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Dissertations / Theses on the topic 'Postsecondary access'
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1
White, Eyes Chance. "Native American Access and Success in Postsecondary Education." Thesis, University of Oregon, 2019. http://hdl.handle.net/1794/24198.
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Native Americans continue to be one of the lowest represented ethnic groups in postsecondary education and present some of the lowest retention/graduation rates of any group. In the interest of supporting all students, this study examines Native American students’ notions of success as well as their academic and personal experiences in a majority serving institution of higher education. Narrative Analysis and Iktomi stories are used to examine the Native student experience and the resources these students seek out as they navigate their academic and career goals.
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Price, Monyka Spencer Ed D. "Collective Impact: Postsecondary Educational Attainment." Youngstown State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1559027067951883.
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Lorenzo, Sarah-Jane Lasek. "Planning Postsecondary Pathways: An Exploration ofCollege and Career Access through Solutions-Based Reporting." Ohio University Honors Tutorial College / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1502999397675549.
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Maskiell, Jennifer L. "Institution Location and Low Income Student Financing of Undergraduate Postsecondary Education." Ohio University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1241756613.
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Rickerson, Nancy L. "Postsecondary success for culturally and linguistically diverse (CLD) students with disabilities : access and persistence issues /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/7565.
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Graham, Farrah. "Making Sense of the Access Problem: A New Methodology for Analyzing the Postsecondary Education Decision." VCU Scholars Compass, 2008. http://scholarscompass.vcu.edu/etd/1643.
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This study is interested in defining new variables that contribute to the explanation of whether or not an individual applies to postsecondary institutions. Prior research has explained differences based on demographic variables, such as first generation status, income and race, and differences in information and social support that an individual possesses. While these variables have a significant effect on the decision, they do not completely explain why individuals decide to pursue postsecondary education. This research suggests that how an individual moves through the decision process, as well as how information is interpreted and used will have an effect on the ultimate decision outcome. The Sense-Making model (Dervin, 2003) is adapted here to define the differences in the decision process. A telephone survey was conducted with a randomly selected sample of 448 residents of the Commonwealth of Virginia asking them to describe their decision process regarding participating in postsecondary education based on the variables comprising the Sense-Making model. Stepwise logistic regression was used to determine the effect of the demographics-based and Sense-Making model variables on the likelihood that an individual applies to postsecondary education. The descriptive analysis of the survey findings indicated that respondents do not rely solely on a rational, information-based decision process. The resulting model produced by the stepwise process indicated that income and familiarity with postsecondary education had the strongest effects on the likelihood of applying, which is consistent with the existing literature. As for the Sense-Making variables, the analysis provided a set of variables whose presence makes a respondent less likely to apply. Feeling a lack of control over the decision outcome, perceiving information as not supportive to the process, using social support to make the decision and noting social support and school characteristics as a barrier all decreased the likelihood of respondents applying. The findings of the descriptive and predictive analysis defined the shortcomings of information and indicate that social support, like information, may not always facilitate the decision process. Recommendations are made to create information that is more supportive and will accurately portray the work necessary to prepare for postsecondary education and to create participatory programming to address misperceptions and acceptance of information. These findings provide the basis for additional research to define how information can support the decision process.
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Hartman, Christina. "Facilitators of Diné (Navajo) Student Access, Enrollment, and Persistence in Postsecondary Education: An Ecological Systems Perspective." DigitalCommons@USU, 2018. https://digitalcommons.usu.edu/etd/7025.
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Diné (Navajo) students drop out of high school and postsecondary education at higher than average rates. The purpose of this study was to investigate how Diné students currently enrolled in college describe the factors that supported their pursuit of higher education. Bronfenbrenner’s ecological systems theory was used as a framework and to identify and analyze factors that influence access, enrollment, and participation in higher education. The Diné participants in this study were six students enrolled in postsecondary education at the time of this research, recruited from two university campuses in the Southwestern U.S. Each student participated in a semistructured interview and completed a demographic questionnaire.
Open-coding was used to analyze the interviews, and it was observed that factors relating to each of Bronfenbrenner’s five levels of ecological systems theory had an impact on the participants’ access, enrollment, and persistence in postsecondary education. A number of themes emerged that will be useful to stakeholders who work with this population of students. Recommendations are provided that are intended to help these stakeholders retain Diné students at higher rates.
