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| Autor/in | Walker, Gloria Jean |
|---|---|
| Titel | A Qualitative Study of How Cultural Capital Affects Low-Income Undergraduate Students' Decisions to Participate in Highly Ranked Research Institutions in the State of Texas |
| Quelle | (2014), (255 Seiten)
PDF als Volltext Ed.D. Dissertation, Northeastern University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-1-3038-5816-1 |
| Schlagwörter | Hochschulschrift; Dissertation; Undergraduate Students; Low Income Students; Cultural Capital; Research Universities; Student Participation; Decision Making; Qualitative Research; Aspiration; Student Costs; Semi Structured Interviews; Observation; Grounded Theory; Texas |
| Abstract | The purpose of this basic qualitative study was to understand how cultural capital affected low-income undergraduate students' decisions to participate in higher education at highly ranked research institutions in the State of Texas. To fulfill this purpose, four research questions were formulated as the foundation for this investigation: a/ What are low-income undergraduate students' aspirations? b/ How does inherited cultural capital affect low-income undergraduate students' decisions to participate in higher education at highly ranked research institutions? c/ How does acquired cultural capital affect low-income undergraduate students' decisions to participate in higher education at highly ranked research institutions? d/ How do low-income undergraduate students determine affordability of highly ranked research institutions? Data included 12 semi-structured, in-depth interviews, observations, field notes, and documents. Data was analyzed using general inductive analysis, constant comparison, and included multiple coding strategies. Participants represented a range and variations in demographics including age, gender, race/ethnicity, type of high school attended, type of highly ranked research institution enrolled, and quantity in keeping with the proportion of race/ethnicity identified in Texas' Closing the Gap Plan. Findings show low-income undergraduate students' aspirations in terms of desiring a high-status career, jumping from low-income class to high/upper-income class living, and being altruistic. Inherited cultural capital affects low-income undergraduate students' decisions to participate in higher education at highly ranked research institutions in terms of escape generational poverty, and family values higher education. Acquired cultural capital affects low-income undergraduate students' decisions to participate in higher education at highly ranked research institutions in terms of trusted community relationships encourage vision of success, academics activities create competitive advantage, and self-directed exploration activities enhance knowledge for decision-making. Low-income students determine affordability in terms of career objective justifies costs of attendance, and scholarship offerings ease financial burden and make students feel valued. From these findings, three salient conclusions were drawn. First, low-socioeconomics is not an insurmountable barrier to low-income students' participation in higher education at highly ranked research institutions if they inherit the cultural value of higher education. Second, range of acquired cultural capital supported students' decision to participate in high education at highly ranked research institutions. Third, low-income students used an investment strategy to determine the affordability of their aspirations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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