample of students who started their postsecondary education at either a community college or a four-year institution in the fall semester of 2003. Results suggest that student characteristics do not detrimentally modify the effect of initial community college enrollment on students' odds of later enrollment outcomes. In addition, the results suggest that after accounting for the effects of initial enrollment location and other predictors, the effect of standardized test scores appears to significantly increase the odds of being enrolled at a selective or highly selective four-year institution for students who initially matriculated to a community college rather than a four-year institution. The findings are discussed in terms of implications for consumers of higher education, vocational psychologists, as well as postsecondary institutions and educational policy.

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 114-117). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 114-117). Also available on the Internet.

Thesis (M.A.)--York University, 2002. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 72-82). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pMQ71569.

“Word up” is a catch phrase that denotes agreement or enthusiasm about what another has said. A question central to this thesis was whether study participants thought that Algonquin College should endeavour to be a sustainability leader. Online and clipboard surveys, involving on- and off-campus participants, compiled new ideas of how Algonquin could educate for sustainability. These ideas formed a needs analysis that, combined with a review of trends in North American colleges’ education for sustainability, fed into program design recommendations. The program design phase of the research involved participants in an assessment of the survey results and the development of program recommendations for academic development at Algonquin College. Off-campus participants suggested new types of experiential learning involving community partners and encouraged the college to educate for careers related to sustainable food and renewable energy. On-campus participants were concerned foremost with the infusion of sustainable principles across all college curricula.

Thesis (Ph.D.)--McMaster University, 2003. / Advisor: John Fox. Includes bibliographical references ( leaves 240-250). Also available via World Wide Web.

Thesis (Ph. D.)--University of Toronto, 2005.

Thesis (Ph. D.)--University of Washington, 2007. / Vita. Includes bibliographical references (leaves 139-170).

Thesis (Ph. D.)--University of Missouri-Columbia, 1996. / Typescript. Vita. Includes bibliographical references (leaves 76-78). Also available on the Internet.

Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 23, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Ruth Ann Roberts. Vita. Includes bibliographical references.