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Williams, Kristen K. "From aspirations to access the role of place in the facilitators of and barriers to postsecondary education attendance /." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/833.
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Reid, M. Jeanne. "First-generation urban college students speaking out about their secondary school preparation for postsecondary education." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1180403873.
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Mariger, Heather Ann. "The Social Validation of Institutional Indicators to Promote System-Wide Web Accessibility in Postsecondary Institutions." DigitalCommons@USU, 2011. https://digitalcommons.usu.edu/etd/903.
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The Internet is an integral part of higher education today. Students, faculty, and staff must have access to the institutional web for essential activities. For persons with disabilities, the web is a double-edged sword. While an accessibly designed website can mitigate or remove barriers, an inaccessible one can make access impossible. If websites that provide necessary information are not accessible, those with disabilities will be unable to independently complete their daily tasks or compete in the modern world.
Project GOALS (Gaining Online Accessible Learning through Self-Study) has developed a document outlining a set of four institutional indicators of Web accessibility. Postsecondary institutions can use this document in their efforts to ensure that online content is accessible to all users.
This dissertation evaluated the social validity of the document to determine if it was appropriate, understandable, usable, and satisfactory to provide a framework for implementing and promoting institution-wide web accessibility across a variety of demographic markers including job type (administrator, faculty, and technology specialist) and institution type (2- and 4-year).
Ninety-seven participants reviewed the document and completed an online survey. All four indicators with their subsequent benchmarks were found to be "good" or "very good" based on the evaluation criteria. Administrators rated the document somewhat lower than faculty or technology specialists. Participants from 2-year schools consistently rated the document higher than their 4-year counterparts. In general, the longer participants had been in their positions, the less favorably they rated the document.
The median ratings for all questions of appropriateness, understandability, usefulness, and satisfaction were a 6 or 7 on a 7-point scale across the board. This result would indicate that while different aspects of the indicator document may appeal to different groups, participant ratings across job and institution type show that these criteria achieve acceptable levels that validate the use of the indicators as a tool to assist institutions in their web accessibility efforts. This dissertation utilized the multiple-paper format recommended by the committee.
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Drotos, Stephanie M. "“Secret Ingredients” in Postsecondary Educational Attainment: Challenges Faced by Students Attending High Poverty High Schools." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1299170270.
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Geise, Mary Jo. "A Longitudinal Analysis of Outcomes Associated with Ohio's Postsecondary Enrollment Options Program." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1300423012.
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Olsen, Lynette. "Comparison of the Influence of Various Information Sources on the College Choice of Students Within a Variety of Postsecondary Institutions." Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/194230.
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This study examined the use of information sources in college choice processing of historically-under-represented students from four different types of colleges who traditionally have not been studied in previous research. Historically under-represented types of students included students who were older than 24 years of age, African-Americans, Latinos, and low SES. The four types of colleges included a traditional public university, public community college, proprietary university, and proprietary college. Students from similar college programs of study were surveyed regarding their demographics to determine their categorization as historically under-represented and their use of information sources. Administrators from the selected colleges were interviewed and surveyed. Five students from each college were then interviewed. While most college choice processing research and the development of models are based on traditional college students, this study demonstrated that historically under-represented students generally utilize information sources and perform their college choice processing differently from traditional college students. These differences question the applicability of college choice processing models, such as Hossler and Gallagher's three stage model, without revisions. These revisions include redefinition of the stages and how they are executed in order to embrace the lack of college choices of historically under-represented students due to their lack of college informational motivators. The use of alternate information sources by historically-under-represented students and their motivational impact that differ from those utilized by traditional college students demonstrated the need to employ these sources within traditional colleges in order to increase college access for historically-under-represented students. This includes the utilization of non-traditional college informational motivators, such as the media, spouses, employers, and children, access to college informational motivators for students and their parents at all levels of schooling, and greater college access for older adults/parents. This study provided evidence that historically-underrepresented students still experience deficiencies in their access to college due to their lack of access to traditional information sources and their resulting compensation by utilizing alternative sources which were motivational as well as informational.
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Witcher, Angelica W. "Investigating Academic and Psychosocial Outcomes of First-Generation African American Postsecondary Students who completed Early College Access Programming: A Qualitative Case Study." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/101530.
