Type of Document Dissertation Author Stubblefield, Luria Shaw Author's Email Address email@example.com URN etd-02112004-132337 Title Students with a GED in Four-Year Institutions: The Voices of Persisters Degree Doctor of Philosophy (Ph.D.) Department Educational Leadership, Research & Counseling Advisory Committee
Advisor Name Title Becky Ropers-Huilman Committee Chair Eugene Kennedy Committee Member James Wandersee Committee Member Laura Hensley Committee Member Faik Koray Dean's Representative Keywords
- qualitative research
- academic integration
- social integration
- time on task
- developmental education
Date of Defense 2004-01-22 Availability unrestricted AbstractThis study examined the persistence of students with a GED in four-year institutions. Qualitative research methods were employed to better understand the experiences of GED recipients relative to their progress towards baccalaureate degrees. The theoretical framework
for this study was symbolic interactionism.
Data were collected in two phases. After a pilot study, Phase I data collection consisted of two focus group interviews with three participants each from two institutions in Louisiana. For Phase II, 10 GED recipients at each university were engaged in semi-structured, in-depth interviews, photography, photo elicitation interviews, and document analysis of studentsírecords.
The data were analyzed using Lincoln and Gubaís (1985) Constant Comparative Method. The themes that evolved from the data were (1) quitting is not an option, (2) I just canít go back,
(3) family influences, (4) faculty influences, (5) age, (6) math anxiety, (7) developmental
education, (8) time on task, and (9) spirituality.
Comparatively, ďI just canít go backĒ was only prevalent with most of the African American males. The need to support a family was stated by more female GED recipients than males. The older GED recipients were persisting in college for more idealistic reasons, such as their desire to change the world and make it a better place. Overall, most of the GED recipients were academically integrated into the university setting, with very limited social integration.
Yet, the participants of this study provided rich evidence that GED recipients have many diverse
experiences that affect their persistence in four-year institutions.
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