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- ItemPERCEIVED BARRIERS TO POSTSECONDARY ENROLLMENT FOR RURAL HIGH SCHOOL STUDENTS: A QUALITATIVE STUDY FROM HIGH SCHOOL COUNSELORS’ PERSPECTIVESKing, TiffanyABSTRACT King, Tiffany. Perceived Barriers to Postsecondary Enrollment for Rural High School Students: A Qualitative Study from High School Counselors’ Perspectives. Doctor of Education (Executive Educational Leadership), May 15, 2023, Houston Christian University, Houston, Texas. Obtaining a postsecondary certificate or degree has been correlated with improved job opportunities, increased earning capacity, and better overall quality of life. Despite these benefits, a considerable proportion of students from rural schools exhibit a lower likelihood of pursuing postsecondary education than their urban counterparts. The reason for this discrepancy can be attributed to unique postsecondary admissions and enrollment barriers experienced by rural high school students, who often face limited resources and support systems. Despite outperforming their urban peers in national test scores and graduation rates, rural students face various obstacles that impede the postsecondary application process or prevent them from pursuing higher education entirely. This study examines rural high school students' challenges in pursuing postsecondary education. The viewpoint of high school counselors will be considered to gain insights into these challenges. A survey was conducted with counselors from rural schools, who provided valuable insights into the obstacles faced by their students in the postsecondary admissions and enrollment process. The information gathered from the survey was scrutinized through interpretative phenomenological analysis to pinpoint principal themes, which were organized into conceptual models to illustrate interactions between barriers. By scrutinizing these models and their associated components, this study endeavors to expose the obstacles that hinder rural students’ journeys through admissions and enrollment in postsecondary education. This research aims to explore perceptions of the obstacles hindering postsecondary education participation and offer solutions to overcome these challenges, thereby increasing access to higher education for students in rural high schools. This study’s findings could assist in developing practices and policies that promote equitable access to higher education for all students, irrespective of their geographic locations. KEYWORDS: Rural, College Access, Barriers, Rural Youth, Rural Educational Aspirations, Rural Development, Underserved Students APPROVED: _________________________________ Chair, Dissertation Committee
- ItemThe Relationship between Principal Self-Efficacy and Campus Accountability RatingsRogers, RenotaThis study investigated the relationship between principal self-efficacy and campus accountability rating and whether there were any differences in self-efficacy and outcome expectancy based on campus rating. 29 public school principals in Texas elected to participate in the study which included demographic questions, a question related to outcome expectancy and the 15 questions that comprise the Norwegian Self-Efficacy for Instructional Leadership Scale. Participants were assigned the label of Rated or Not-Rated based on the 2022 campus accountability rating assigned by the state education agency. Independent samples t-tests and biserial point correlation analysis were run to analyze the data. A significant, positive relationship was found between campus accountability rating and self-efficacy building a collective culture. Results approaching significance were identified in multiple areas including the difference in self-efficacy based on gender. No significant difference was noted in the expected outcome for principals of Rated and Not-Rated campuses. The results provide insight on the needs of principals in the areas of school improvement, professional development and principal preparation programs. Keywords: accountability, principal leadership, self-efficacy, campus rating
- ItemEFFECTS AND EXPERIENCES OF AFRICAN AMERICAN SINGLE MOTHERS PURSUING AN ADVANCED DEGREE WHILE RAISING CHILDRENRhone, Erica AlwannaABSTRACT Rhone, Erica. Effects and Experiences of African American Single Mothers Pursuing An Advanced While Raising Children, Doctor of Education in Executive Educational Leadership, March 2023, Houston Baptist University, Houston, Texas. Although single student mothers are the largest and fastest-growing student demographic in higher education institutions, the experiences of single mothers in academia remain under-explored, as the increase in literature addresses the experiences of women in higher education. Obtaining graduate level education is an ongoing challenge for single mothers to overcome because of their historical disadvantages. This multiple-case study examined African American single mothers' experiences in graduate programs, focusing on the factors that affect their graduation degree completion rates, such as childcare support, academic support services, institutional