To see the other types of publications on this topic, follow the link: College Selection.
Dissertations / Theses on the topic 'College Selection'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'College Selection.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Ranero, Jessica Janet. "The Factors that Influence the College Choice of Hispanic College Students." Thesis, Virginia Tech, 1999. http://hdl.handle.net/10919/32348.
Full textAbstract:
The United States has undergone a dramatic demographic shift in the last 40 years, particularly in terms of the racial and ethnic composition of the country. Like the other racial and ethnic minority groups, the Hispanic population is also a rapidly increasing segment of the United States. These shifts have affected many of the country's social institutions. For example, primary and secondary education have experienced a dramatic demographic shift in terms of race and ethnicity in the last 20 years.
Higher education has also been affected by demographic shifts in the U.S. Although the numbers of racial and ethnic minorities enrolled in college have increased, that growth has not been proportionate to the changing numbers in the United States' population. For example, in 1990 the census reported over 22 million Hispanics in the U.S., or 9% of the total population, yet the 724,600 Hispanic students enrolled in higher education represented only 6% of all students in college ("College Enrollment,", 1998; "We the Americanâ ¦Hispanics", 1993).
These gaps between Hispanic growth in the general population and Hispanic college enrollment are due to several factors, including the college choice process. Currently, research on Hispanic college choice is limited.
The purpose of this study was to examine the factors that influence the college choice process for Hispanic students. Data were collected by administering the College Choice Survey (CCS), an instrument designed specifically for this study.
A total of 383 surveys were mailed and 144 surveys were completed and returned by respondents. This reflected a response rate of 38%. A total of 65 ANOVAs were run on the data elicited from participants. Five ANOVAs were run on the subscales, which included total College Choice Survey scores, Internal Search scores, Internal Selection scores, External Search scores, and External Selection scores. The dependent variables were gender, generational status, and ethnic background. A total of three significant differences were found among these five ANOVAs.
The remaining 60 ANOVAs examined differences reported by respondents on the last two items in the survey. These items asked participants to rate the degree to which they used sources of support for both the search and selection processes. The ANOVAs were run for differences by main effect only (i.e. gender, generational status, and ethnic background). Results revealed a total of three significant differences on the sources of support participants used during the search process and a total of four significant differences among the sources of support respondents used during the selection process.
In summary, this study was valuable because it contributed to the understanding of the college choice process of Hispanic students. The results of this study revealed both pragmatic and significant differences in the college choice process of Hispanic students by gender, generational status, and ethnic background. Higher education administrators may strive to better understand the differences in the college choice process of Hispanic students and consider these differences in designing recruitment and admissions efforts.Master of Arts
2
Whitt, Jerry W. "A Study of College Selection Criteria as Applied to Three Small Rural Community Colleges in North Texas." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc332106/.
Full textAbstract:
The purposes of this study were to identify criteria which influence students' decisions to attend specific colleges and to determine whether different groups of students use similar criteria. The following groups were compared: white students and minority students, males and females, older students and younger students, university-bound students and vocational students, and full-time students and part-time students.
The sample used for this study was taken from the students enrolled in freshman English classes at Vernon Regional Junior College, Clarendon College, and Grayson County College. Approximately 100 students at each college were selected to participate in the study. Each student in the study received instruction, provided demographic information, and completed a two-part survey.
The survey asked respondents to evaluate each of twenty items on a Likert-type scale. The data provided were compiled and organized into groups by a data base computer program. Data obtained from specific groups of respondents were compared, first through an examination of means, then through a chi-square test of independence.
It was determined that the most important college selection criteria to these respondents were the cost of attendance, the availability of specific programs, the size of the college, the size of individual classes, the location of the school, and the availability of financial aid. Further, the research revealed that two comparison groups differed significantly in their choices of important college selection criteria. Younger students appeared to use different selection criteria than their older counterparts, and vocational students differed from university-bound students in their choice of criteria.
3
Watkins, Mark Charles Henry. "Selection of community college presidents: exploring board members’ understanding." Diss., Wichita State University, 2011. http://hdl.handle.net/10057/3938.
Full textAbstract:
The selection of a community college president is a responsibility for the governing Board of Trustees. This qualitative study sought board members‟ understanding about (1) their institution‟s identity utilizing the organizational identity theory and (2) the critical elements of the match between their understanding of the community college and the desired characteristics of the selected presidential candidate. Mission statements, vision statements, and presidential position descriptions which described responsibilities and qualifications were collected from both rural and urban community colleges across the nation and were analyzed and compared with board members‟ interview data. Board members suggested that communication skills and the ability to develop relationships were vital to the president for effective leadership in collaborative efforts with businesses and the community. These efforts would support the community colleges‟ core attribute of student access to a post-secondary education in preparation for the workforce or baccalaureate degree. Both urban and rural participants understood the community colleges‟ role in the community as a conduit for economic development by establishing partnerships with local businesses. Data also reflected the utilization of community colleges for self-preservation of rural communities or culture and tradition.Dissertation (Ed.D.)--Wichita State University, College of Education, Dept. of Educational Leadership
4
Hayden, Melanie L. "Factors that Influence the College Choice Process for African American Students." Thesis, Virginia Tech, 2000. http://hdl.handle.net/10919/32938.
Full textAbstract:
There has been a slight increase in African American enrollment in higher education in the 30 years since the passage of the Civil Rights Act. However, minority students are not represented in higher education in numbers proportionate to their representation in the general population. African Americans consist of 12.6% of the population, but only 10.6% of the students enrolled in higher education (Chronicle of Higher Education Almanac, 1998).
Additionally, there are differences in the types of schools that successfully educate African American students. Historically Black institutions (HBIs) confer a disproportionately high number of bachelor's degrees on such students. Of all the bachelor's degrees conferred on African Americans in 1994, over 43% were awarded by predominantly White institutions (PWIs) while HBIs conferred 45.1% of the degrees (Nettles & Perna, 1997). There seems to be some difference between the success rates of African American students at PWIs and HBIs.
