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  Partner: UNT Libraries
 Degree Discipline: Higher Education
 Collection: UNT Theses and Dissertations
The Academic and Athletic Experiences of African-american Males in a Division I (Fbs) Football Program

The Academic and Athletic Experiences of African-american Males in a Division I (Fbs) Football Program

Date: December 2013
Creator: Salinas, Silvia M.
Description: This study investigated the academic and athletic experiences of African-American males in a Division I football bowl subdivision football program. Critical race theory, identity development model, and social learning model were the theoretical frameworks used as the critical lenses in a qualitative design to examine the participants. The participants’ responses were analyzed and interpreted using thematic analysis. A qualitative research design, which included individual interviews with 10 second year African-American male football players, was used to address this research problem. The goal was to bring together both the psychological and sociological perspectives and to challenge participants to candidly describe their academic and athletic experiences and attitudes toward obtaining an undergraduate degree. Four themes were determined in the data analysis: differential treatment and determining oneself, time management, relationships, and career aspirations. In relation to the theoretical frameworks, the development of self-confidence and knowledge of balancing their academic and athletic schedules was critical for all participants. The sense of feeling different and challenged because of the differences in culture and experience was evident. From this study, university and collegiate athletics administrators may better understand the backgrounds, challenges, and learning needs of this population. As a result, higher education personnel may improve the ...
Contributing Partner: UNT Libraries
From Aspiration to Attainment: African American Community College Transfer Student Experiences Through Baccalaureate Degree Attainment

From Aspiration to Attainment: African American Community College Transfer Student Experiences Through Baccalaureate Degree Attainment

Date: December 2013
Creator: Wilson, Dawna
Description: The purpose of this dissertation was to explore African American community college transfer student experiences through baccalaureate degree completion. The current study used qualitative methods to examine the experiences and perceptions of eighteen African American community college transfer students who recently graduated or were within 30 credit hours of graduating from a four-year university in Texas. Ten female and eight male students, ranging in age from 21 to 56 years old, with an average age of 28, composed the sample. Data were collected through semi-structured interviews which were transcribed and analyzed based on an integrated conceptual model of Padilla’s (1999) Model of Minority Student Success and Yosso’s (2005) Community Cultural Wealth Model. Findings suggest that African American community college transfer student experiences are very similar to transfer student experiences revealed in current literature. However, findings indicate students perceive their experiences differ from student of other races/ethnicities when dealing with negative stereotypes, lack of role models, and racial bias. Findings also suggest African American community college transfer student persist by employing transfer student capital, familial, aspirational, and resistant capital to learn how the traverse transfer, transition, and persistence through baccalaureate degree attainment.
Contributing Partner: UNT Libraries
Transfer Capital and Academic Planning: Facilitating Successful Two- to Four-year Transfer in North Texas

Transfer Capital and Academic Planning: Facilitating Successful Two- to Four-year Transfer in North Texas

Date: December 2013
Creator: O’Keefe, Lynette M.
Description: The study of transfer has been historically important and now approaches critical proportions. Current and historical patterns of enrollment and attainment in American higher education combined with the economic, demographic, political, and social realities of the 21st century drive the need for increased research and more effective practice for successful transfer of students from two- to four-year higher education institutions. An emerging theory for framing transfer success is transfer capital, which recommends academic planning, financial aid, and admissions advising as primary interventions to increase the rate and success of transfer. This mixed-methods study examined the academic planning portion of transfer capital to assess the effect of academic planning on the number of hours transferred, number of leveling courses needed, excess hours, and grade point average (GPA). Quantitative assessment measured differences among new transfer students enrolling between Spring 2012 and Fall 2013. Qualitative assessment was conducted with advisors and leadership that were part of the transfer advising program examined in this study. ANOVA indicated significant findings at the .05 level for each variable except GPA. Qualitative findings provided context and primary themes of institutional context, academic planning, financial aid knowledge, and institutional partnerships. Findings provide direction for practice as well as ...
Contributing Partner: UNT Libraries
Student Experiences and Expectations Related to the Vertical Transfer Process From Two Feeder Community Colleges of a Senior Institution

Student Experiences and Expectations Related to the Vertical Transfer Process From Two Feeder Community Colleges of a Senior Institution

Date: August 2013
Creator: Miller, Brandon B. A.
Description: The purpose of this study was to understand the experiences and expectations of community college students attending Temple College and Central Texas College regarding what they may expect as part of the vertical transfer process in order to improve the likelihood of their persistence to graduation at Texas A&M University-Central Texas (TAMUCT). The target population was approximately 700 students enrolled in two feeder Texas community colleges who had expressed intent to transfer to TAMUCT. The response rate was 19%, and 136 useable surveys were used for analysis. The sample was 74% female, 45% White with the majority minority. To assess the relationships between community college experiences and transfer expectation variables, correlations and logistic regression were used. No linear relationships were found regarding gender, age, ethnicity, highest level of parents' education, the aspirational variables of highest academic degree intend to obtain at any college or university and at TAMUCT, and the feeder community college attended and the two scales. A statistically significant relationship was found between parental income level and reported community college experiences (F(4, 79) = 2.612, p = .042) and vertical transfer expectations (F(4, 52) = 3.318, p = .017). Community college students from lower socioeconomic backgrounds may utilize ...
Contributing Partner: UNT Libraries
Participation in Student Financial Aid Programs during the Freshman Year and Persistence in a Private University