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This qualitative bounded case study examines both the benefits and challenges faced by first-generation African American students who have completed early college access programming (ECAP). Not all children have equal access to higher education, therefore educators have been trying to bridge the gap in education for years. Due to socio-economic challenges in society, there has been a colossal increase in the need for diversity and inclusion within postsecondary institutions. Students from various ethnicities and backgrounds bring different experiences to education and the education learned through those various experiences are valuable. Inequalities in college access experienced by first-generation African American students is the lens for this study. This study addresses the effectiveness of early college access and its effects on first-generation African American students' postsecondary academic and psychosocial outcomes. Driven by critical race theory, this study analyzed student perceptions of their participation in ECAP and whether it supported their academic achievement in college. The study consisted of 10 interviews with Achievable Dream alumni enrolled in six universities across the Commonwealth of Virginia. Results were analyzed using inductive coding to identify components that affect academic achievement. Findings suggest that participation in early college access programming established an educational foundation which led to positive outcomes in academic achievement throughout postsecondary education. In addition to positive outcomes, barriers to achieving academic success were also identified.<br>Doctor of Philosophy<br>This case study examines both the benefits and challenges faced by first-generation African American students who have completed early college access programming (ECAP). Not all children have equal access to higher education, therefore educators have been trying to bridge the gap in education for years. Due to socio-economic challenges in society, there has been a huge increase in the need for diversity and inclusion within colleges and universities. Students from various ethnicities and backgrounds bring different experiences to education and the education learned through those various experiences are valuable. Inequalities in college access experienced by first-generation African American students is the lens for this study. This study addresses how early college access effects academic achievement of first-generation African American students while in college. This study analyzed student perceptions of their participation in ECAP and whether it supported their academic achievement in college. The study consisted of 10 interviews with Achievable Dream alumni enrolled in six universities across the Commonwealth of Virginia. Findings suggest that participation in early college access programming established an educational foundation which led to positive outcomes in academic achievement throughout college. In addition to positive outcomes, barriers to achieving academic success were also identified.
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Meadows, Laquore Ja. "The Value of Expectations: African American Gendered Pathways in the Pursuit of Postsecondary Education." Ohio : Ohio University, 2009. http://www.ohiolink.edu/etd/view.cgi?ohiou1242412428.
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Fritton, Sandra. "The Bridge to Postsecondary Education for Students with Disabilities: Perceptions of Emerging Best Practice in Preparation to Access Accommodations and Communication across Systems." VCU Scholars Compass, 2009. http://scholarscompass.vcu.edu/etd/1997.
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Perceptions of college Disability Support Services (DSS) and school system personnel regarding emerging best practices, adequacy of preparation of students with disabilities to access accommodations in college, and communication across systems were examined in this study. Once in college, students with disabilities have a lower rate of completion/success than their peers. Accommodations promote success in college, yet students with disabilities are not accessing them, thereby reducing their success. Adequacy of student preparation to access accommodations and communication across systems affects the access of accommodations by college students with disabilities. This study is qualitative, with 43 participants. It includes DSS personnel from five, four-year and five, two-year colleges/universities and transition personnel from five public school divisions in Virginia. Snowball sampling and a guided interview format were used. Rigor was addressed through triangulation, including document and web review. Results indicate that differences between the ADA and IDEA require students, teachers, and parents of students with disabilities to have knowledge of students’ rights and responsibilities under the ADA to prepare them for accessing accommodations in college. Students were more likely to be prepared when they had knowledgeable and supportive parents, transition teams, and teachers/case managers. Characteristics of individual students also help determine the effectiveness of student preparation. School system participants feel they have lack of access to students with disabilities transitioning to college to effectively prepare them for accessing accommodations in college. They also lack feedback about preparation effectiveness. Participants believe additional communication is needed. Existing communication is directional with school system staff making requests of DSS staff. There is also need for additional college outreach to school systems and a structure for ongoing communication is desired. It is recommended that best practices in preparation and communication be identified, knowledge of transition teams/parents be improved, and usefulness of the Summary of Performance be determined. Development of a system for students with less severe disabilities for transition preparation and a system for increased feedback and communication between systems personnel is needed. The VDOE and SCHEV should work to improve avenues for joint preparation and develop goals and an action plan for implementation.
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Brown, Charlette. "The impact of the 1996 Welfare Reform Act on access to postsecondary education for temporary assitance to needy families recipients in Jackson, Mississippi in 2011." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2013. http://digitalcommons.auctr.edu/dissertations/761.