One of the factors that may influence these success rates is the college selection process. That is, if there are different types of African American students attending PWIs versus HBIs, those differences may account for some of the differences in success rates at the two types of schools. It would seem that research is needed on the factors that African Americans consider in the college selection process, and if those factors differ between African Americans at PWIs and those at HBIs. The present study sought to examine this issue.
A 60-item survey was developed specifically for this study. Survey items asked respondents to rate the extent of influence (very negative to very positive) that factors in four arenas played in their decision to attend a particular school. The four arenas explored in the study included academic factors, social factors, personal factors, and financial factors. The target sample included 360 traditional aged freshmen students: 180 at a PWI and 180 at a HBI.
Mean scores and standard deviations were calculated on all items for each group. These were rank-ordered by group to explore differences by item. Then a factor analysis was conducted to create subscales of the items for each scale. Finally, independent t-tests were conducted to compare mean scores between groups. Results revealed no significant differences in mean score between groups or any of the subscales. However, important differences between groups were identified when the rankings of the mean scores were examined.Master of Arts
5
Blankinship, Tamra Townsley. "Characteristic preferences in mate selection among college students : a comparison study spanning the late twentieth century into the early twenty-first century /." Read thesis online, 2008. http://library.uco.edu/UCOthesis/BlankinshipT2008.pdf.
Full text
6
Tarquinio-Mammone, Susan. "Factors influencing women's selection of science college majors : a counselling perspective." Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=41045.
Full textAbstract:
The under-representation of women in science-related fields has serious economic and social implications as Canada is confronted by a shortage of scientists especially in engineering and the applied sciences. The purpose of this study was to investigate similarities and differences between second-year female college students (N = 79) who intend to pursue pure and applied sciences (PAS), and their male counterparts (N = 81), and between PAS females and females who intend to pursue health sciences (HS) (N = 85). The study investigated the relative importance of motivational, self-concept-related, and sociopsychological variables on women's science college majors. The following measures were administered once: (1) Educational Aspiration Questionnaire, (2) Mastery Scale (Farmer, 1981), (3) Strong-Campbell Interest Inventory (Hansen & Campbell, 1985), (4) Ability and Effort Attribution Measure (Farmer, 1981), (5) Attitudes Toward Women Scale (Spence, Helmreich & Stapp, 1973), (6) Parent, Teacher, and Counsellor Support Scales, respectively (Farmer, 1981). The Stated Occupational Questionnaire was administered twice, three months apart. Results indicated that females in PAS had more liberal attitudes toward women, had more interests in medical sciences and services, and had fewer interests in mechanical activities and physical sciences than the males. However, the overall statistical analyses indicated far more similarities than differences between females and males in PAS, and also between females in PAS and HS except in the area of measured interests. While further research on the above variables over time is warranted, these findings have important implications for counselling psychologists.
7
Battisti, Bryce T. "Prevalence of Teleological and Lamarckian Misconceptions of Natural Selection Among College Students." BYU ScholarsArchive, 2004. https://scholarsarchive.byu.edu/etd/3151.
Full textAbstract:
Science teachers and researchers note that students must correctly understand the role of natural selection in evolution to make sense of biology. The level of understanding of natural selection can be assessed using the Conceptual Inventory of Natural Selection (CINS) which is a 20-item multiple-choice test that incorporates student misconceptions as distractors. In the present study, Item Response Theory (IRT) was used to analyze the occurance of misconceptions on the CINS among 1192 students in an introductory non-majors biology course. The four most difficult topics in the CINS are: (a) how change occurs in a population; (b) origin of variation; (c) heritability of variation; and (d) the origin of species. Students with an average level of understanding of natural selection favored Teleological explanations for why organisms adapt to their environment, namely that organisms change because they need or want to change. These same students favored the Lamarckian explanation for how organisms adapt, namely by passing on acquired traits to offspring. Presence of such misconceptions in students with an average understanding of natural selection highlights the need for biology teachers to make an added effort to create dissatisfaction with teleological and Lamarckian explanations in the minds of their students.
8
Rivers, Gary James. "University selection in Singapore : a case study of students' past and intended decision-making." University of Western Australia. Graduate School of Management, 2005. http://theses.library.uwa.edu.au/adt-WU2005.0072.
Full textAbstract:
This research focussed Singaporean student decision-making when choosing an institution for university studies. It is contended that if a university does not understand the dimensions of how prospective students make decisions when choosing an institution it cannot meaningfully offer representation to these potential customers. Fittingly, this thesis drew on past research from buyer behaviour and college choice studies. Adapting an established model of consumer decision-making (Engel, Blackwell and Miniard, 1990), the study investigated the degree of compliance with the Extended Problem Solving concept (Howard, 1963), including what factors determined and influenced choices, and whether students learn from past decisions. To this end, an exploratory / descriptive study used mixed methods (Creswell, 1994) to map out the dimensions of student decision-making within an Australian University and Singaporean Association case. Results indicated students? decision-making was closely aligned to simple models and their decision-making steps could be best described as (1) having a need, (2) searching and gathering information, (3) evaluating alternatives, (4) making choice/s, and (5) accepting an offer and enrolling in a university program. Further, respondents did not necessarily engage in extensive searching and gathering activities, as theorised, demonstrated limited learning and had few discernible influences on their choices. The implications for the University-Association case included the need to guide students through their decision-making processes by providing relevant data on which they could make informed choices, relative to career and income advancement. For those indicating that they would choose an institution for postgraduate studies, ensure undergraduate post-choice regret is minimised and offer more choices of management programs so that respondents would consider continuing their studies with the same institution. The study contended that, despite delimits and limitations, contributions to both theory and practise had been made and concluded with several ideas for future research, including proposing two alternative hypotheses.
9
Lange, James. "From the Playing Field to the Classroom: A Study of the Effect of Intercollegiate Athletics on a University’s Prestige and How Athletics Impact the Visibility and Attractiveness of the University among Prospective Students." Thesis, Boston College, 2010. http://hdl.handle.net/2345/1336.
