Title:
Early college participation: motivation and student voice as inspiration for goal setting and programmatic design
Author:
Tricia Staggers
Thesis Advisor:
Rachel E. Durham
Committee Member:
Angela Snyder
Committee Member:
A'Lelianne Warren
Degree Granting Institution:
Notre Dame of Maryland University--School of Education
Place:
Baltimore (Md.)
Publisher:
Notre Dame of Maryland University
Date Created:
2025
Type of Resource:
text
Genre:
thesis
Language:
eng
Format:
application/pdf
Physical Form:
electronic
Digital Source:
born digital
Abstract:
This qualitative descriptive study identified the reasons and perceived benefits that motivated prospective students from three application cohorts to apply to an early college high school (ECHS) program, as well as whether motivations varied by college generation status and race. The Expectancy-Value Model of Achievement motivation and the construct of self-efficacy were applied to thematic analysis of student responses to an ECHS application question asking why they were applying to the school. Four primary themes and nine subthemes emerged from the analysis. The four themes included: academic and personal development; community and social support; future and career development; and opportunity and practical benefits. Further quantitative analyses determined that motivations to apply differed according to college generation status and race, which emphasizes the importance of centering equity in designing programs and recruiting students. The current study’s findings can be used to further incorporate student perspectives into the design, implementation, and marketing of ECHS programs.
Subject:
Electronic dissertations
Degree:
Doctory of Philosophy
Level:
Doctoral
Discipline:
Leadership in Higher Education for Changing Populations
Restrictions on Access:
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Identifier:
StaggerTR-25