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This study examines the extent to which the educational component of the 1996 Welfare Reform Act impacted African-American TANF recipients' access to postsecondary education in Jackson, Mississippi in 2011.
This study was based on the premise that policies within the legislation restrict opportunities for welfare recipients to pursue postsecondary education as a pathway to self-sufficiency. For welfare recipients who often believe that college is inaccessible due to financial means, access is especially important for them. Participants in this study were thirty-two African-American women receiving TANF benefits from the State of Mississippi who were either enrolled in a college program or participated in the job readiness training supported by the Mississippi Department of Human Services. A qualitative research methodology was used to analyze the data. The data revealed that there is total consensus among the participants on the importance of postsecondaryeducation as a measure of future economic well-being for themselves and their families. Findings specifically revealed that many of the participants strongly believe that policies associated with welfare reform have prevented or denied them full access to education and that some of the policies should be changed.
The conclusions drawn from the findings suggest that the 1996 Welfare Act impacted access to postsecondary education for TANF recipients in Jackson, Mississippi to some degree; and that after 15 years of stagnated welfare reform policies, specifically policies associated with work requirements, TANF recipients in Mississippi are longing for better educational opportunities that will allow them to enjoy a self-sustaining lifestyle.
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Craig, Flora R. Mrs. "A Qualitative Study of School Staff Perceptions of Lasting Effects after Implementation of GEAR UP in Five Rural East Tennessee Counties." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/1780.
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This study analyzed the perceptions of 13 school staff and their experiences with the implementation of GEAR UP TN. The primary purpose of this study was to examine how program activities and services are being sustained after funding for GEAR UP TN ceased.
Qualitative methodology guided this study. This approach allowed for the perspectives and lived experiences of the school staff to be voiced and heard. Data collected included their stories based on semistructured interviews and observations.
Findings are presented in 4 themes that pertain directly to the research questions regarding key elements that contributed to program continuation, procedures that initiated program continuation, organizations in a collaborative that were sustained after funding, and program services not continued. In this specific case there continues to be school district support, community support, parental support, and a level of financial and technical support from other funding sources.
Recommendations based on the results of the study are (1) implement college visits, ACT workshops, dual enrollment classes, and parent FAFSA workshops to create a college going culture; (2) gain support from the school board, parents, and the community; (3) maintain sufficient financial and human resources for precollege access programs and services; and (4) build partnerships with local colleges and universities.
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Ubiles, Miguel. "Affirmative Action in Higher Education and the Talented Twenty Program in Florida." Master's thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5547.
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Affirmative action in higher education is a necessary component for ethnic minorities to be afforded postsecondary educational access and opportunities to improve their socioeconomic status. The ban of affirmative action in undergraduate admissions, wherever instituted, has decreased the undergraduate enrollment of ethnic minorities. The broad objective of this research is to demonstrate how the elimination of affirmative action has lessened postsecondary educational access for minorities, who presently account for the majority or near-majority population in several states and will soon account for a much larger segment of the national population. This study will use two series of multiple regression models with scale-level variables to note the effect of the removal of affirmative action and the effectiveness of the Talented Twenty Program in maintaining student diversity at the University of Florida and the Florida State University. The major finding of this research is that the minority enrollment at UF and FSU was significantly related to the change in policy from affirmative action to the Talented Twenty Program. This study and the prior literature strongly suggest that the current diversity levels at these public universities are most likely a result of the university recruitment and outreach programs and population change.<br>ID: 031001524; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Adviser: Andrea Vieux.; Title from PDF title page (viewed August 19, 2013).; Thesis (M.A.)--University of Central Florida, 2012.; Includes bibliographical references (p. 89-95).<br>M.A.<br>Masters<br>Political Science<br>Sciences<br>Political Science; American and Comparative Politics
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Milner, Michelle R. "What Factors Contribute to the Persistence of Adults with Learning Disabilities Sustaining Enrollment in College?" Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1523572109516428.
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Lee, Jacy S. H. "Access to postsecondary education : a comparative study of British Columbia and Ontario." Thesis, 2006. http://hdl.handle.net/2429/18379.
