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Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 198-206).

The present study aims to investigate the default of alumni abroad, motives and profile. To answer this question, the methodology was an exploratory, qualitative and quantitative descriptive statistics based on the available Scholarships Abroad Coordinator of the Coordination of Higher Education Personnel (Capes) and research into the processes in progress in the audit. It was shown that the strategy of the Capes on concessions in the form of sandwich scholarships results in lower default rates than the full doctorate abroad. The evolution of the scholarships abroad in the period 1996 to 2009 is presented and discussed. Based on descriptive statistics, the decrease was shown in the concessions of a PhD scholarship in comparison to the sandwich mode. The growth in the form concessions sandwich , judging by the relative demand/concession, more than offset reduced him to form a full doctorate. This study focused on areas directly related to science education, were highlighted as areas of mathematics, physics and chemistry, particularly the biological sciences I, II and III. Also, questions are suggested for future investigations, which have been identified, but not answered in the research that was proposed in the original design. / O presente estudo tem por objetivo investigar a inadimplência de ex-bolsistas no exterior, motivos e perfil. Para responder a essa pergunta a metodologia foi de natureza exploratória, qualitativa e quantitativa com base nas estatísticas descritivas disponíveis na Coordenadoria de Bolsas no Exterior da Coordenação de Pessoal de Nível Superior (Capes), e na investigação dos processos em tramitação na Auditoria. Foi demonstrado que a estratégia da Capes em relação às concessões de bolsas na modalidade sanduíche resulta em menor inadimplência que o doutorado pleno no exterior. A evolução da concessão de bolsas no exterior no período 1996 a 2009 é apresentada e discutida. Com base nas estatísticas descritivas, foi mostrada a diminuição nas concessões das bolsas de Doutorado Pleno em comparação ao modo Sanduíche. O crescimento das concessões na modalidade sanduíche, julgar pela relação demanda/concessão, mais que compensou o a redução na modalidade Doutorado Pleno. A presente pesquisa se concentrou nas áreas relacionadas diretamente com a educação em ciências, pois foram destacadas as áreas de matemática, física e química, em especial as ciências biológicas I, II e III. Também são sugeridas questões para investigações futuras, que foram identificadas, mas não respondidas na pesquisa que foi proposta no projeto original.

University-administered merit-based undergraduate scholarship awards have egalitarian appearances that often mask the presence of eligibility criteria that funnel these awards towards some students and away from others. This thesis uses findings from a case study to examine whether adult students (undergraduates aged 25 year and older) have equal access to undergraduate scholarships at one Canadian university. Framed by understanding of relational differences between members of social groups and by how formal equality can result in differing experiences for those who are substantively different, this thesis first identities how adult students differ as undergraduates; next it gathers data showing adult students' academic ability; and finally it statistically tests data showing the ages of recipients of scholarship awards to discover if adult students' are successful recipients in proportion to presence in the undergraduate community. A survey of ten other Canadian universities places findings in a wider context.