Full textAbstract:
Thesis advisor: Stephanie GreeneThesis advisor: Richard McGowan
The competition among American colleges and universities for top students is now more fierce than ever. As the population of U.S. high school seniors has grown in recent years and the Common Application has facilitated the college application process, American institutions of higher education have scrambled to find new ways to encourage prospective students to apply and compel admitted students to matriculate. Among other factors that influence prospective students’ decisions during the college search and selection process, the existence of intercollegiate athletic programs may have a significant impact on students’ decisions to apply to or enroll at a particular university. However, many high-ranking officials within the realm of higher education seem to support the notion that athletics detract from academic prestige. Therefore, the purpose of this study was to test these two claims. An analysis of the data from U.S. News and World Report’s rankings of America’s Best National Universities for the past five years revealed that athletics did not detract from academic prestige, as there was no relationship discovered between existence of big-time intercollegiate athletic programs at an institution and that institution’s peer assessment score. A survey of 173 undergraduate students at Boston College supported the claim that the existence of intercollegiate athletic programs significantly impacted students’ decisions to apply to or enroll at Boston College. Furthermore, these survey results suggested that application numbers and yield at Boston College would decline if its big-time intercollegiate athletic programs were eliminated
Thesis (BS) — Boston College, 2010
Submitted to: Boston College. Carroll School of Management
Discipline: College Honors Program
10
Bates, Archie Lee. "How did you get in? attributions of preferential selection In college admissions /." College Park, Md. : University of Maryland, 2006. http://hdl.handle.net/1903/4373.
Full textAbstract:
Thesis (Ph. D.) -- University of Maryland, College Park, 2006.Thesis research directed by: Psychology. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
11
Anderson, Alyssa N. "Effects of Mindful Eating on Food Intake and Selection in College Students." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1415794559.
Full text
12
Bosse, Jonathan H. "A teaching manual for single young adults "wisdom after college" /." Theological Research Exchange Network (TREN), 1992. http://www.tren.com.
Full text
13
Goodson, Dorothy M. "The effects on short-term retention and college major selection resulting from systematic career planning of entering college freshmen." Diss., Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/49782.
Full text
14
Thompson, Christina D. "Factors influencing the academic major selection of undecided students : a phenomenological study /." View online, 2009. http://repository.eiu.edu/theses/docs/32211131565362.pdf.
Full text
15
Beswick, Roslyn Louise Kelly, and University of Lethbridge Faculty of Education. "A study of factors associated with student choice in the university selection process." Thesis, Lethbridge, AB : University of Lethbridge, Faculty of Education, 1989, 1989. http://hdl.handle.net/10133/17.
Full textAbstract:
Every year university bound graduating high school students are faced with the problem of selecting a post secondary institution. The selection process typically spans a number of years and involves considering many factors. Identifying those factors that influence students during the selection process was the goal of this study. Two hundred twenty-seven first year university students attending one of three degree granting institutions in Alberta were surveyed by means of a questionnaire to determine those factors considered during the university selection process. Correlations, means, analyses of variance and qualitative data provided the statistical and descriptive information for interpretation. The principal finding of this study was that parents, particularly mothers, are the most influential persons reported to affect the process. The factors which tend to be important to students at the University of Alberta were not the same factors important to students attending Camrose Lutheran College and the University of Lethbridge, the two smaller universities. University of Alberta students value reputation of the institution, reputation of the program, variety of courses offered, and proximity to home as important factors in their choice. Camrose Lutheran College and University of Lethbridge students value low student/professor ratio, low student
population, and reputation of institution. This study may provide an increase in
understanding of the selection process and thus assist those involved in guiding students through the process.x, 106 leaves : ill. ; 28 cm.
16
Allen, Crystal N. "Factors that influence the college selection process of Division I, II, and III softball players." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1355598.
Full textAbstract:
This study investigated the factors that were influential in the college selection process of NCAA Division I, II and III softball players. It also investigated the differences between the influential factors for student-athletes at Division I small institutions, medium institutions, and large institutions. The participants in this study consisted of 21 teams or 323 female collegiate softball student-athletes and the instrument used was the Influential Factors Survey for Student-Athletes. The top five influential factors were the school offers specific major of interest, academic reputation of college, coach's personality/style, academic facilities (library, computer labs, etc.), and the opportunity to play early in career. The academics section of the survey was deemed most influential by the softball student-athletes in this study. Differences were found within the college selection process of softball student-athletes at Division I, Division II, and Division III institutions (p < .05). Division I student-athletes viewed athletics as more influential than Division II student-athletes. Division II student-athletes viewed academics as more influential than both Division I student-athletes and Division III student-athletes. Division II student-athletes viewed social atmosphere as more influential than Division I student-athletes and also revealed that Division III student-athletes viewed social atmosphere as more influential than Division II student-athletes. Division I student-athletes viewed coaching staff as more influential than Division II student-athletes and Division III student-athletes. Division II student-athletes viewed financial aid as more influential than Division I student-athletes and Division III student-athletes. Differences were also found within the college selection process of softball student-athletes at NCAA Division I small, medium, and large conferences (p < .05). Division I, large school student-athletes viewed athletics as more influential than Division I, medium school student-athletes and Division I, small school student-athletes. Division I, small school student-athletes viewed financial aid as more influential than Division I, large school student-athletes. It can be concluded form the current study that softball student-athletes feel academic factors are the most influential in selecting a college or university to attend.School of Physical Education, Sport, and Exercise Science
17
Lu, Zhongshe. "Readability in reading materials selection and coursebook design for college English in China." Thesis, University of Nottingham, 2002. http://eprints.nottingham.ac.uk/11160/.
