The relationship between policies, practices and institutional trends in the awarding of doctoral degrees to Hispanic students

The University of Toledo The University of Toledo Digital Repository Theses and Dissertations 2013 The relationship between policies, practices and institutional trends in the awarding of doctoral degrees to Hispanic students Rosalinda C Dunlap The University of Toledo Follow this and additional works at: http://utdr.utoledo.edu/theses-dissertations Recommended Citation Dunlap, Rosalinda C., "The relationship between policies, practices and institutional trends in the awarding of doctoral degrees to Hispanic students" (2013) Theses and Dissertations Paper 67 This Dissertation is brought to you for free and open access by The University of Toledo Digital Repository It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of The University of Toledo Digital Repository For more information, please see the repository's About page A Dissertation entitled The Relationship between Policies, Practices and Institutional Trends in the Awarding Of Doctoral Degrees to Hispanic Students by Rosalinda C Dunlap Submitted to the Graduate Faculty as partial fulfillment of the requirements for the Doctor of Philosophy Degree in Higher Education Administration Dr Penny Poplin Gosetti, Committee Chair Dr Isabel Escobar, Committee Member Dr Sherry Sullivan, Committee Member Dr Larry McDougle, Committee Member Dr Patricia Komuniecki, Dean College of Graduate Studies The University of Toledo May 2013 Copyright 2013, Rosalinda C Dunlap This document is copyrighted material Under copyright law, no parts of this document may be reproduced without the expressed permission of the author An Abstract of Abstract The Relationship between Policies, Practices and Institutional Trends in the Awarding Of Doctoral Degrees to Hispanic Students by Rosalinda C Dunlap Submitted to the Graduate Faculty in partial fulfillment of the requirements for the Doctor of Philosophy Degree in Higher Education Administration The University of Toledo May 2013 According to the United States Census Bureau (2005), Hispanics are the youngest and largest minority group in the country Unfortunately, Hispanics have the largest drop-out rates of any major ethnic group in the US, which will result in fewer Hispanics entering Ph.D programs (Yosso & Solorzano, 2006) Because of this doctoral achievement gap among Hispanic students, this dissertation investigated how higher education administration, educational policies, and programs for doctoral students can help address the obstacles and promote retention and graduation of Hispanic Ph.D students A 14question survey addressed the independent variables related to perceived influence of use, perceived frequency of use, and perceived importance of use of social, support, financial, and other institutional programs that either directly or indirectly address Hispanic doctoral students According to a Pearson correlational analysis of the data collected, no relationship existed between the independent variables and the dependent variable, percent change in doctoral degrees awarded to Hispanic students Follow-up questions provided qualitative data that were analyzed through coding, from which the major themes of geographic location, differences in general diversity programs versus Hispanicfocused policies and programs, public versus private control, and issues of adequate iii versus inadequate funding Suggestions for future research and implications follow from these findings and themes Based on the results, the dissertation concludes that in contrast to what some models suggest and what many administrators believe about the value of programs for recruitment and admissions, academic services, curriculum and instruction, student services, and financial aid, the existence and perceived importance, influence, and frequency of use of such programs did not actually correlate with a positive change in the percentage of Ph.D degrees completed by Hispanic doctoral students iv I dedicate this dissertation to my children, Rachael and Jason, who have been the brightest light of my life It is because of your never ending love, and your belief in me, that I was able to share with you that no matter how old you are in life, your dreams are always possible to come true So please never give up on your dreams for you and your families and show the world your great life spirit Be happy my sweet children, I love you both very much To Elijah, Lily, and all of my future grandchildren who call me “Honey.” I hope your future educational journeys take you to places of making your dreams come true too, whatever they may be Honey loves you dearly and will always be there for you in life! v Acknowledgments I owe many thanks to those who helped me make this dissertation possible I would like to thank my mother, Consuelo Cadena Flores, and my father Candelario Flores for believing in the value of education and sacrificing their own lives by moving far away from their families to give me the opportunity to pursue my education all the way to a doctoral degree I love you Mom and Dad I would also like to thank my children, Rachael and Jason, for all of their support and encouragement