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The purpose of this study was to better understand government policies concerning access
to postsecondary education in Ontario and British Columbia. The five questions guiding this
study are: 1) What are the key postsecondary education access policies? 2) How does the policy
environment influence postsecondary education policies? 3) What policy trends are associated
with the government priorities or seat expansion, affordability and research and development?
4) What is the relationship between government's postsecondary funding policies and the
economic environment? and 5) How do policies affect provincial postsecondary funding,
enrolment, participation, tuition fees, and investment in research and development?
The study provides a policy narrative of key postsecondary education access policies and
analyses the key forces affecting these policies in the two provinces. The three key
postsecondary education access policy areas include increasing capacity through seat and
institutional expansion; enhancing affordability of postsecondary education to students through
tuition fee regulation and student financial assistance; and expanding research and development.
Policies in the two provinces have tended to be similar. Key factors that have affected policies
include the historical development of postsecondary education, the socio-cultural values and
expectations of the population; policy discussions among dominant stakeholders; the political
ideology of the government party; and federal-provincial relations.
This study also compares the policy trends and postsecondary education outcomes in both
provinces for each of the above three policy areas. Major policy trends in capacity expansion
include faster seat growth in the college sector than in the university sector; growing emphasis on
meeting economic and labour demands, evolution of hybrid public institutions offering new
applied degree programs, and emergence of private degree granting institutions. Key factors contributing to these policy trends include the belief that economic prosperity is linked with
postsecondary education, severe limitations on public spending for postsecondary education
especially during difficult economic times, and the historical binary structure of postsecondary
education that contributed to shaping the emerging postsecondary landscape.
There is apparently no consistent relationship between postsecondary funding trends and
the economic environment in either province. As well, there are significant differences in
funding trends between Ontario and BC.
The study concludes with recommendations for policy makers and for future researchers.<br>Education, Faculty of<br>Educational Studies (EDST), Department of<br>Graduate
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Graham, Farrah Stone. "Making sense of the access problem : a new methodology for analyzing the postsecondary education decision /." 2008. http://hdl.handle.net/10156/2333.
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Welton, Anjalé DeVawn. "Navigating networks of opportunity : understanding how social networks connect students to postsecondary resources in integrated and segregated high schools." Thesis, 2011. http://hdl.handle.net/2152/ETD-UT-2011-05-2803.
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Low-income students of color have the difficult task of navigating their educational pathways in an era of resegregation, where they have higher chances of being tracked to lower academic courses (Mickleson & Heath, 1999) and are more likely to attend low-performing, racially and socioeconomically isolated high schools (Orfield & Lee, 2005). Research promotes the positive educational outcomes of integrated school settings (Wells, 1995), but limited research contextualizes (Wells, 2001) the experiences of low-income students of color in these settings. In light of research on the impact of the racial and socioeconomic composition of a high school on students’ educational outcomes, this dissertation used social capital and network theory to examine how networks of opportunity in accessing postsecondary resources differed between one integrated and one high poverty, high minority high school. Interviews of students and faculty identified by students as institutional agents (Stanton-Salazar, 1997)—individuals who connect students to postsecondary resources—helped frame the two high school portraits (see Lawrence-Lightfoot & Davis, 1997).
Without systematic supports in both the integrated and segregated high school settings, only a select group of students were tied to resources that would lead them to their postsecondary aspirations. Students connected to postsecondary resources were at a structural advantage due to opportunities, such as enrollment in advanced placement (AP) courses, which would help broaden their networks of opportunity. In contrast, most students without the same structural advantages as high achieving students often felt lost navigating high school, disconnected from academics, and misdirected in navigating their postsecondary trajectories.
Consequently, although the integrated high school was perceived as the gateway to accessing better educational opportunities, stratification occurred, tracking low-income and students of color to non-college preparatory courses. Therefore, low-income and students of color who transferred to the integrated high school in search of better educational opportunities received limited academic preparation similar to what was offered to them in their former low-performing, high poverty, high minority high school. The findings suggest that without both institutional and structural transformations and systematic supports, school integration alone is not the single element to offering greater educational opportunities to low-income and students of color.<br>text
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Cerna, Ríos Alejandra Teresa. "The graduates : low-income central Texas students' transitions to college and work in the great recession." Thesis, 2014. http://hdl.handle.net/2152/26592.