Full textAbstract:
This thesis studies the application of readability in reading materials selection and coursebook design for college English in an EFL context in China. Its aim is to develop rationales which coursebook writers can utilise in selecting materials as texts and as a basis for designing tasks. This study, through a combination of quantitative and qualitative research methods, argues that readability is applicable in the EFL Chinese context, and readability plays a important role in determining the selection of materials and the task design for college English. As the term readability is used in a more comprehensive sense which includes text factors as well as reader factors, existing measures of readability should be critically examined. Objective and statistical measures such as readability formulae need to be refined in line with recent research into the relationship between lexico-grammar and discourse organisation, and with recent research into second language/ foreign language acquisition. Ease of reading can be manipulated by highlighting the use of discourse signals in the text, and by raising high order questions. It is argued that high-order-tasks such as "thinking skill" activities facilitate students' interaction with the text and the development of language awareness. The application of three highly regarded formulae and the analysis of language features of the chosen texts indicate that word difficulty and sentence complexity are significant in materials selection. However, the findings in the questionnaires and interviews show that readability formulae in use today ignore the critical functions of discourse signals and organisation. Nor do they consider cognitive processing factors such as exercise design, readers' interest, motivation and prior knowledge which play an equally important part as word difficulty and sentence length. Consequently, the suggestion is that both objective and subjective research methodologies are necessary in setting up new criteria. Objective statistics gained from appropriate readability formulae serve as an index to the difficulty of a text in terms of language. However, subjective opinion from experienced teachers on reader factors functions as an aid, and exercise design functions as an adjustment to students' comprehensibility. Among the three, exercise or task design deserves more exploration and experimentation from coursebook writers. Process-based and activity-centred approaches are suggested in raising questions and designing tasks, because they focus on the reader and emphasise developing students' interpretation of the relations between forms and meanings. It is argued that they lead students into the process of learning - learn to learn, which is the ideal goal of English teaching, to which coursebook writers of college English have so far paid insufficient attention. Therefore, new criteria for materials selection and coursebook design for college English are proposed: • The textbooks have to meet the requirement stated in the National English Syllabus. • The chosen passages have to be authentic. • The chosen texts have to be interesting in topic, and substantial in content. • The texts have to be right in difficulty level from the linguistic point of view. • The tasks designed should provide students with opportunities to make use of their prior knowledge to interact with the text. • The exercises should lead the students to deeper, more personal engagement. It is hoped that these criteria will function as basic guidelines for future coursebook writing in college English.
18
Wacloff, Robert Allen. "Health care self-selection in a multiple option corporate benefit program." Thesis, Massachusetts Institute of Technology, 1990. http://hdl.handle.net/1721.1/17259.
Full textAbstract:
Thesis (Ph. D.)--Massachusetts Institute of Technology, Whittaker College of Health Sciences and Technology, 1990.Includes bibliographical references (leaves 212-215).
by Robert Allen Wacloff.
Ph.D.
19
Graff, Curt Gerard. "Course selection theory and college transition seminars: an adaptation of college choice models to explain first-year students' course enrollment behavior." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/1141.
Full textAbstract:
This dissertation examines the course-enrollment behavior of first-year students at a public Midwestern university. Using the student choice construct, modern college choice theory, and the constructs of habitus, human capital, financial capital, social capital, cultural capital, along with background variables such as gender and locus of control, a course selection theory is proposed to explain students' voluntarily enrollment in a seminar designed to assist with the academic and social transitions to college. The literature review shows numerous studies have been done examining the impacts these courses may have on first-year students' academic performance, retention, and graduation rates. In many of these studies, however, subsets of students were targeted for enrollment and participation in the seminars was not voluntary. In others, students self-select into the first-year transition seminars, raising questions about whether or not their subsequent success is attributable to their participation in these courses. Prior to this study, few, if any, studies have examined enrollment in these first-year seminars as the dependent variable and attempted to explain how various factors impact whether or not students voluntarily choose to enroll.
This quantitative research looked at 7,561 first-year students enrolling in 2006-2007 and 2007-2008 and, using logistic regression, attempted to explain whether or not students chose to enroll in a transition seminar. Data was gathered from institutional offices (Admissions, Registrar, and Student Financial Aid) and through an Entering Student Survey completed by 99% of each entering cohort. Of the 52 independent variables included in the model, 17 were significant in one or more steps (or blocks) of the model.
This study found that students more advantaged in their individual or family college-going resources (e.g., higher ACT-Composite scores or a higher self-evaluation of their ability to appreciate fine arts, music, and literature) are less likely to enroll in the college transition seminar than students that could be described as more disadvantaged in terms of their college-going resources (i.e., an external locus of control, receiving a Pell Grant, and less access to various forms of capital). There is also evidence that students with past experiences where they may have learned the value of community or teamwork through in- and out-of-class experiences may see the first-year transition seminar as a way to begin creating these same types of connections or communities on the college campus. The dissertation concludes with a consideration of implications for future research, theory development, and institutional policy and practice.
20
Croft, Chris. "Factors influencing Big 12 Conference college basketball male student-athletes' selection of a university." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2008. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.
Full text
21
Iaeger, Paula Irene. "Establishing Junior-level Colleges in Developing Nations: a Site Selection Process Using Data From Uganda." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc115098/.
Full textAbstract:
This research synthesizes data and presents it using mapping software to help to identify potential site locations for community-centered higher education alternatives and more traditional junior-level colleges in Uganda. What factors can be used to quantify one site over another for the location of such an institution and if these factors can be isolated; why should they be used by local authorities? the variables are secured from the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ), Afrobarometer, census data, as well as technology reports and surveys. These variables are reduced, grouped and mapped to help determine the best location for a junior-level college. the use of local expert opinion on geopolitical, economic, and educational situations can be interfaced with the database data to identify potential sites for junior-level colleges with the potential to reduce the failure rate of such post-secondary school ventures. These data are analyzed in the context of reported higher education policies and outcomes from the national ministries, United Nations Educational, Scientific and Cultural Organization (UNESCO), quality assurances agencies in the region, the World Bank, and national datasets. the final product is a model and tool that can be used by local experts to better select future sites to expand higher education, especially in rural areas in the least developed countries.
22
Rollins, Richard A. "A guide for the selection and training of resident assistants in the Christian college." Theological Research Exchange Network (TREN), 1986. http://www.tren.com.
Full text
23
Waller, Gary (Gary Wilton). "A Descriptive Study of Qualities That Influenced the Selection of University and College Presidents." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc278895/.
Full textAbstract:
This is a descriptive study of factors that influenced search committees to recommend a candidate as president of a higher education institution. Chairpersons were asked, by means of a written survey, to indicate why their committee selected the individual to nominate as president as opposed to other finalists. Each chairperson classified one's response as being in one of the following categories: personal, performance, participation, or friendship.