support, and mentorship, which may have helped them complete their degrees. A multiple-case study research design was used in this study. The study involved single African American mother participants’ experiences pursuing an advanced degree while raising children. Selected participants were interviewed using semi-structured interview questions designed to elicit their perceptions. Audio recordings and manual transcriptions of the interviews were conducted. Transcripts were analyzed and data coded to highlight themes and trends. This study will benefit post-secondary institution programs by improving their ability to assist single-parent students in pursuing advanced degrees. Keywords: African American, single mothers, single parent student mothers, advanced degree
- ItemEXPERIENCES OF FEMALE TRACK AND FIELD COACHES IN SECONDARY SCHOOLS REGARDING THEIR OPPORTUNITIES AND CHALLENGES IN THE WORKPLACEHarper, Jennifer LynetteThe purpose of this descriptive study was to explore the experiences of female track and field coaches in secondary schools regarding their opportunities and challenges in the workplace. The researcher used the qualitative phenomenological research methodology to explain and describe the essence and perceptions of female secondary track and field coaches regarding their experiences in the workplace. In so doing, the researcher gained knowledge about the experiences of female track of field coaches as the participants shared their feelings, described their perceptions, and sensed their self-awareness. Participants were purposefully selected from the populations of female secondary track and field coaches in the greater Houston area. Potential participants' email addresses were obtained from professional coaching organizations, including Texas High School Coaches Association, USATF Gulf Coast Association, U.S, and social media. Female coaches were invited to participate in the study via email, Facebook, Twitter, and Instagram. Eleven female coaches were invited to participate in the study, complete the consent form, and participate in an interview. A portion of the Lars and Proctor's Interview Guide was used in this study. The instrument contained open-ended questions, including personal and professional background questions. The Ecological Model of Barriers and Supports for Female Coaches (LaVoi & Dutove, 2012) was used to create additional questions used in the interview process for professional coaching experience, and the professional work environment. The questions focused on secondary female coaches' supports and barriers in the workplace. Participants were invited to complete a demographic questionnaire and invited to be interviewed via Zoom. In this study, a purposeful sample was selected based on the specific criteria that was developed to meet expectations for this study. This study found stress and burnout, lack of staff support, good ol’ boys club, and leadership stereotypes and marginalization to be barriers that female track and field coaches experience in the workplace. Participants shared that being a successful athlete, single without children, having a female coach, personality, skills, knowledge and experience, staff support, family work balance, and connecting with coaches to be supports that female track and field coaches experience in the workplace. Keywords: female athletic coaches, female track and field coach, female high-performance coaches, barriers,
- ItemPERCEPTIONS OF HEALTHCARE HUMAN RESOURCE DIRECTORS REGARDING HIRING WITH COLLEGE DEGREES OR WORK EXPERIENCE: A NARRATIVE QUALITATIVE STUDYWincher, Lesha DanielleThe purpose of this proposed research study was to examine and analyze the perceptions of Human Resource directors in the Healthcare field regarding hiring with college degrees or work experience, specifically, those in clinical vs. non-clinical positions. This study sought to uncover if employer demand for skills and education influence hiring and wage decisions. Many individuals question if it is necessary to obtain a college degree, given that many notable self-made entrepreneurs who skipped post-secondary education are deemed as successful. This study examined the hiring process for entry-level hires regarding whether gaining practical work experience is more relevant than having a college degree. The specific variables that were investigated included whether receiving practical work experience is more prevalent in hiring decisions than receiving a college degree. Specifically, some career fields require more practical work experience before being hired. Some career fields require a college degree and no practical work experience before being hired. This research study examined the hiring processes for entry-level hires who either have a college degree or only work experience. In this study, 75% of the participants stated that it is necessary to obtain a formal education as opposed to not having one. A few participants in this study shared that not only holding a formal education, but also having practical work experience prior to entering in the healthcare field is critical for success.