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This report explores the extent, trends, and consequences of academic undermatch, defined as students enrolling at an institution of relatively less selectivity than what their academic qualifications grant them access to, including non-enrollment. Using a sample of two cohorts of Central Texas high school graduates, this report finds that undermatch occurs among all students, but that it was more extensive for low-income students and among students with average qualification levels. Low-income students were found to undermatch at 65.1 percent and non low-income students at 53.9 percent of those who enroll. Between 2008 and 2009, undermatch increased among all students; among the highest qualified low-income students it increased by 10 percentage points. The majority of undermatched students were found to be enrolled at two-year over four-year institutions. A negative relationship between qualification level and annual earnings was found in the earnings of students who did not enroll. This report provides a set of recommendations to address undermatch and college access among low-income students in Central Texas.<br>text
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Ji, Eun. "Predictors of employment and post-secondary education outcomes among transition age youth with learning disabilities who accessed vocational rehabilitation services." Thesis, 2014. http://hdl.handle.net/2152/24768.
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This study examined the relationships between consumer demographic/VR service variables and employment outcomes/weekly earnings/level of education for 25,218 individuals ranging from 15 to 18 years old with learning disabilities from the Rehabilitation Services Administration data in 2012. To explore predictors of employment outcomes and the level of education, the participants were randomly split for cross-validation purposes into Sample 1 and Sample 2. A separate logistic regression was run for each sample, and variables (e.g. African American, job placement, college training, and occupational training) were statistically significant in predicting successful employment outcomes. In addition, service variables including African American status, college training, and occupational training were found to be statistically significantly to predict the level of education for transition-aged youth with learning disabilities. Weekly earnings for White males and females combined were statistically higher than African American males and females combined. Suggested hypotheses and implications for practice and future research are provided.<br>text
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Kerdine, Halima. "L’accès aux études postsecondaires chez les Premières Nations et les Métis vivant hors collectivités des Premières Nations au Canada : déterminants contextuels, familiaux et individuels." Thesis, 2020. http://hdl.handle.net/1866/24432.
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Cette recherche se penche sur l’impact des facteurs contextuels, familiaux et individuels dans l’accessibilité au postsecondaire des Premières Nations et des Métis âgés entre 18 et 34 ans qui vivent hors collectivités des Premières Nations au Canada. En plus de l’impact de ces facteurs au niveau national, cette recherche s’intéresse aussi à leur impact selon les trois types de systèmes scolaires canadiens « à choix exclusif », « à choix progressif » et « à choix multiples ». Des régressions logistiques multinomiales ont été réalisées sur les données de l’enquête auprès des peuples Autochtones de 2012. Trois groupes de facteurs qui totalisent 24 indicateurs ont été examinés afin de répondre aux questions de recherche. Les résultats de cette recherche montrent que même si les facteurs contextuels, tels que l’environnement social et scolaire au secondaire et les facteurs familiaux, tels que la scolarité des membres de la famille sont déterminants dans l’accès au postsecondaire des Autochtones, les facteurs individuels sont les principaux facteurs prédictifs de cet accès. Parmi les facteurs les plus importants, il y a la performance académique et le décrochage scolaire, suivi de l’âge qui affecte considérablement cet accès, particulièrement à l’université. De plus, l’analyse de l’effet de modération selon les trois systèmes scolaires canadiens a également permis de distinguer une différence significative entre ces derniers qui est perceptible, d’une part, par les variances expliquées et, d’autre part, par l’impact différé des trois groupes de facteurs étudiés.<br>This research assesses the impact of contextual, family and individual factors in access to postsecondary education of First Nations and Métis people aged between 18 and 34 years old, living outside First Nations communities in Canada. This research examines also the impact of these factors across the three postsecondary types of school systems of Canada, i.e., “exclusive choice”, “progressive choice” and “multiple choice”. Multinomial logistic regression analyses were performed on the data of the Aboriginal Peoples Survey of 2012. Three groups of factors totaling 24 indicators were examined in order to answer the research questions. The results of this research show that, while contextual factors, such as the social and academic environment and family factors, such as the high academic level of family’s members are determinant in access to postsecondary education among Aboriginals living outside First Nations communities, the individual factors are the main predictors of this access. Among these main predictors, there are academic performance, dropping out of school and age. In addition, the analysis of moderation effects according to the three postsecondary types of systems present in Canada showed significant differences that can be seen, first, in the explained variance and second, in the difference between the importance of the different groups of factors in each system.