24
Owusu, Bright Amponsah. "Perceived Job Insecurity And Its Impacts On Job Selection For College Students In America." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1573242651176974.
Full text
25
Tan, Christine Joy. "College Choice in the Philippines." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc9916/.
Full textAbstract:
This descriptive and correlational study examined the applicability of major U.S. college choice factors to Philippine high school seniors. A sample of 226 students from a private school in Manila completed the College Choice Survey for High School Seniors. Cronbach's alpha for the survey composite index was 0.933. The purposes of this nonexperimental, quantitative study were (1) to describe the relative importance of major college choice factors (as identified in U.S. research) to Philippine high school seniors, and (2) to determine whether there were statistically significant differences in the importance ascribed to these factors, according to students' demographic attributes.
For all statistical analyses, SPSS 16.0 software was used. To address the first purpose, the mean and standard deviation were calculated for each college choice factor addressed in the survey. To address the second purpose, ANOVAs, Mann-Whitney U tests, and Kruskal-Wallis tests were run, in order to study the relationship between each of the major college choice factors and students' demographic attributes. This study found that all of the major U.S. college choice factors were important, to some degree, in the Philippine context. Other factors were added based on pilot studies. This study also found that some of the U.S.-literature-generated demographic choice attributes functioned similarly in the Philippine setting (e.g. academic ability, gender), while others did not (e.g. educational level of fathers and of mothers). Moreover, students' academic ability was the primary demographic attribute, accounting for statistically significant differences in assessment of the importance of college choice factors for most (12 out of 13) of the factors. The major U.S. college choice factors appear to be important to Philippine private high school students. Two choice attributes (academic ability, gender) appear to apply to private high school students in the Philippines, while the attributes of father's and mother's education levels do not appear to apply. Among Philippine private high school students, academic ability may account for differences in assessment of the importance of college choice factors. Using a survey method alone to study college choice is limiting. Future studies should utilize a variety of methods to collect data and should involve several schools.
26
Payton, Whitney Monique. "Factors Affecting Institution Selection for Undergraduate Gates Millennium Scholars." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2016. http://digitalcommons.auctr.edu/cauetds/27.
Full textAbstract:
College enrollment is experiencing an upward trend; however, the quality of institutions selected by minority students remains a question. Promising minority students are failing to select high quality colleges and universities, despite academic components that would leave them otherwise qualified for admission. In fact, nearly 80% of high academic achieving low-income, minority students under match when selecting a college or university (Obama & Obama, 2014).
The purpose of this study was to examine the factors leading to selection of institution for Gates Millennium Scholars while examining the relationship between college selection and socioeconomic status, cost, high school grade point average (GPA), family support, need for achievement, self efficacy, persistence, advisement, and technology for Gates Millennium Scholars. Pearson Correlation was utilized to examine survey data collected from 87 Gates Millennium Scholars. The implications of collection selection for low- income, minority students are significant in understanding the needs of this highly diverse student population. This study sought to identify the variables that significantly impact college selection for low-income minority students.
27
Rigley, Diane McCarthy John R. "The relationship between personality type, academic major selection and persistence." Normal, Ill. Illinois State University, 1993. http://wwwlib.umi.com/cr/ilstu/fullcit?p9323743.
Full textAbstract:
Thesis (Ph. D.)--Illinois State University, 1993.Title from title page screen, viewed February 17, 2006. Dissertation Committee: John R. McCarthy (chair), George Padavil, Sally B. Pancrazio, David L. Tucker. Includes bibliographical references (leaves 105-117) and abstract. Also available in print.
28
Imus, Anna Lorin. "Preferential selection in the academic domain a stigma-based model of antecedents and outcomes /." Diss., Connect to online resource - MSU authorized users, 2006.
Find full text
29
Wu, Zebing. "Adolescent friendship network and college enrollment : a longitudinal network analysis of selection and influence processes." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/1936.
Full textAbstract:
Using data from the National Longitudinal Study of Adolescent to Adult Health (Add Health), I investigate the influence of adolescent friendship network on the likelihood of college enrollment, and whether and how this influence is affected by stratification factors (e.g., gender, race/ethnicity, and socioeconomic status). However, there is a challenge in evaluating this influence process since adolescents usually non-randomly select their friends. A selection process needs to be taken into consideration simultaneously with the influence process of adolescents’ friendship network on their likelihood of college enrollment. Previous research on peer effects has methodological issues and limitations. Traditional methods (e.g., multivariate regression, multilevel modeling, or propensity score matching) using limited data (e.g., cross-sectional) and measures of friendship network (e.g., one best friend) could not solve the problem of integrating selection process and influence process in one model. In addition, the dyadic and triadic (or even higher level) dependency among friends in the network makes it more difficult to estimate selection and influence processes using traditional methods.
To address these concerns, I employ longitudinal network analysis with stochastic actor-based models (SABMs) to account for the influence of friendship network on adolescent college enrollment when simultaneously considering the selection of friendship. The co-evolution model of network dynamics (selection) and behavioral dynamics (influence) also addresses the problem of endogeneity between network change and behavioral change. However, the co-evolution model requires network data and behavioral data measured in multiple time points, so in the first stage of this research, I generate the predicted probability of college enrollment at three time points of Add Health using traditional logistic regression. Then in the second stage of this research, I use the transformed likelihood of college enrollment, a statistical artifact, as the behavior variable in the co-evolution model to examine how the likelihood of college enrollment affect the friendship selection and in turn friend’s average likelihood of college enrollment in the network influences an adolescent’s own likelihood of college enrollment.
In the first stage, I find that there are some levels of gender, race/ethnicity, and SES inequalities in the college enrollment, even after controlling for previous academic achievement, other individual characteristics, family backgrounds, and school level variables.
In the second stage, the results of dynamic network analysis indicate significant selection (partial deselection) and influence effects of adolescent friendship networks on the likelihood of college enrollment. In the selection process, adolescents have high tendency to select friends who are similar to them in the likelihood of college enrollment, or terminate friendships with other students of dissimilar likelihood of college enrollment. In the influence process, the average alter effect is found consistently significant and positive across all models and schools, which indicates that there is strong social influence of friendship network on adolescents’ likelihood of college enrollment. The higher the average friends’ likelihood of college enrollment, the more likely the adolescent will increase own likelihood of college enrollment. I also discuss the significance of results and many important policy and practical implications.