while pursuing my dream Their patience, understanding, and belief in me was the foundation to my doctoral degree completion I am so proud of both of them in pursuing their own educational journeys and life dreams I love them very much and will always be their soft place to fall I owe eternal gratitude to my deceased husband, David, to whom I say, “I did it honey!” Our dream of continuing on with my education after he died kept me motivated He would be proud of me and our children for completing our educational journeys like he did before his young life ended We are all doing well because of the foundation he left for us to pursue college degrees The ripple effect of his heartfelt gifts while he was alive will be everlasting, and I will always love him I am also indebted to my partner Keith, whose patience and continual help during my dissertation is most appreciated His continual presence in my life made it easier for me to get through the writing process and I will always be thankful and grateful for the role he has played.I would like to thank my dissertation advisor, Penny Poplin Gosetti, who has been a great teacher and mentor And a final thank you to Clay Chiarelott for final draft and editing help He was most helpful in weaving it all together at the end vi Table of Contents Abstract iii Acknowledgments vi Table of Contents vii List of Tables xi List of Figures xiii I Introduction A Background of the Problem B Purpose of the Study C Methodology D Research Questions E Definition of Key Terms II Literature Review A Social Capital Theory 16 B Social Resources 22 C Faculty Mentorship 28 D Funding 33 III Methodology 36 A Research Design 37 B Dependent Variable 37 C Independent Variables 37 a Dedicated scholarship programs 37 b National Summer Institute programs 37 vii c Fellowship program 38 d Cohorts 38 e Orientation programs 38 f Social networks 38 g Faculty mentoring 38 h Funding programs 39 D Telephone Survey 39 E Conceptual Framework 40 F Research Participants and Institutions 45 G Data Collection Method 46 H Instrumentation 49 I Data Analysis 50 J Conclusion 51 IV Results 52 A Hispanic-Serving Programs at Participating Institutions 53 B Survey Question Results 53 a Survey question # 1: Dedicated scholarship programs 53 b Survey question # 2: Formal policy on underrepresented faculty 54 c Survey question # 3: Refinance repayment of undergraduate loans 55 d Survey question # 4: Formal cohorts 56 e Survey question # 5: Orientation programs 57 f Survey question # 6: Social organizations 59 g Survey question # 7: Faculty mentoring 60 viii h Survey question # 8: Targeted funding 61 i Survey question # 9: Dedicated program of full tuition from high school to doctoral degree 62 j Survey question # 10: Funding to increase access to postsecondary education for low income/underrepresented backgrounds 62 k Survey question # 11: Additional policies and programs 63 l Survey question # 12: Primary sources of funding 65 m Survey question # 13: Success rate of matriculation vs graduation rates of Hispanics receiving a Ph.D 66 n Survey question # 14: Marketing 67 C Comparisons of Independent Variables and Percentage Change in Hispanic Doctoral Student Degree Completion (Dependent Variable) 67 a Perceived influence of programs at participating institutions on degree completion of Hispanic doctoral students 69 b Perceived frequency of Hispanic doctoral students’ use of programs at participating institutions 71 c Perceived importance of programs at participating institutions to Hispanic doctoral students 74 D Qualitative Data 77 a Theme 1: Geographic location 78 b Theme 2: Private vs public institutions 84 c Theme 3: Diversity programs vs Hispanic-focused programs 85 d Theme 4: Adequate vs inadequate funding 92 ix CollegeScholarships.org (2010) Scholarships for Hispanics Retrieved from http://www.collegescholarships.org/minority2.htm Cooper, M (2011) Colleges for Hispanics: Texas universities boast greatest percentage of Hispanic degree earners Hispanic Outlook, 21(15), Retrieved from http://www.hispanicoutlook.com Creighton, T., Parks, D., & Creighton, L (2006) Mentoring doctoral students: The need for a pedagogy Connexions Retrieved from http://cnx.org/content/m14516/1.3/ Creswell, J W (2006) Qualitative inquiry and research design: Choosing among five approaches (2nd ed.) 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What is the relationship between fellowship program and percent of change in number of Ph.Ds awarded to Hispanics? What is the relationship between cohorts and percent of change in number of Ph.Ds awarded to Hispanics? What is the relationship between bridge/orientation programs and percent of change in number of Ph.Ds awarded to Hispanics? What is the relationship between social networks and percent of change in number of Ph.Ds awarded to Hispanics? What is the relationship between faculty mentoring and percent of change in number of Ph.Ds awarded to Hispanics? What is the relationship between funding programs and percent of change in number of Ph.Ds awarded to Hispanics? 