Bachelor of Business Administration (BBA), Ohio University, 2021, Business Administration

The purpose of this study is to understand differences in factors in selecting a college major for students studying business and non-business majors by gender. A survey was distributed to students at four-year undergraduate institutions in the United States. Ultimately, it was observed that significantly more business students were influenced by earning potential and college professor(s) in the selection of their major. Significantly more female business students were influenced by their father in their choice of major than were female non-business students. Some factors that influenced female non-business majors more than female business majors included teachers and exposure to major throughout high school. When examining how to increase female enrollment in business colleges, factors seen as more influential by non-business majors should be considered for recruiting women to business.

Committee: Travis Davidson (Advisor) Subjects: Business Administration; Education

Doctor of Philosophy, The Ohio State University, 2019, Economics

This dissertation consists of three chapters. In the first chapter, I estimate wage effects of double majors and double degrees among a sample of college graduates in their early career, using the 1997 National Longitudinal Survey of Youth (NLSY97). I rely on selection on observables and control for individuals' test scores, family background, and school characteristics when estimating the wage effects. I further consider whether wage effects of a double major/degree can be explained by two mechanisms: the “skill-enhancing” effect (increase in the depth of knowledge accumulated in college) and the “job-matching” effect (increase in the chance of working in an occupation that is more closely related to one's college major). I examine whether estimated wage effects associated with a double major/degree (after controlling for confounding factors) decrease as a result of controlling for the depth of knowledge accumulated in college and the relatedness between college major and occupation. I find that having a double major does not make a significant difference in one's early-career post-college wages. A double degree is estimated to be associated with a 0.088 increase in log wages after controlling for confounding factors. About a third of this effect can be explained by a combination of both the “skill-enhancing” and “job-matching” effects. In the second chapter, I use the NLSY97 to study whether being mismatched in the first job (meaning the individual's occupation is not among the common occupations to which his/her college major typically leads) has a long-lasting effect on wages. I also investigate wage growth and job change patterns for different types of mismatched workers. I distinguish between demand-side mismatch due to job dissatisfaction and supply-side mismatch due to reasons other than reported job dissatisfaction. I find that both types of mismatched workers have significantly lower wages compared to matched workers, but that demand-side mismatched worker (open full item for complete abstract)

Committee: Audrey Light (Advisor); Bruce Weinberg (Committee Member); Kurt Lavetti (Committee Member) Subjects: Economics

Doctor of Philosophy, The Ohio State University, 2023, Sociology

First-generation college students (i.e., those whose parents do not hold a bachelor's degree or higher), enter college without the same resources, skills, and knowledge as their non-first-generation counterparts which may lead to disadvantage regarding their chosen field of study in college (Prospero and Vohra-Gupta 2007; Roksa and Levey 2010; Wilbur and Roscigno 2016). Despite increases in their post-secondary participation, research has begun to highlight that first-generation college students are underrepresented in STEM fields (Chen and Carroll 2005; Chen and Soldner 2013; Ruder and Van Noy 2007). Because majoring in STEM can lead to important long-term outcomes for first-generation college students, understanding the factors that lead to STEM degree completion has implications for stratification within higher education and the U.S. labor market (Chen 2013; Melguzio and Wolniak 2012; Kim et al. 2015). Much of the literature on the intersection of first-generation status and STEM focuses on students' experiences during and after college (Weston 2019). Less clear are first-generation college students' pathways into and out of STEM fields over the course of their secondary and post-secondary careers. Examining first-generation college students' pathways into and out of STEM fields of study has important implications for understanding how they experience inequality in higher education and processes of social mobility (Beattie 2014; Dickson 2010). Additionally, most research on STEM persistence concludes when students report leaving a STEM major, without exploring the subsequent college majors they switch into. This dissertation research addresses this gap and by examining first-generation college students' high school STEM aspirations, STEM participation and persistence in college, and college major destinations of first-generation college students that exit STEM. Many researchers examining major choice and persistence have focused on STEM fields because the numb (open full item for complete abstract)