Bibliography: leaves 76-77. / Given the striking inequality of access to tertiary education in South Africa, a National Student Financial Aid Scheme (NSFAS) is of great importance. Since the present NSFAS has insufficient funds and lacks a long-term plan, the objective of this study is to contribute to the development of proposals for a comprehensive, sustainable NSFAS. More specifically, the aims are to: ( 1) throw light on the current status of student financial aid at universities and technikons; (2) highlight implications for the NSFAS; and (3) consider the future role of institution-based schemes. The paper begins by drawing lessons from a selection of international literature. The main body of the text is based on responses to a survey questionnaire which included both multiple-choice and open-ended questions. All twenty-one universities and twelve out of fifteen technikons submitted written replies. The paper presents and analyses quantitative and qualitative data describing financial and administrative aspects of institutions' schemes for assisting undergraduate/pre-diplomate, full-time students. The survey revealed that half of the total resources available for financial aid came from the Tertiary Education Fund of South Africa and a quarter from institutions' general operating budgets. The remaining contributions came from various donors including Provincial Governments, non-governmental organisations, international agencies and South African private sector firms. Bursaries, and to a lessor extent loans, are the main types of financial aid received by needy students. Scholarships and sports awards are allocated according to merit rather than financial need. Differences (such as sources and types of aid) are identified between the financial aid schemes of universities and technikons, and of historically black and historically white institutions. Comparisons of aggregate data with figures presented by the National Commission on Higher Education (NCHE) showed similarities in some instances, but the NCHE's projection of gross student needs in 1996 was far greater than the resources reportedly available to institutions from all sources. Institution-based schemes do not always comply with the lessons from international experience: the aggregate bursary/loan mix is favourable; the degree of cost recovery is inconclusive; targeting of needy students is sound in theory but difficult in practice; and mortgage-type loans, rather than internationally recommended income-contingent loans, are the norm, and they have substantial hidden subsidies. Implications for the NSFAS include the following: standardisation of the means test and the definition of "legitimate" study costs is desirable on equity grounds; administrative difficulties experienced by financial aid bureaux impact on the NSF AS and therefore more resources are required in this area. With regard to the future role of institution-based schemes: a levelling of the playing fields with respect to the contributions by institutions themselves to financial aid is suggested; institution-based loan schemes may be viewed as complementary to the NSFAS (in that they target students with different characteristics), which provides a theoretical reason for the creation of a centralised mortgage-type loan scheme to harness private sector capital. Such decisions need to be based on detailed assessments of efficiency which are beyond the scope of this paper.

In recent years, organizations have sought to address historic inequities by adopting ameliorative policies ranging from providing merit-based avenues of entry and promotion to members of underrepresented and disadvantaged groups to creating a new organizational function that promotes diversity, equity, and inclusion (hereafter DEI). My dissertation comprises three case studies of the implementation and unanticipated consequences of such policies. I find that in all three cases, even the most far-reaching attempts at reform tend to reproduce existing ethnoracial and class barriers, thereby illustrating the dynamic of “reproduction through change” (Bourdieu 1988). The first paper is a case study of what happens when a relatively limited form of inclusion is introduced into a context marked by firm class boundaries. The analysis is based on interviews and participant observation with administrators and recipients of a prestigious and merit-based scholarship to an elite university in Peru. While administrators described themselves as committed to inclusion, their message to scholarship recipients was ambiguous, often counseling them to hide their scholarship status. This more insidious form of gatekeeping, together with evident class boundaries, entailed enormous social-psychological and interactional costs for scholarship recipients and transformed their pride in winning the scholarship into shame. The second paper describes a similar dynamic but in a different and more surprising context. Drawing from in-depth interviews conducted with current and former Foreign Service Officers to explain how recipients of the Pickering Fellowship, a U.S. Department of State fellowship, learn to accept a devaluing status belief about this accolade once they enter the Foreign Service. Within this organizational context, there is an established belief that Foreign Service Officers who are not the prototypical “Male, Pale, and Yale” workers must be “diversity hires” who entered the U.S. Department of State through a “back door” and have a “leg up” because of their race. This racialized negative evaluation gets linked to the Pickering fellowship and affects all fellows. This paper offers insights into the intersection of racial diversity and status processes in organizations. The third paper analyzes the structural tension concentrated in the position of Black DEI workers, explicitly hired as part of an organizational effort to implement a more thoroughgoing set of reforms addressing historical inequities. The case study examines the work lives of DEI workers in an elite public university. Between 2019 and 2021, we conducted in-depth interviews with DEI workers, students, and high-status organizational actors. The analysis suggests that DEI workers and their organizational colleagues envision the prototypical DEI worker as a member of a minoritized racial group. This race-typed prototype dictated (1) how colleagues and organizational leaders evaluated the expertise of DEI workers who belong to different racial groups and (2) how DEI workers of color intertwined their life narratives in accounts of their expertise, while White DEI workers did not do so. The development of this form of racialized expertise leads to a (3) racial task segregation among DEI workers of different groups. Even as the organization seeks to implement a far-reaching form of inclusion, minority DEI workers are assigned the task of managing internal and external organizational boundaries.

