Doctor of Philosophy, The Ohio State University, 1981, Graduate School

Committee: Not Provided (Other) Subjects: Education

Doctor of Education (Ed.D.) in Leadership Studies, Xavier University, 2019, Leadership Studies and Human Resource Development

Summer melt is a national phenomenon that occurs when high school graduates who intend to matriculate into higher education following graduation end up not doing so. This phenomenon is widespread across the country and enables the poverty cycle to continue. Over the last decade, national studies conducted to understand the summer melt phenomenon have identified three factors that create barriers to matriculation for high school graduates who succumb to summer melt: financial, paperwork, and home circumstances. The purpose of this phenomenological case study was to describe the experience or transition for a group of low-income graduates of a single school district in Southwest Ohio, all of who intended to matriculate into higher education. A sufficient number of matriculated and non-matriculated graduates were recruited to identify factors that contributed to the summer melt phenomenon among a small group of graduates who did not matriculate, and to describe how another small group of matriculated graduates overcame similar factors. Factors identified were compared to factors previously reported by national studies of the summer melt phenomenon. Emergent factors not previously identified were also reported, as well as factors matriculated graduates reported assisted in their successful transition from high school to higher education. Due to the small sample size, results cannot be taken as representative of all graduates of this school district, but may serve as a starting point for conducting future studies.

Committee: Gail F. Latta Ph.D. (Committee Chair); D. Mark Meyers Ph.D. (Committee Member); Ahlam Lee Ph.D. (Committee Member) Subjects: Higher Education; Secondary Education

Doctor of Philosophy, The Ohio State University, 1982, Graduate School

Committee: Not Provided (Other) Subjects: Education

Doctor of Philosophy, The Ohio State University, 1981, Graduate School

Committee: Not Provided (Other) Subjects: Education

Master of Science, The Ohio State University, 1984, Graduate School

Committee: Not Provided (Other) Subjects:

Master of Arts, The Ohio State University, 2006, Graduate School

Committee: Not Provided (Other) Subjects:

Master of Arts, The Ohio State University, 1978, Graduate School

Committee: Not Provided (Other) Subjects:

Master of Arts, The Ohio State University, 2006, Graduate School

Committee: Not Provided (Other) Subjects:

Doctor of Education (Ed.D.) in Leadership Studies, Xavier University, 2020, Leadership Studies and Human Resource Development

This study examined perceptions of successful racial and ethnic minority college graduates on social media regarding factors contributing to their academic success and overcoming the academic achievement gap; a total of 228 racial and ethnic minority participants completed an anonymous survey. The survey was framed by Harper's (2012) Anti-Deficit Achievement Framework. Further, through the lens of Social Cognitive Career Theory ([SCCT]; Lent, Brown & Hackett, 1994), the study investigated whether perceived outcomes differ depending on participants' personal backgrounds such as gender, race, and educational attainment. As factors related to academic achievement gap, the study yielded those who experienced the achievement gap are significantly more likely to be a first-generation college student, had lower socioeconomic status, found K-12 school agents' support as significant contributions, and were more likely to utilize campus resources. In light of seeking opportunities to overcome the academic achievement gap, minority participants were likely to hire a private tutor, and change majors. Further, they perceived that “self-motivation” and “hard-working” were the most important attitudes to improve academic performance. Significant differences in participants' perceptions emerged depending on participants' personal backgrounds. Regarding self-motivation, those with bachelor's, master's, and doctoral degrees were significantly more likely to perceive self-motivation as the most important factor compared to those with associate or other specialist degrees. Compared to female participants, male participants' perceived hard working was the most important factor. Those with a higher education degree were more likely to perceive the degree of parental support as an important opportunity to overcome the academic achievement gap compared to their counterparts with a lower education level. Low-income participants perceived the importance of K-12 school agents more than mid (open full item for complete abstract)

Committee: Ahlam Lee Ph.D. (Committee Chair); Gail F. Latta Ph.D. (Committee Member); Karen Bankston Ph.D., R.N., FACHE, FAAN (Committee Member) Subjects: African Americans; Higher Education

Doctor of Education (Ed.D.), Bowling Green State University, 2017, Leadership Studies