30
Stone, Annyce K. N. "Biblical criteria for the selection of female presidents of Christian colleges and universities : a case study /." Free full text is available to ORU patrons only; click to view:, 2005. http://proquest.umi.com/pqdweb?did=920927511&sid=1&Fmt=2&clientId=456&RQT=309&VName=PQD.
Full text
31
Dumay, Harry E. "The Paradox of High Satisfaction and Low Choice: A Study of Student Satisfaction and University Access in Haiti." Thesis, Boston College, 2009. http://hdl.handle.net/2345/726.
Full textAbstract:
Thesis advisor: Philip G. AltbachThe literature on Latin American higher education indicates the existence of a relationship between socio-economic status and college enrollment. One of the hypotheses of this study was that in Haiti, socio-economic status is related not only to college access but also to students' ability to enter their preferred field of study. As a result, students from higher socio-economic status were expected to report higher levels of satisfaction with their academic situation. In this quantitative survey study, an instrument was developed and administered to 742 college students in 5 different Haitian institutions in order to determine whether there exists this hypothesized relationship between students' socio-economic status and their satisfaction with their academic situation. Data analysis revealed a weak, negative relationship between students' socio-economic status and their satisfaction with their academic situation. No significant relationship could be established between socio-economic status and access to a preferred field of study, across all students. Instead the study found what seems to be a paradox: although a majority of students were not able to access their desired field of study, they showed a high level of satisfaction with their academic situation. This paradox is explained by the importance of intrinsic factors as well as job prospect in predicting students' satisfaction. Other findings include (a) a low level of participation for women in Haitian higher education, (b) a lower level of satisfaction for Haitian female science, engineering, and technology students, and (c) little differentiation in academic preparation between science, engineering, and technology students and the rest of the sample. Based on the research findings, the study concludes with policy recommendations to help Haitian higher education achieve its economic development mission
Thesis (PhD) — Boston College, 2009
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Administration and Higher Education
32
Demyan, Amy L. "Gender, gender role adherence, and self-esteem in long term mate selection preferences among college students." Ohio : Ohio University, 2005. http://www.ohiolink.edu/etd/view.cgi?ohiou1125371590.
Full text
33
Schippers, Kristi Marie Klawitter. "Black and white college men's preferred body types for black and white female figures." Open access to IUP's electronic theses and dissertations, 2009. http://hdl.handle.net/2069/172.
Full text
34
Rieber, Lloyd James. "Selection of appropriate content areas and topics for a community college level printing program: a needs assessment approach." Diss., Virginia Tech, 1988. http://hdl.handle.net/10919/27330.
Full textAbstract:
The problem in this research was to derive and prioritize program content areas and topics for a community college level printing program appropriate to the needs of the printing industry in Halifax County, Nova Scotia, Canada. This prioritized list will provide guidance during curriculum development.
The needs assessment executed in this study was a Beta-type needs assessment. The methodology used in this study was a telephone interview technique utilizing a questionnaire developed on the basis of in-person interviews with key informants in the printing profession.
As a result of this study, curriculum guidelines were offered for a community college level printing program. Within these guidelines, the broad content area of press operations was given the highest priority, with almost one-half (45%) of the curriculum devoted to press course offerings in press operations. The broad content area of pre-press operations was given the second highest priority, with approximately one-third (33%) of the curriculum devoted to course offerings in pre-press operations. The broad content area of postpress was given the least priority, with less that one-quarter (22%) of the curriculum devoted to course offerings in post-press operations.
Curricular emphasis of specific topic areas within these broad content areas were also examined, and recommended curricular emphasis was given for these topic areas. In addition demographic information regarding the size and scope of the printing industry in Halifax County was reported.Ed. D.
35
Felton, Teena M. "Understanding Facilitators and Barriers to the Selection of Dietetics as a major by African American students." Thesis, Virginia Tech, 2007. http://hdl.handle.net/10919/42664.
Full textAbstract:
Less than 5% of registered dietitians are African-American individuals. Little has been done to investigate reasons for the paucity of African-American professionals in the dietetics field. The specific aim of this study was, therefore, to explore facilitators and barriers to the selection of dietetics as a major by African-American students. Individual elicitation interviews and focus group discussions with African-American students currently enrolled as dietetics and non-dietetics majors at Virginia Tech were conducted. It was hypothesized that African-American students who chose to major in dietetics did so primarily for altruistic reasons, whereas African-American students who did not major in dietetics did so, in part, because of a lack of awareness of the major. Forty African-American students (mean ± SD age = 21.4 ± 1.4 years) participated in individual elicitation interviews and focus group discussions. Hypotheses were supported. In addition, personal interest was indicated by both dietetics and non-dietetics students as a factor in selection of major. Non-dietetics students believed that barriers to the selection of dietetics as a major included poor advertising and poor recruitment efforts. Directors of didactic programs in dietetics may need to create more visible recruitment and retention programs to increase the number of African-American students majoring in dietetics.Master of Science
36
Gomez, Lina Maria. "The selection of counties and locations of field site coordinators." Morgantown, W. Va. : [West Virginia University Libraries], 2004. https://etd.wvu.edu/etd/controller.jsp?moduleName=documentdata&jsp%5FetdId=67.
Full textAbstract:
Thesis (M.S.)--West Virginia University, 2004.Title from document title page. Document formatted into pages; contains x, 143 p. : ill. (some col.), maps (some col.). Includes abstract. Includes bibliographical references (p. 86-94).
37
Purinai, Elizabeth. "Point-of-Selection Intervention Using a Digital Menu in a Dining Hall for Southeastern College Freshmen." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/nutrition_theses/35.
Full textAbstract:
Background: With overweight and obesity rates steadily increasing, methods to reduce these numbers are being explored. Research has found that short-term, point-of-selection interventions are effective in improving the overall eating habits of college students.
Objective: To examine how a point-of-selection intervention at The Freshman Dining Hall at Georgia State University (GSU) impacts student menu selections.
