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dc.contributor.authorOlsen, Lynette
dc.creatorOlsen, Lynetteen_US
dc.date.accessioned2011-12-05T22:24:18Z
dc.date.available2011-12-05T22:24:18Z
dc.date.issued2007en_US
dc.identifier.urihttp://hdl.handle.net/10150/194230
dc.description.abstractThis study examined the use of information sources in college choice processing of historically-under-represented students from four different types of colleges who traditionally have not been studied in previous research. Historically under-represented types of students included students who were older than 24 years of age, African-Americans, Latinos, and low SES. The four types of colleges included a traditional public university, public community college, proprietary university, and proprietary college. Students from similar college programs of study were surveyed regarding their demographics to determine their categorization as historically under-represented and their use of information sources. Administrators from the selected colleges were interviewed and surveyed. Five students from each college were then interviewed. While most college choice processing research and the development of models are based on traditional college students, this study demonstrated that historically under-represented students generally utilize information sources and perform their college choice processing differently from traditional college students. These differences question the applicability of college choice processing models, such as Hossler and Gallagher's three stage model, without revisions. These revisions include redefinition of the stages and how they are executed in order to embrace the lack of college choices of historically under-represented students due to their lack of college informational motivators. The use of alternate information sources by historically-under-represented students and their motivational impact that differ from those utilized by traditional college students demonstrated the need to employ these sources within traditional colleges in order to increase college access for historically-under-represented students. This includes the utilization of non-traditional college informational motivators, such as the media, spouses, employers, and children, access to college informational motivators for students and their parents at all levels of schooling, and greater college access for older adults/parents. This study provided evidence that historically-underrepresented students still experience deficiencies in their access to college due to their lack of access to traditional information sources and their resulting compensation by utilizing alternative sources which were motivational as well as informational.
dc.language.isoENen_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.subjectcollege choicesen_US
dc.subjectcollege accessen_US
dc.subjectunder-represented studentsen_US
dc.subjectcollege information sourcesen_US
dc.subjectcommunity collegesen_US
dc.subjecthigher educationen_US
dc.titleComparison of the Influence of Various Information Sources on the College Choice of Students Within a Variety of Postsecondary Institutionsen_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
dc.contributor.chairLee, Jennyen_US
dc.identifier.oclc659748123en_US
thesis.degree.grantorUniversity of Arizonaen_US
thesis.degree.leveldoctoralen_US
dc.contributor.committeememberCheslock, Johnen_US
dc.contributor.committeememberMaldonado, Almaen_US
dc.identifier.proquest2276en_US
thesis.degree.disciplineHigher Educationen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.namePhDen_US
refterms.dateFOA2018-06-23T18:16:43Z
html.description.abstractThis study examined the use of information sources in college choice processing of historically-under-represented students from four different types of colleges who traditionally have not been studied in previous research. Historically under-represented types of students included students who were older than 24 years of age, African-Americans, Latinos, and low SES. The four types of colleges included a traditional public university, public community college, proprietary university, and proprietary college. Students from similar college programs of study were surveyed regarding their demographics to determine their categorization as historically under-represented and their use of information sources. Administrators from the selected colleges were interviewed and surveyed. Five students from each college were then interviewed. While most college choice processing research and the development of models are based on traditional college students, this study demonstrated that historically under-represented students generally utilize information sources and perform their college choice processing differently from traditional college students. These differences question the applicability of college choice processing models, such as Hossler and Gallagher's three stage model, without revisions. These revisions include redefinition of the stages and how they are executed in order to embrace the lack of college choices of historically under-represented students due to their lack of college informational motivators. The use of alternate information sources by historically-under-represented students and their motivational impact that differ from those utilized by traditional college students demonstrated the need to employ these sources within traditional colleges in order to increase college access for historically-under-represented students. This includes the utilization of non-traditional college informational motivators, such as the media, spouses, employers, and children, access to college informational motivators for students and their parents at all levels of schooling, and greater college access for older adults/parents. This study provided evidence that historically-underrepresented students still experience deficiencies in their access to college due to their lack of access to traditional information sources and their resulting compensation by utilizing alternative sources which were motivational as well as informational.


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