140 Appendix B Survey Questions Do you have a dedicated scholarships program for doctoral students that begin in undergraduate programs and that transfers to graduate school? Yes or No Name of program (s): A Are these programs specific to doctoral Hispanic students? Yes or No B How much you agree the dedicated scholarship has influenced Hispanic degree completion at your institution? Strongly disagree, disagree, agree, strongly agree C How frequently Hispanic students use dedicated scholarship programs? Always, Frequently, Sometimes, Infrequently, Never D How important are dedicated scholarship programs for Hispanic students? Very important, Important, Not important, Extremely important, Not important E Additional comments by participant: Do you have a formal policy that addresses the underrepresentation of faculty of color and women as a vehicle to increase the pool of Hispanic doctoral students? Yes or No Name of policy (s): A Is the policy specific to Hispanic doctoral students? Yes or No B How much you agree the formal policy has influenced Hispanic degree completion at your institution? Strongly disagree, disagree, agree, strongly agree C How frequently does the institution utilize faculty of color to help recruit Hispanic doctoral students? Always, Frequently, Sometimes, Infrequently, Never D How important are faculty of color role models for Hispanic students? Very important, Important, Not important, Extremely not important E Additional comments by participant: Do you have a formal program that finances the repayment of undergraduate loans for minority students who want to pursue a doctoral degree? Yes or No Name of program: _ A Is the program specific to Hispanic doctoral students? Yes or No B How much you agree the formal undergrad repayment loan has influenced Hispanic degree completion at your institution? Strongly disagree, disagree, agree, strongly agree C How frequently Hispanic students use the repayment program? Always, Frequently, Sometimes, Infrequently, Never 141 D How important are formal repayment undergrad programs for Hispanic students? Very important, Important, Not important, Extremely not important E Additional comments by participant: Does your institution have formal cohorts that use faculty and staff to improve 1st year experience of doctoral students? Yes or No Name of program (s): A Is the cohort specific to Hispanic doctoral students? Yes or No B How much you agree formal cohorts or that has influenced Hispanic degree completion? Strongly disagree, disagree, agree, strongly agree C How frequently Hispanic students use cohort programs? Always, Frequently, Sometimes, Infrequently, Never D How important are cohorts for Hispanic students? Very important, Important, Not important, Extremely not important E Additional comments by participant: Does your institution have orientation programs to enhance student success for low income minority students such as faculty mentorship and tutoring? Yes or No Name of program: _ A Is the orientation program specific to Hispanic doctoral students? B How much you agree the orientation programs have influenced Hispanic degree completion at your institution? Strongly disagree, disagree, agree, strongly agree C How frequently Hispanic students use special bridge or orientation programs? Always, Frequently, Sometimes, Infrequently, Never D How important are special bridge or orientation programs for Hispanic students? Very important, Important, Not important, Extremely not important E Additional comments by participant: Does your institution have social networks and organizations that foster Hispanic student growth with other Hispanic students and Hispanic faculty to create social capital? Yes or No Name of networks and organizations (s): _ A Do you agree social networks and formal organizations influence Hispanic degree completion at your institution? Strongly disagree, disagree, agree, strongly agree B How frequently Hispanic students use social networks and formal organizations? Always, Frequently, Sometimes, Infrequently, Never 142 C How important are social networks and formal organizations for Hispanic students? Very important, Important, Not important, Extremely not important D Additional comments by participant: Does your institution have a formal faculty mentoring program for doctoral students? Yes or No Name of program (s): _ A Is the mentoring program specific to Hispanic doctoral students? Yes or No B How much you agree that faculty mentoring influences Hispanic degree completion at your institution? Strongly disagree, disagree, agree, strongly agree C How frequently Hispanic students use faculty mentor programs? Always, Frequently, Sometimes, Infrequently, Never D How important is faculty mentoring for Hispanic students? Very important, Important, Not important, Extremely not important E Additional comments by participant: Does your institution have targeted funding programs exclusive to minority students to ensure minority students receive the greatest amount of financial aid funding to increase retention and graduation rates? Yes or No Name of program (s): _ A Is the targeted funding program specific to Hispanic doctoral students? Yes or No B How much you agree targeted funding programs influence Hispanic degree completion at your institution? Strongly disagree, disagree, agree, strongly agree C How frequently Hispanic students use targeted funding