Methods: All subjects used an electronic menu at the entrance of the GSU Freshman dining hall. During the baseline period, students selected the foods that they intended to eat during the meal. During the intervention phase, the menu view included calculated food health scores for each food/beverage item. Upon exiting the dining hall, students entered the foods that they actually consumed.
Participants/setting: The study recruited freshmen students and student athletes who have an unlimited meal plan at the Freshman Dining Hall. Students under the age of 18 were excluded.
Statistical analysis: Frequency analysis was conducted to describe the demographic and anthropometric characteristics of the population. Median entry scores were compared by demographic and anthropometric characteristics using the Independent Samples Median Test. Median health scores were determined at baseline and during the intervention phase for each meal. Median scores were compared using the Wilcoxon sign rank test to determine if there was a difference before and after the intervention. All statistical analyses were performed using SPSS v18.0. Statistical significance was set at P<0.05.
Results: A total of 26 students participated in the study (46.7% female, 26.7% Caucasian). The mean age was 19 + 2.5 years and the mean BMI was 24.2 + 4.8 kg/m2. During the baseline period, the median health scores at breakfast, lunch, and dinner were 55.41 and 76.10 and 77.53, respectively. During the intervention phase, the median entry health score for breakfast and lunch were 68.33 and 73.88, compared to exit scores of 67.24 and 63.24, respectively. No exit menu items were entered for dinner during the intervention. The mean difference between the entry and exit health scores at breakfast was -1.1, while the difference at lunch was 4.54. Neither of the differences was statistically significant.
Conclusion: The digital menu with point-of-selection health scores did not result in consumption of healthier foods, particularly at lunch. Additional point-of-selection nutrition interventions should be examined to determine what type of information is most effective with college students in the all-you-can-eat buffet style college dining hall.
38
Demyan, Amy. "Gender, Gender Role Adherence, and Self-Esteem in Long Term Mate Selection Preferences in College Students." Ohio University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1125371590.
Full text
39
Wallace, Danielle M. "The Search for "The One": The Dating, Marriage and Mate Selection Ideals of College-Educated Blacks." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/278526.
Full textAbstract:
African American StudiesPh.D.
While the marriage prospects of educated African American women are of particular interest to the media and scholars alike, very rarely do these two groups examine the ways in which African American men understand and perceive marriage. In particular, though they have successfully provided socio-cultural and historically specific examinations of the topic, scholars of African American Studies have not conducted in-depth empirical analyses of African American dating and marriage practices. Simultaneously, social scientists, while providing significant empirical data, have not supported their work with a cultural analysis specific to African American people. In an effort to merge these two areas of scholarship, this dissertation investigated the dating and relationship ideals of college-educated Black men and women. The purpose of this study was to: (1) discover what traits and criteria males and females consider most important in a potential mate, (2) understand the role that the current social and marriage market conditions such as sex ratio, socioeconomic status and education level play in mate selection among college educated Black men and women and (3) develop a culturally specific theory of Black marriage. Through the use of surveys administered online and in face-to-face sessions, this dissertation sought to explore how predictor variables such as age, sex, family economic status and education level influence how 123 college-educated Black males and females ages 18 and over view their dating and marriage prospects and the types of characteristics they assign to the ideal mate. Preliminary findings showed that participants placed a high level of importance on getting married, had positive attitudes toward marriage and were optimistic about their marriage prospects. Additionally, factors such as mate availability, educational attainment and economic ability were of particular importance to participants and play a role in their choices about if, when and who they would marry. Lastly, the author articulated a theory of marriage, the Preliminary Intersectional Factor Theory of Marriage Attitudes and Marital Behavior. Based on the findings, it was argued that the proposed preliminary theory of marriage takes into account the structural, economic and cultural factors that intersect to shape the lives, marital attitudes and marital behavior of Black men and women in America.
Temple University--Theses
40
Elitas, Zeynep. "Reassessing The Trends In The Relative Supply Of College-equivalent Workers In The U.s.: A Selection-correction Approach." Phd thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615741/index.pdf.
Full textAbstract:
Among better-educated employed workers, the fraction of full-time full-year (FTFY) workers is quite high and stable over time in the U.S. Among those with low education levels, however, this fraction is much lower and considerably more volatile. These observations suggest that the composition of unobserved skills is subject to sharp movements within low-educated employed workers, while the scale of these movements is potentially much smaller within high-educated ones. The standard college premium framework accounts for the observed shifts between education categories, but it cannot account for unobserved compositional changes within education categories. This thesis uses Heckman's two-step estimator on repeated Current Population Survey cross sections to calculate a relative supply series that corrects for unobserved compositional shifts due to selection in and out of the FTFY status. We find that the well-documented deceleration in the growth rate of relative supply of college-equivalent workers after mid-1980s becomes even more pronounced once we correct for selectivity. This casts further doubt on the relevance of the plain skill-biased technical change hypothesis. We conclude that what happens to the within-group skill composition for low-educated groups is critical for fully understanding the trends in the relative supply of college workers in the United States.
41
Park, Aesoon. "Selection and socialization effects of Greek affiliation on heavy drinking across the transition to college and into the college years the effects of personality traits and drinking norms /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/4552.
Full textAbstract:
Thesis (M.A.)--University of Missouri-Columbia, 2006.The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (February 21, 2007) Includes bibliographical references.
42
Killion, Sean Patrick. "ROOMMATE MATCHING FOR HOUSING SELECTION AND THE IMPACT ON FIRST-YEAR STUDENT SUCCESS." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/318837.
Full textAbstract:
Educational LeadershipEd.D.
The college roommate experience can be one of the most important aspects of a students' undergraduate experience. As colleges and universities across the country have seen a steady increase in enrollment over the past three decades, so has the demand for living on-campus. In recent years, concerns have arisen as to the benefit and value of these experiences especially considering the significant costs of higher education. As such, it becomes increasingly necessary for institutions of higher education to ensure that the on-campus living experience is positive and beneficial. One aspect of this experience is a student's relationship with his or her roommate. In the past, roommate selection was a largely random process controlled by the institution's office of housing. In recent years, new processes have been created that place more of the control in the hands of the student. The purpose of the present dissertation is to investigate one of these roommate matching programs, the RoomSync Roommate Matching Program.
