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Deciding disadvantage: The selectio...

Carleton, Janet A.

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Deciding disadvantage: The selection process for student scholarship applications in a community college program.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Deciding disadvantage: The selection process for student scholarship applications in a community college program./
Author:	Carleton, Janet A.
Description:	143 p.
Notes:	Source: Dissertation Abstracts International, Volume: 67-05, Section: A, page: 1625.
Contained By:	Dissertation Abstracts International67-05A.
Subject:	Education, Community College. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3220392
ISBN:	9780542720130

Deciding disadvantage: The selection process for student scholarship applications in a community college program.
Carleton, Janet A.

Deciding disadvantage: The selection process for student scholarship applications in a community college program. - 143 p.

Source: Dissertation Abstracts International, Volume: 67-05, Section: A, page: 1625.

Thesis (Ph.D.)--Walden University, 2006.

Using case-study methods and a critical theory conceptual framework, the author of this dissertation examined a community college program designed to assist disadvantaged students by evaluating the selection process and criteria by which scholarships were awarded. A pilot study allowed the researcher to establish a baseline definition for disadvantage as used by the employees of the case study. The multiple-site case study presented the opportunity to research two questions: (1) Based on the criteria of the program's professional definition of disadvantage, how do the documents of the program show that student applicants are selected for scholarships? (2) What are the indications that ethnicity is a significant marker of disadvantage? To what extent, if at all, do other markers such as socioeconomic level or family level and expectation of higher education appear more influential or significant in their contribution to disadvantage? The researcher examined specific data listed on student application documents and compared them to criteria for acceptance set by the program. Documents were analyzed and relevant data from these documents were compiled on spreadsheets and graphed to reveal the pattern that the group that most often fit the criteria for disadvantage was being rejected by the program. The findings indicate that the factors designating disadvantage in higher education were discounted by the program when the GPA suggested that the student would have difficulty with college-level studies. The data gathered during the pilot study were then reevaluated to ascertain whether the employees of the program should alter the criteria or definitions used by the program. Further study should compare these findings to other community college programs so that colleges may recognize the factors that hamper assisting disadvantaged students. The social change implication of this work points to the indication that even though current literature does not reflect this, ethnicity no longer denotes educational disadvantage. The coming change is the national problem and/or challenge of creating students who may be unprepared for college work. Those students who are financially and educationally disadvantaged are the ones who appear to need the most assistance. If society encourages the idea that education is one of the cornerstones to socioeconomic advancement, the students who are being rejected in this program are those most in need of understanding and assistance.

ISBN: 9780542720130Subjects--Topical Terms:

1018008
Education, Community College.

Deciding disadvantage: The selection process for student scholarship applications in a community college program.
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245 1 0 $a Deciding disadvantage: The selection process for student scholarship applications in a community college program.
300 $a 143 p.
500 $a Source: Dissertation Abstracts International, Volume: 67-05, Section: A, page: 1625.
500 $a Adviser: Karin Treiber.
502 $a Thesis (Ph.D.)--Walden University, 2006.
520 $a Using case-study methods and a critical theory conceptual framework, the author of this dissertation examined a community college program designed to assist disadvantaged students by evaluating the selection process and criteria by which scholarships were awarded. A pilot study allowed the researcher to establish a baseline definition for disadvantage as used by the employees of the case study. The multiple-site case study presented the opportunity to research two questions: (1) Based on the criteria of the program's professional definition of disadvantage, how do the documents of the program show that student applicants are selected for scholarships? (2) What are the indications that ethnicity is a significant marker of disadvantage? To what extent, if at all, do other markers such as socioeconomic level or family level and expectation of higher education appear more influential or significant in their contribution to disadvantage? The researcher examined specific data listed on student application documents and compared them to criteria for acceptance set by the program. Documents were analyzed and relevant data from these documents were compiled on spreadsheets and graphed to reveal the pattern that the group that most often fit the criteria for disadvantage was being rejected by the program. The findings indicate that the factors designating disadvantage in higher education were discounted by the program when the GPA suggested that the student would have difficulty with college-level studies. The data gathered during the pilot study were then reevaluated to ascertain whether the employees of the program should alter the criteria or definitions used by the program. Further study should compare these findings to other community college programs so that colleges may recognize the factors that hamper assisting disadvantaged students. The social change implication of this work points to the indication that even though current literature does not reflect this, ethnicity no longer denotes educational disadvantage. The coming change is the national problem and/or challenge of creating students who may be unprepared for college work. Those students who are financially and educationally disadvantaged are the ones who appear to need the most assistance. If society encourages the idea that education is one of the cornerstones to socioeconomic advancement, the students who are being rejected in this program are those most in need of understanding and assistance.
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