programs? Always, Frequently, Sometimes, Infrequently, Never D How important are targeted funding programs for Hispanic students? Very important, Important, Not important, Extremely not important E Additional comments by participant: Does your institution have a dedicated program that enrolls income eligible students as high school freshman and provides full tuition all the way to doctoral degree if they follow program guidelines? Yes or No Name of program (s): _ A Is the dedicated program specific to Hispanic doctoral students? Yes or No B How much you agree the dedicated program has influenced Hispanic degree completion at your institution? Strongly disagree, disagree, agree, strongly agree 143 C How frequently Hispanic students use the dedicated program? Always, Frequently, Sometimes, Infrequently, Never D How important are dedicated programs for Hispanic students? Very important, Important, Not important, Extremely not important E Additional comments by participant: 10 Does your institution have funding to increase access to postsecondary education for low income and underrepresented backgrounds? Yes or No Name of program (s): _ A Is the funding specific to Hispanic doctoral students? Yes or No B How much you agree dedicated funding to increase access to postsecondary education has influenced Hispanic degree completion at your institution? Strongly disagree, disagree, agree, strongly agree C How frequently Hispanic students use these access programs? Always, Frequently, Sometimes, Infrequently, Never D How important are access programs to postsecondary education for Hispanic students? Very important, Important, Not important, Extremely not important E Additional comments by participant: 11 Does your institution have any additional policies, programs or practices that enhance Ph.D completion rates for Hispanic students? Yes or No Name of program/policy: _ 12 What percent of primary sources of funding for your institution come from the following (must add up to 100%): General fee, Grant funded, Student fees, Tuition fees, Paid subsidy 13 What is the percent success rate of matriculation rate verses graduation rates of Hispanic students receiving a Ph.D over the six year span of 2002-2008 at your institution? 14 Does your institution have a marketing program geared toward specifically marketing to Hispanic students in a Ph.D program? Yes or No A Name of Program: _ B Additional comments by participant: 144 Appendix C Email to Participants June 2, 2011 Dear Directors and Educators, My name is Rosalinda Dunlap I am a Doctoral student in Higher Education Administration at The University of Toledo in Toledo, Ohio conducting a research under the direction of Dr Penny Poplin Gosetti, Interim Vice Provost for Academic Innovation and Associate Professor of Higher Education at The University of Toledo As part of my research, I am conducting a survey to identify if there is a relationship between programs, policies, practices and institutional trends in the awarding of doctoral degrees to Hispanic students Results from this survey will be useful and beneficial to examine the relationship between percent change in Hispanic doctoral degree attainment and institutional policies and practices You are one of the institutions that has been selected to participate I am interested in your response as an administrator who is involved in the higher education of Hispanic students The telephone survey includes 14 questions and should take approximately 20 minutes to complete via telephone with me Your participation is voluntary and there is no anticipated risk involved in your participation of this study, which includes the completion of this survey If you participate, you may choose to omit answering any of the questions asked of you without worrying about the results The decision to participate will have no impact on your relationship with The University of Toledo All information gathered will be kept confidential and will only be used to collect the data needed to complete my research You will not be identified by name in my dissertation, or any report or publication resulting from this study If you have any questions regarding this study, would like to be informed of the results when the study is complete, or have any questions or concerns about this research, please feel free to contact me at 419-297-1625, (rosalinda.dunlap@mercycollege.edu) or my dissertation Chair, Dr Penny Poplin Gosetti, Interim Vice Provost for Academic Innovation and Associate Professor of Higher Education at The University of Toledo Office: 419.530.5570 Fax: 419.530.2395 email address (penny.poplin.gosetti@utoledo.edu) By signing the consent form attached, you are indicating your consent to participate in the survey via telephone and verifying you are 18 years of age or older The signed consent form can be scanned and emailed to me at “rosalinda.dunlap@mercycollege.edu” or can be faxed to me at: 419-843-3640 Thank you for taking the time to help me gather valuable information on degree attainment and institutional policies and practices for Hispanic Doctoral students 145 This consent form will be kept by the researcher for at least one year beyond the end of the study and was approved by the IRB 146