Participation in Student Financial Aid Programs during the Freshman Year and Persistence in a Private University

Date: August 1997
Creator: Munson, Leo W.
Description: The study determined the overall persistence rate of first-time full-time entrants into a mid-sized private university during the fall semesters 1989 to 1991 to the 2nd year (1990 to 1992). The study compared the retention rate of recipients and nonrecipients of a variety of financial aid programs. Included is a comparison of groups receiving various types of financial assistance and whether or not there are differences between the groups with respect to types of assistance, gender, ethnicity (African American, Hispanic, Anglo), high school grade point average, and national test scores (SAT, ACT). The types of assistance studied were categorized by academic scholarships, university-operated student employment, need-based grants, activity awards, entitlements, and loans. The question of whether renewal, elimination, or reduction in assistance relates to retention was also studied.
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Women in Higher Education Administration: An Analysis for 1983-1998

Women in Higher Education Administration: An Analysis for 1983-1998

Date: August 1998
Creator: Muskopf, Sandra Jane
Description: The objective of this study was to identify if women have made statistically significant increases as top-level administrators in institutions of higher education during the period 1983-98. The research focused on the following areas: (1) Have women made significant increases as administrators during 1983-98? (2) Have women made significant increases in their proportion of total administrators during 1983-98 in the following areas: (a) comprehensive institutions, (b) doctoral institutions, (c) liberal arts institutions, and (d) research institutions? (3) Has the proportion of women administrators in private institutions increased significantly more than the proportion of women administrators in public institutions for 1983-98?
Contributing Partner: UNT Libraries
Factors Influencing Freshmen Students' College Choice at the University of North Texas: a Focus Group Study

Factors Influencing Freshmen Students' College Choice at the University of North Texas: a Focus Group Study

Date: August 1997
Creator: Armstrong, Jami J. (Jami Joi)
Description: This study focused on factors that may influence freshmen students when choosing their colleges, specifically those who attend metropolitan universities such as the University of North Texas. In addition to identifying major characteristics of the institution that attract students, it also explored the sources of information that students considered important when making their choice about where to attend college. The primary instrument for gathering the data was focus groups. These informal, small groups provided a format for in-depth discussion and probing questioning about the needs, wants and influential factors driving freshmen college choice. Ten focus groups were held with between six and ten students in a specially designed room on the campus of the University of North Texas. A professional moderator was employed and sessions were observed via a two-way mirror and tape recorded for later transcription. The major questions addressed in the focus groups included: What factors influenced students the most to attend the University of North Texas? What did they consider the level of friendliness on campus? And how did the marketing materials that the university distributed impact their decision to attend? The study found that the factors that most influenced freshmen to attend the University of North ...
Contributing Partner: UNT Libraries
Comparison of College Student Leadership Programs from the 1970s to the 1990s

Comparison of College Student Leadership Programs from the 1970s to the 1990s

Date: August 1997
Creator: McMillon, Keri Leigh Rogers
Description: The primary concerns of this study were to describe the most common practices of current college student leadership training programs in the United States and to compare the 1979 and 1997 findings by replicating the 1979 Simonds study. This study provides an overview of related literature on the history of leadership theory and the research on leadership training in higher education, a detailed description of the methodology, results of the survey, a comparative analysis of the 1979 and 1997 findings, and discussion of the current status of leadership training at institutions of higher education. Conclusions are drawn, and implications and recommendations for student affairs professionals are made that may improve the quality of student leadership in higher education.
Contributing Partner: UNT Libraries
Effects of Instructional Methods on Student Performance in Postsecondary Developmental Mathematics

Effects of Instructional Methods on Student Performance in Postsecondary Developmental Mathematics

Date: May 1999
Creator: Hernandez, Celeste Peyton
Description: This study examined success rates and end-of-semester grades for three instructional methods used in developmental algebra and college algebra. The methods investigated were traditional lecture, laboratory, and computer mediated learning. The population included the 10,095 students who had enrolled in developmental algebra and college algebra at Richland College in Dallas, Texas, for five semesters. Success was defined as earning a grade of A, B, C, or D in a course.
Contributing Partner: UNT Libraries
Gender Differences Associated with Enrollment in the Texas Academy of Mathematics and Science

Gender Differences Associated with Enrollment in the Texas Academy of Mathematics and Science

Date: May 1998
Creator: Burns, Robert T. (Robert Thomas), 1942-
Description: This study sought to determine if different factors had influenced females and males to select engineering/science-related studies at the Texas Academy of Mathematics and Science (TAMS). The data were collected in the fall semester in 1997 at TAMS located on the University of North Texas campus from a survey of factors reported in the literature that had influenced students to enroll in engineering/science-related curriculum.
Contributing Partner: UNT Libraries
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