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Thesis advisor: Peter Skerry / K-12 education policy has become increasingly centralized and technocratic, while falling short of achieving policy objectives. Young people are generally maladjusted to the personal and professional challenges of contemporary life. Parents experience diminishing political influence over the form and substance of their children’s education. I argue that improvement of the quality of private education requires greater emphasis on local political dynamics. School choice offers a free market alternative to a public school system which has largely ceded decision making to avowedly apolitical bureaucrats. Ironically, politics remains essential for the formation and regulation of the very policies that enable the marketplace to thrive as in the case of the tax credit scholarship. The politics behind the marketplace is brought to light by examining the local political relationships required to establish and maintain the Illinois Invest in Kids Tax Credit Scholarship (TCS), a school choice policy of unprecedented magnitude in Illinois. Furthermore, this research examines local dynamics among parents in the Archdiocese of Chicago, many of whom benefit from the aforementioned tax credit scholarships and manifest a variety of views on the teleological purpose of the parochial school. In a nation that is both diverse and increasingly polarized, successful governance of community schools depends upon discerning leaders and the practice of reinvigorated federalism. / Thesis (MA) — Boston College, 2023. / Submitted to: Boston College. Graduate School of Arts and Sciences. / Discipline: Political Science.

<p><br></p> <p>This three-paper dissertation focuses on state-based promise programs, specifically the intersection of state financial aid policy and promise program scholarship recipients’ relationships with institutional agents. Gaps exist in the literature on promise programs, particularly pertaining to legal research and specific eligibility and renewal criteria, such as the requirement to participate in mentoring programs. Thus, this dissertation will include: (a) a historical law review on Indiana’s 21st Century Scholars program, highlighting recent criteria for a College Scholar Success Program including a mentoring requirement; (b) a current legislative review of mentoring requirements in eligibility and renewal criteria for state-based promise programs; and (c) a scoping review of the literature on mentoring in promise programs to inform future research, policy, and practice. The intended audiences for the research are state policymakers, state governing boards for postsecondary education, PK-16 educational institutions, and practitioners in education, government, philanthropy, business, and non-profits. This dissertation will answer the following research questions: (a) What historical legislative precedence of the Indiana 21st Century Scholars program led to a mentorship requirement in a College Scholar Success Program? (b) How does the Indiana legislation regarding a postsecondary mentorship requirement compare or contrast to mentoring-related eligibility and renewal criteria for other state-based promise program scholarships across the United States? (c) What types of support do state-based promise program mentors provide their mentees? (d) What roles do state-based promise program mentors fulfill when supporting their mentees?</p>

The purpose of this research is to analyze characteristics and motivators among alumni of the Community Involvement Program (CIP) for donating to the University of the Pacific. The research questions were: (1) what are the characteristics and motivators of CIP alumni for donating to the University of the Pacific? (2) do the characteristics and motivators influencing decisions to donate vary across minority ethnic groups? This research was conducted using a quantitative method to learn the challenges and motivators for alumni of a special program for minority students to donate to their alma mater, a private university. CIP was established in the late 1960s to answer the call of educating minority and other non-traditional university students from the local community. CIP supports non-traditional, first generation, and low-income students at the university through scholarships, academic support and social activities. This study opened a discussion about differences in ethnicities for alumni donations, finding that African Americans are more likely than other minorities to contribute. It also discovered that CIP alumni are very connected to their university and that there is a positive relationship between communications and contributing. In particular, there was a positive significant relationship between receiving a phone call from Pacific asking for donations and motivations to contribute. On the other hand, this population is balancing the expense of paying back loans, raising children and contributing to other community groups with their ability to contribute to Pacific. These findings point to new financial partners for Pacific and for CIP, as well as important ways to connect with these alumni. However, in the current economic (2009) conditions and for a group who is likely to fall squarely within the middle class, Pacific will need to balance its own efforts to gain addition contributions from CIP alumni with the community's needs for these same dollars. Pacific is likely to find that long-term projects, in which all departments collaborate to enhance the connections of alumni with all aspects of the campus, are likely to return the greatest value on those investments.