University of Illinois Urbana-Champaign

An exploration of the perceptions of socioeconomically marginalized students who persist in an institutionally driven scholarship program

Norris, Jerri

This item is only available for download by members of the University of Illinois community. Students, faculty, and staff at the U of I may log in with your NetID and password to view the item. If you are trying to access an Illinois-restricted dissertation or thesis, you can request a copy through your library's Inter-Library Loan office or purchase a copy directly from ProQuest.

Permalink

https://hdl.handle.net/2142/125704

Description

Title
An exploration of the perceptions of socioeconomically marginalized students who persist in an institutionally driven scholarship program
Author(s)
Norris, Jerri
Issue Date
2024-07-10
Director of Research (if dissertation) or Advisor (if thesis)
Mason, Curtis
Doctoral Committee Chair(s)
Mason, Curtis
Committee Member(s)
  • Baber, Lorenzo
  • Ward Hood, Denice
  • Pak, Yoon
Department of Study
Educ Policy, Orgzn & Leadrshp
Discipline
Educ Policy, Orgzn & Leadrshp
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ed.D.
Degree Level
Dissertation
Keyword(s)
  • college
  • equity
  • need-based grant aid
  • persistence
  • socioeconomically marginalized
Abstract
This qualitative study explored factors which socioeconomically marginalized community college students perceived impacted their ability to persist in an institutionally driven first-dollar grant aid program. Educational equity served as the theoretical framework. The conceptual base centered around a strengths-based orientation to student success. This study helps to fill a knowledge gap regarding first-dollar grant aid programs within a single public college. The study was conducted in a state college located in north Florida. State funding of grant aid is an important aspect of educational equity and can impact an institution’s budgeting for its socioeconomically marginalized students, so this dissertation includes contextual background on Florida’s legislative positionality regarding need-based aid. Six themes emerged from the study: aspirations and beliefs about the ability to succeed in college, commitment to goal, institutional supports, paying for college and life, sense of belonging, and time management. Major findings suggested that (a) recurring first dollar-aid, (b) having a dedicated program coordinator, (c) exposure to similar peer alumni, and (d) fostering a sense of belonging were perceived by students as powerful factors that impacted their ability to persist in college.
Graduation Semester
2024-08
Type of Resource
Thesis
Handle URL
https://hdl.handle.net/2142/125704
Copyright and License Information
Copyright 2024 Jerri Norris

Owning Collections

Graduate Dissertations and Theses at Illinois PRIMARY
Graduate Theses and Dissertations at Illinois