Document Type
Dissertation
Date of Degree
Summer 2016
Degree Name
PhD (Doctor of Philosophy)
Degree In
Educational Policy and Leadership Studies
First Advisor
Jodi L. Linley
Second Advisor
Ernest T. Pascarella
First Committee Member
Sherry K Watt
Second Committee Member
Debora L Liddell
Third Committee Member
Kenneth G Brown
Fourth Committee Member
Cassie L Barnhardt
Abstract
This three-manuscript formatted dissertation interrogated the effectiveness of high-impact educational practices for marginalized students through the use of critical quantitative inquiry. The first empirical manuscript used data from the Wabash National Study of Liberal Arts education to explore the role of race and class on students’ engagement in and effects from high-impact practices. Findings from this manuscript suggest significant differences in academic motivation change over the first year of college when race and class were examined together, while no differences when just class was examined. The second empirical manuscript used data from the National Study of LGBTQ Student Success to examine the intersections of environment and participation in and effect from high-impact practices for lesbian, gay, bisexual, and queer (LGBQ+) students. Findings from this manuscript suggested that students’ perceptions of overall support and their relations with instructors mediated the influence that participation in high-impact practices had on students’ academic development. Finally, the third main manuscript considered the utility of critical quantitative inquiry and ways researchers can combine critical theory into quantitative research.
Keywords
college impact, critical quantitative inquiry, higher education, high-impact practices, marginalized student populations
Pages
xiv, 204 pages
Bibliography
Includes bibliographical references (page 204).
Copyright
Copyright 2016 Cindy Ann Kilgo