Teacher Education, Educational Leadership & Policy ETDs

Publication Date

8-30-2011

Abstract

Using a qualitative approach, this study investigated the perceptions of motivating factors for persistence and completion of the doctorate among low income, first generation and students of color that participated in the federally funded Ronald E. McNair Postbaccaluareate Achievement Program. Purposive sampling was used to obtain a pool of nine research participants that were enrolled in a McNair program during undergraduate study and successfully completed a doctoral program. Research questions were designed to retrieve information regarding how the McNair program impacted the successful completion of the doctorate. The findings were developed through analysis of data collected from interviews, an online focus group, and document review. Utilizing various theories of socialization, the doctoral experiences of the nine participants were explored and the perceptions of the impact of the McNair program on successful completion were examined. The findings resulted in a model of intervention that demonstrates how the McNair program can accelerate the progression of McNair Scholars through the graduate school socialization process for increased opportunity for successful completion of the doctorate.

Keywords

Motivation in education, Minority graduate students--United States, Degrees, Academic--Social aspects--United States, Doctoral students--United States

Document Type

Dissertation

Language

English

Degree Name

Education

Level of Degree

Doctoral

Department Name

Teacher Education, Educational Leadership & Policy

First Committee Member (Chair)

Ruth Trinidad Galván

Second Committee Member

Eliseo "Cheo" Torres

Third Committee Member

David Olguin

Fourth Committee Member

Timothy Gutierrez

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