Temple University--Theses
43
Bull, Audrey G. "Selecting Business as a Major: A Study of Undergraduate Students." Ohio University Honors Tutorial College / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1618939854056864.
Full text
44
Haynes, Robert Michael. "A Predictive Model of Hispanic Participation in Texas Higher Education: Inferences Drawn from Institutional Data in Prevalent Hispanic States." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc11036/.
Full textAbstract:
In Texas, Hispanic populations (people of Mexican, Puerto Rican, Cuban, Central or South American or other Spanish culture or origin, regardless of race) have increased from 6.7 million in 2000 to 7.4 million in 2005, or by approximately 10.5%. This growth trend is expected to continue with estimates that Hispanics will represent approximately 37% of the state's population by 2015. The problem this research addressed is that participation in higher education by Texas Hispanics is not keeping pace with the growth in the Texas Hispanic population. If allowed to continue, the state could be in danger of realizing devastating economic and societal consequences. The present study utilized regression analysis to determine how well four institutional characteristics explained the variance in Hispanic enrollment and graduation percentages of students attending public 4-year institutions in states with prevalent Hispanic populations. Findings indicate that while local Hispanic population is a strong, positive predictor of Hispanic enrollments, it has a negative impact on Hispanic graduation rates. The independent variables of average cost of attendance and average financial aid package are the strongest predictors of Hispanic graduation percentages. Implications for the state of Texas include stress on public 4-year institutions in coping with Hispanic population increases, possible enrollment overflows at the community college level, and need for additional allocations to state and institutional financial aid programs.
45
Barton, Mary Edna. "A Descriptive Study of Students Who Were Accepted for Admission at West Texas A&M University But Did Not Enroll." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc2282/.
Full textAbstract:
Each year, institutions of higher education devote valuable financial and personnel resources in the hope of enhancing student recruitment and matriculation. The purpose of this study was to examine the demographic characteristics, the factors that influenced students decisions to apply for admission to a university, their educational intentions, and their reasons for not enrolling after they had been admitted. The subjects of the study were first-time freshmen accepted for admission to a mid-size, public, southwestern university who did not enroll for the fall 1997 semester. Statistically significant differences were found when comparing no-shows and enrolled students by gender, ethnicity, age, ACT/SAT score, and distance of their hometown from the university. There were more female no-shows, and more males enrolled than females; a greater percentage of no-shows reported the distance of their hometown to be more than 200 miles; and the mean test score for no-shows was higher. Factors important in the college selection process found to be statistically significant among the groups were: a greater percentage of Minorities than Caucasians reported the importance of the financial aid award or a scholarship offer; students living within 100 miles of the campus reported the proximity of the university as important, advice received from current or former students and high school counselors was more important to those living more than 100 miles from the campus. Cost of attendance and scholarships were important to students with the higher test scores. Statistically significant reasons cited by the no-shows for not enrolling were more Minorities than Caucasians reported financial difficulties and job demands; students living farther from the campus reported attending other universities while those living within 100 miles reported attending a community college. Recommendations the university studied could pursue include: developing a program to follow-up on the no-shows, directing more energy at recruiting students living within 200 miles of the university, and increasing the availability of scholarships.
46
Johnston, Justin R. "The juxtaposition of soon-to-be college graduates and hiring professionals." Birmingham, Ala. : University of Alabama at Birmingham, 2009. https://www.mhsl.uab.edu/dt/2010r/johnston.pdf.
Full textAbstract:
Thesis (M.A.)--University of Alabama at Birmingham, 2009.Title from PDF t.p. (viewed June 30, 2010). Additional advisors: Loretta A. Cormier, James C. McCroskey, Larry Powell. Includes bibliographical references (p. 25-29).
47
Maiatico, Mary E. "An evaluation of the effectiveness of instruments utilized by the Rowan University Career and Academic Planning Center for undeclared students in the selection of their major /." Full text available online, 2006. http://www.lib.rowan.edu/find/theses.
Full text
48
Nisgor, Craig M. "Redshirting, how and when it is used : a comparison between football coaches and men's swimming coaches in the Southeastern and Mid-American Conferences." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1115732.
Full textAbstract:
The purpose of this study was to investigate the practice of redshirting studentathletes by football and men's swimming coaches in the Southeastern and Mid-American Conferences. Questionnaires were sent out to each of the coaches regarding their practices of redshirting. The data was tabulated in SPSS format and the Pearson ChiSquare was used to find out if there were any statistical significance. The results of the Chi-Square analysis revealed no statistical significance between the two conferences redshirting practices, however there were some differences between the two sports. One difference between the sports was in both the freshman and sophomore years of eligibility in the use of redshirting as a coaching strategy. Another difference between sports existed in the junior year of eligibility in the use of redshirting for medical reasons. Coaching strategy was the number one reason why football coaches used and believed that redshirting is used. The men's swimming coaches used, and believe, that medical reasons was the main reason for redshirting athletes.School of Physical Education
49
Gochnour, Karen E. "Eating Disorder Risk in Subgroups of College Freshman Women." BYU ScholarsArchive, 2006. https://scholarsarchive.byu.edu/etd/512.
Full textAbstract:
The intent of this study was to identify subgroups within the college population having a heightened risk for eating disorders. The information for this analysis was retrieved from an existing data set. The two variables that were compared were self selection of college major at the initial collection during freshman year. The sample size of 1,924 was used to see if subgroups of college majors had a heightened risk. Twenty groups composed of similar majors were studied. The majors of Dance, Dietetics, Physical Education, and Communications had heightened risk according to analysis percentage of each group in the clinical range on the Eating Attitudes Test-40 (EAT-40), EAT-40 mean, and/or EAT-40 median. Results indicate that Dance, Dietetic, Physical Education, and Communications would merit additional resources to prevent eating disorders at the college level.
50
Turner, Kalari. "Clothing preference and selection criteria of African-American female college students enrolled at the University of Arkansas at Pine Bluff." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009turnerk.pdf.
Full text