A Qualitative Case Study Exploring the Relationship between California State Financial Aid and Undocumented Student Persistence in a Community College

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Autor/in	Gonzalez, Maria
Titel	A Qualitative Case Study Exploring the Relationship between California State Financial Aid and Undocumented Student Persistence in a Community College
Quelle	(2017), (145 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3554-1875-0
Schlagwörter	Hochschulschrift; Dissertation; Qualitative Research; Correlation; Academic Persistence; Undocumented Immigrants; Student Financial Aid; Case Studies; Phenomenology; Community Colleges; Two Year College Students; Legal Problems; Financial Support; Student Attitudes; State Policy; Immigration; Public Policy; Interviews; Coding; Scholarships; College Faculty; Teacher Student Relationship; Tutoring; Educational Environment; Safety; Educational Attainment; Generalization; Federal Legislation; State Legislation; California + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Qualitative Forschung; Korrelation; Illegaler Aufenthalt; Finanzielle Beihilfe; Studienfinanzierung; Studienförderung; Case study; Fallstudie; Case Study; Phenomenological psychology; Phänomenologie; Psychologie; Community college; Community College; Finanzielle Förderung; Schülerverhalten; Öffentliche Ordnung; Interviewing; Interviewtechnik; Codierung; Programmierung; Scholarship; Stipendium; Fakultät; Teacher student relationships; Lehrer-Schüler-Beziehung; Förderkonzept; Nachhilfeunterricht; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Sicherheit; Bildungsabschluss; Bildungsgut; Bundesrecht; Landesrecht; Kalifornien
Abstract	This qualitative, phenomenological case study was designed to illuminate the perceptions and experiences of eight undocumented community college students navigating the California public higher education systems with the aim of identifying factors associated with college persistence. These factors fall into three categories: financial, academic, and legal. The specific problem of interest is the lack of undocumented student persistence in California community colleges. Given that college students depend more on financial aid to reach their college goals; it is important to understand the relationship between California State funding and undocumented student persistence. A qualitative case study design enabled the exploration of undocumented students' perceptions and experiences with financial assistance for college due to the new and changing federal and state immigration policies, and the academic and legal factors that contribute to their persistence. Emerging themes from interviews conducted with eight undocumented student participants were analyzed and coded. The financial factors contributing to persistence included understanding the financial aid process for undocumented students, information on grants and scholarships, and knowledge of AB540 for lower college fees. Academic factors contributing to persistence included support from: Faculty, Dream Club membership, Puente Project, EOPS, and Tutoring Centers. A welcoming campus environment was also a factor in having students feel safe to continue their education. Legal factors contributing to persistence included: knowledge of federal and state laws such as DACA, AB540, and the California DREAM act application for state aid. One limitation of qualitative research is the reliance on small participant samples, which allows for in-depth explorations but limits generalization. The use of standardized instruments to capture the experiences of undocumented students would also facilitate comparison studies involving students at various institutions and in different states. Given the numerous variations in state and institutional policies this would help researchers, college administrators, and practitioners understand how different policies and practices affect the educational trajectories of undocumented students. [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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01