東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Analyzing the experiences and percep...

Hairston, Jason LaGarde.

FindBook

Google Book

Amazon

博客來

Analyzing the experiences and perceptions of students from a background of generational poverty who have successfully completed a bachelor's degree program.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Analyzing the experiences and perceptions of students from a background of generational poverty who have successfully completed a bachelor's degree program./
作者:	Hairston, Jason LaGarde.
面頁冊數:	238 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-06, Section: A, page: 2113.
Contained By:	Dissertation Abstracts International65-06A.
標題:	Education, Higher. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3136415
ISBN:	0496836138

Analyzing the experiences and perceptions of students from a background of generational poverty who have successfully completed a bachelor's degree program.
Hairston, Jason LaGarde.

Analyzing the experiences and perceptions of students from a background of generational poverty who have successfully completed a bachelor's degree program. - 238 p.

Source: Dissertation Abstracts International, Volume: 65-06, Section: A, page: 2113.

Thesis (D.Ed.)--University of Oregon, 2004.

The purpose of this study was to document and analyze the experiences and perceptions of students who are from a background of generational poverty and who have successfully completed a bachelor's degree. There are very limited numbers of students from the lowest economic class graduating from our nation's institutions of higher education. The challenge to institutions of higher education is how to improve access, support, and successful completion of higher education for students experiencing the most extreme poverty barriers.

ISBN: 0496836138Subjects--Topical Terms:

543175
Education, Higher.

Analyzing the experiences and perceptions of students from a background of generational poverty who have successfully completed a bachelor's degree program.
LDR:03525nmm 2200337 4500 001 1840089
005 20050714101249.5
008 130614s2004 eng d
020 $a 0496836138
035 $a (UnM)AAI3136415
035 $a AAI3136415
040 $a UnM $c UnM
100 1 $a Hairston, Jason LaGarde. $3 1928441
245 1 0 $a Analyzing the experiences and perceptions of students from a background of generational poverty who have successfully completed a bachelor's degree program.
300 $a 238 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-06, Section: A, page: 2113.
500 $a Adviser: Diane M. Dunlap.
502 $a Thesis (D.Ed.)--University of Oregon, 2004.
520 $a The purpose of this study was to document and analyze the experiences and perceptions of students who are from a background of generational poverty and who have successfully completed a bachelor's degree. There are very limited numbers of students from the lowest economic class graduating from our nation's institutions of higher education. The challenge to institutions of higher education is how to improve access, support, and successful completion of higher education for students experiencing the most extreme poverty barriers.
520 $a Weber's (1946) social-class theory was selected to analyze the data and interpretations by the graduates about their success and perceived barriers to success in completing college. This theoretical construct is based on the idea that collectively held meanings arise from three distinct, although related, dimensions of life: lifestyles, context, and economic opportunity.
520 $a The grounded theory approach guided the data collection and analysis process (Glaser & Strauss, 1967; Strauss & Corbin, 1990). A questionnaire was administered to fifty-six respondents who volunteered to participate in the study when contacted by their graduating institution. The questionnaire was complemented by focus group interviews based on themes identified in the questionnaires (Merton, Fiske, & Kendall, 1990).
520 $a The study results provided: (a) demographic profiles of the individuals, (b) descriptions of the poverty-related conditions which the individuals experienced before and during college, (c) an overview of the early educational experiences of the participants, (d) an overview of perceived challenges and barriers to higher education and (e) a discussion of success factors. All races and ethnic groups were represented in the sample in a comparable distribution to the state population. There were more women than men in the sample.
520 $a The findings from this study suggest five areas for educational improvement: (a) development of a campus climate more sensitive to social class and poverty issues; (b) sensitivity training programs for faculty, staff, students and administration; (c) facilitation of connections to informal mentors; (d) improved articulation of connections between obtaining a college degree and earning a higher income; and an (e) exploration of expanding college partnerships with social service agencies that are geared to helping people in poverty. Curricular reforms are discussed and suggestions are made for future research.
590 $a School code: 0171.
650 4 $a Education, Higher. $3 543175
650 4 $a Education, Community College. $3 1018008
650 4 $a Education, Adult and Continuing. $3 626632
690 $a 0745
690 $a 0275
690 $a 0516
710 2 0 $a University of Oregon. $3 958250
773 0 $t Dissertation Abstracts International $g 65-06A.
790 1 0 $a Dunlap, Diane M., $e advisor
790 $a 0171
791 $a D.Ed.
792 $a 2004
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3136415