A Mixed Methods Approach to the Study of Pell Recipients' Formation of Academic Capital and the Influence of Institutional Agents

Autor/in	Royal, Rebecca S.
Titel	A Mixed Methods Approach to the Study of Pell Recipients' Formation of Academic Capital and the Influence of Institutional Agents
Quelle	(2022), (203 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Rowan University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-2098-9442-1
Schlagwörter	Hochschulschrift; Dissertation; Grants; Federal Aid; Student Financial Aid; Human Capital; Community Colleges; Two Year College Students; Institutional Characteristics; Social Capital + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Grant; Finanzielle Beihilfe; Studienfinanzierung; Studienförderung; Humankapital; Community college; Community College; Sozialkapital
Abstract	The purpose of this explanatory sequential study was to identify factors associated with Pell grant recipients' persistence in a community college setting and to understand the influence of institutional actors on the formation of academic capital. Students completed a survey designed to measure the formation of students' academic capital (St. John et al., 2011; Winkler & Sriram, 2015). Then, survey participants participated in interviews to examine the influence of institutional actors and the role they play in the development of academic capital (Stanton-Salazar, 1997; Stanton-Salazar, 2011). Three meta-inferences emerged from the data that provided an overall explanation of the factors relevant to the persistence of Pell recipients. First, it was clear that financial aid processes generated enduring and existential barriers to the participants, creating feelings of powerlessness and a lack of agency over the process. Second, there was evidence of emotional distress caused by challenging situations during the participants' college experience. Through the encouragement and support of institutional agents, the participants overcame their difficulties; they developed confidence which grounded them in the academic community. Lastly, the third meta-inference revealed how the participants relied on their academic capital to develop their self-advocacy in a college setting. By using the information and resources mobilized by institutional agents, the participants employed more control over their college experience. [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	2022/4/11