Individual, Family, and Community Education ETDs

Publication Date

Summer 7-28-2026

Abstract

College access programs aim to increase postsecondary enrollment among historically underrepresented students, yet the mechanisms influencing outcomes remain unclear. Guided by Situated Expectancy-Value Theory and Conley’s Four Keys to College and Career Readiness, this three-study dissertation examined how GEAR UP participation influences postsecondary enrollment. Study 1 synthesized 24 peer-reviewed studies across five federal performance indicators, finding positive relationships with high school graduation and postsecondary enrollment but gaps in the literature. Study 2 evaluated the SEVB-PSE instrument among 1,205 students, supporting a four-factor structure and strict measurement invariance across gender and first-generation status. Study 3 used structural equation modeling to examine pathways between six GEAR UP service categories and enrollment among 494 graduates. College-going self-efficacy was the strongest motivational predictor of enrollment, while direct and indirect pathways varied across services. Findings suggest GEAR UP influences enrollment through both motivational and practical pathways, advancing a theoretically grounded understanding of college access interventions.

Keywords

GEAR UP; college access; postsecondary enrollment; Situated Expectancy-Value Theory; college-going self-efficacy; motivational beliefs; college readiness

Document Type

Dissertation

Language

English

Degree Name

Educational Psychology

Level of Degree

Doctoral

Department Name

Individual, Family, and Community Education

First Committee Member (Chair)

Dr. Yuyu Hsiao

Second Committee Member

Dr. Carolyn Hushman

Third Committee Member

Dr. Shengjie Lin

Fourth Committee Member

Dr. Matt Wittenstein

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Available for download on Friday, July 28, 2028

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