Rachel Vannatta Reinhart, Advisor The purpose of this study was two-fold: (1) to explore the relationship between investments that students make in themselves while enrolled in a higher education program and their post-graduation career satisfaction, and (2) to gather information about the importance apparel and textile professionals place on selected competencies identified by the International Textile and Apparel Association (ITAA). Graduates (n=123) of an apparel and textiles (A&T) program at a four-year, public research institution were surveyed to examine which investments in self best predict post-graduation career satisfaction. The Survey of A&T Graduates' Career Satisfaction consisted of 86 items measuring perceived importance and preparation of the ITAA meta-goals and competencies, career satisfaction, co-curricular activity involvement, on-the-job training, health and well-being, career competencies, and willingness to relocate. Multiple regression showed that Career Competencies and Health and Well-being best predicted participants' post-graduation career satisfaction. Participants rated the Professional Development meta-goal; the Ethics, Social Responsibility, and Sustainability meta-goal; and Critical and Creative Thinking meta-goal of highest importance. These same meta-goals received highest perceived preparation ratings. Lastly, ANOVA findings revealed that buyers, retail managers, marketing professionals and others indicated differences in perceptions of competencies and meta-goals. The buyers/merchandisers rated the Industry Processes and the Critical and Creative Thinking meta-goals of higher importance than retail managers. Retail managers perceived the Global Interdependence meta-goal as less important than marketing professionals did. The Ethics, Social Responsibility, and Sustainability meta-goal was perceived more important by retail managers than “others” category did. Graduates' career satisfaction differed mostly by Income levels (open full item for complete abstract)

Committee: Rachel Vannatta Reinhart (Advisor); Gregory Rich (Other); Barbara Frazier (Committee Member); Joyce Litten (Committee Member); Patrick Pauken (Committee Member) Subjects: Adult Education; Curricula; Curriculum Development; Design; Economic Theory; Economics; Education; Education Policy; Educational Evaluation; Educational Leadership; Health; Health Education; Higher Education; Higher Education Administration; Home Economics; Home Economics Education; Mental Health

Doctor of Philosophy, The Ohio State University, 1986, Graduate School

Committee: Not Provided (Other) Subjects: Education

Doctor of Philosophy, The Ohio State University, 1984, Graduate School

Committee: Not Provided (Other) Subjects: Economics

Doctor of Philosophy, The Ohio State University, 1977, Graduate School

Committee: Not Provided (Other) Subjects: Psychology

Doctor of Philosophy, The Ohio State University, 1976, Graduate School

Committee: Not Provided (Other) Subjects: Education

Doctor of Philosophy, The Ohio State University, 1958, Graduate School

Committee: Not Provided (Other) Subjects: Education

Master of Science, The Ohio State University, 2015, Agricultural and Extension Education

Americans are more removed from agriculture than they have ever been in the nation's history. While fewer people farm or live on farms today since more people have been moving to urban communities, the researcher wanted to interview College of Agriculture graduates to see if they were talking about their experiences growing up on a farm with the consumers they interact with every day. This qualitative study was conducted by reaching out to undergraduate alumni from The Ohio State University's College of Food, Agricultural, and Environmental Sciences (CFAES). One hundred alumni were emailed, and 12 responded and participated in telephone interviews. The self presentation theory, cognitive dissonance theory, and schema theory guided this study. Findings included that five participants grew up on family farms, with three of the five saying they had considered moving back to their rural community to farm. One participant who grew up on a farm returned to his community to farm. The participants said the main reasons why college students do not move back to a rural community after graduating were because of a lack of jobs and the family farm may not be large enough to support more families. Ten of the alumni also said that they talked about agriculture with consumers often. Major themes that were seen when study participants were asked what types of conversations typically came up with consumers included food, organic foods, and food safety. Seven of the 12 participants (58.33%) said that they felt qualified to answer questions from consumers about agriculture. Eleven of the 12 participants said yes, it was important to talk to consumers about agriculture. After being asked what topics the participants believed farmers should be informing consumers about more frequently, the major themes from participants were that consumers should be informed about genetically modified organisms, or GMOs, and general information about agriculture. When the participants were asked w (open full item for complete abstract)

Committee: Emily Buck (Advisor); Annie Specht (Committee Member) Subjects: Agricultural Education

Doctor of Philosophy in Urban Studies and Public Affairs, Cleveland State University, 2010, Levin College of Urban Affairs

This case study examined strong quantitative skills, social capital skills, and soft skills ofurban college graduates using data from the Multi-City Study of Urban Inequality Household Survey. The urban college graduates lived in Atlanta, Boston, or Los Angeles and had bachelor's, master's, PhD, and professional degrees. Among the three skills only strong quantitative skills was found to be associated with positive and significant returns. Those returns did not emerge because strong quantitative skills were used as a proxy for the ability to perform jobs that require frequent use of mathematics and frequent use of computers. Instead, strong quantitative skills seemed to signal that urban college graduates have the ability to handle complexity. Contrary to previous findings, neither race—black or white—nor gender significantly affected returns for social capital skills. Similarly, returns for soft skills did not differ significantly by race, gender, or age. Only urban college graduates with PhD or professional degrees got a significant return for their social capital skills. This finding supports the view that social capital skills are demanded from professionals. No evidence was found to support the hypothesis that differences in social capital skills and soft skills significantly contribute to variations in earnings among urban college graduates. Findings from this study and other studies imply that universities should concentrate on developing the strong quantitative skills of college vii students. Findings from other studies imply that employers demand that non-college graduates have soft skills and social capital skills that facilitate momentary and unproblematic encounters with customers, co-workers, and supervisors. In contrast, findings from this study and other studies imply that employers demand that college graduates use their soft skills in tandem with their social capital skills to establish and maintain firm, long-term, and cross-functional relationship (open full item for complete abstract)

Committee: Edward W. Hill PhD (Committee Chair); Larry C. Ledebur PhD (Committee Member); Joel A. Elvery PhD (Committee Member); Mark D. Partridge PhD (Committee Member) Subjects: Labor Economics

Doctor of Education (Ed.D.), Bowling Green State University, 2013, Leadership Studies

The purpose of this study was to examine the Academic and Co-Curricular factors that predict Full-Time Job Placement and Starting Salary upon graduation for college of business students. The sample consisted of 630 graduating college of business students at a mid-sized, four-year public institution in the Midwestern United States. Data were collected from 2009-2012 utilizing the College of Business Administration Senior Survey (CBASS), which was administered at each graduation ceremony in the years under study. Three research questions guided the analysis. The first research question examined which Academic and Co-Curricular factors predict Full-Time Job Placement upon graduation. Results of a logistic regression revealed a three-factor predictive model indicating that Degree of Internship Participation, G.P.A., and Area of Specialization were all significant predictors of Full-Time Job Placement. The second research question examined which Academic and Co-Curricular factors predicted Starting Salary. A one-factor predictive model resulted from a forward multiple regression, indicating that only Degree of Internship Participation predicted Starting Salary. Finally, the third research question examined if Internship Participation or Degree of Internship Participation predicted Job Attainment in Area of Specialization. Results of a logistic regression revealed that Degree of Internship Participation positively significantly predicted Job Attainment in Area of Specialization. Given the increasingly tenuous nature of the job market and an ever-changing global economy, the need to assist students in best positioning themselves for successful initial post-graduation employment is vital. The results of this study suggest that Academic and Co-Curricular factors, and in particular Degree of Internship Participation, Area of Specialization, and G.P.A., do have the ability to predict more positive employment outcomes for graduates. The leadership guidance provi (open full item for complete abstract)

Committee: Rachel Reinhart (Committee Chair); Paul Johnson (Committee Member); Deborah O'Neil (Committee Member); Gretchen Carroll (Committee Member) Subjects: Business Administration; Education; Higher Education Administration

Bachelor of Arts, University of Toledo, 2010, Economics

This research examines the impact of several variables, including college major field, on earnings of a nationally representative sample (NLSY79) of baccalaureate and masters recipients at multiple points in time. This extends previous research on the impact of college major on future earnings in two ways. First, the empirical relationship between college major fields and future earnings is examined at multiple points in time and into the long run, rather than focusing on one point in time, usually initial earnings or earnings within five years of graduation. Secondly, to date, the relationship between ability measures and college majors, as well as gender or race, on future earnings has not been examined empirically. I examine this relationship by estimating and testing interactions between an ability measure and college major dummy variables. The results show that returns to the ability measure does not differ by gender or race but does differ by college major.

Committee: Dr. Kristen Keith (Committee Chair); Dr. Michael Dowd (Committee Member) Subjects: Economics; Education; Statistics