Committee: Vincent Roscigno (Committee Chair) Subjects: Education; Sociology

Doctor of Philosophy, The Ohio State University, 2023, Sociology

Student belonging is a burgeoning topic in education research because of its positive association with persistence and graduation. It is thought to underscore why students minoritized on a campus, either by race or social class, have higher rates of departure and lower levels of well-being than students who make up the majority (Gillen-O'Neel 2021; Gopalan and Brady 2020; Nunn 2021; Strayhorn 2018). This dissertation is a case study of student belonging. Specifically, I analyze longitudinal surveys and interviews with a sample of first-generation college students who were surveyed and interviewed four times across their four undergraduate years. My findings support the association between marginalization, belonging, and persistence, while also encouraging researchers to reconsider the causal relationship between belonging and positive academic outcomes. Chapter 2 identifies four classes of student belonging based on two waves of survey responses (n=911, n=486). Using Repeated Measure Latent Class Analysis, I find belonging patterns along academic and social axes. Students often change classifications across years, and generally first-year students who feel they belong socially are more likely to maintain or develop academic belonging than students who lack social belonging during their first year. The class-type grouping revealed by the data are clearly connected to race and, to a lesser extent, social class background. White students tend to have higher levels of social belonging than non-White students, and by the second year of college students whose families help finance their education are more likely to relate deeper social belonging than students without familial support. Though belonging is associated with a student's intention to persist, I find no significant association with grades. Chapter 3 explores trajectories of student belonging, and whether and how such belonging shifts, through an analysis of 56 semi-structured longitudinal interviews. In th (open full item for complete abstract)

Committee: Sarah Hayford (Advisor); David Melamed (Committee Member); Vincent Roscigno (Advisor) Subjects: Education; Gender; Higher Education; Social Research; Sociology

PHD, Kent State University, 2022, College of Education, Health and Human Services / School of Foundations, Leadership and Administration

The purpose of this quantitative study was to examine the relationship between career adaptability resources (Career Adapt-Abilities scale score and subscale scores) and the persistence rates among undecided students at a large, public four-year university in the Midwest of the United States of America. Data from the 2019 cohort of first-time, full-time, degree seeking undecided students (n=486) were examined. Using a non-experimental approach, the researcher analyzed descriptive statistics and logistic regression models to answer the research questions: (1) Does the career adapt-ability score or the career adapt-ability sub scales (concern adaptability, control adaptability, curiosity adaptability, confidence adaptability), predict retention among undecided college students? (2) How do background characteristics influence the relationship between career adapt-ability scale score and subscale scores and prediction retention? Tinto's (1975, 1987a, 1993) student integration model, Bean's (1980, 1982) student attrition model, and Savickas' (2013) career construction theory served as guiding frameworks for this study. Based on the results of this study, Career Adapt-Abilities Scale (CASS) overall and subscale scores alone did not predict retention at the same institution; however, CAAS subscale scores of concern and confidence do predict retention at any institution. High school grade point average (GPA) predicted retention in all logistic regression models. Pell grant eligibility determined by the students' expected financial contribution (EFC) predicted retention with high school GPA at the same institution. On-campus housing along with high school GPA and CAAS subscale scores of concern and confidence predicted retention at any institution when included.

Committee: Mark Savickas PhD (Committee Member); Mark Kretovics PhD (Committee Chair) Subjects: Higher Education

Master of Arts in Professional Communication, Youngstown State University, 2019, Department of Communicaton

Holland (1959) developed scales to measure vocational paths based on students' personality traits. The current study looks further into how the big five personality traits (Koseoglu, 2016) impact vocational choices based on Hollands' vocational scale (RIASEC). Intention to persist based on academic satisfaction and fit were also variables analyzed throughout this study. A survey was used to collect data on personality types among various majors at a single urban research institution in Northeast Ohio. The survey also included environmental fit measures regarding students' academic satisfaction and fit, and whether this predicted intention to persist. Results showed that some personality types were correlated with specific vocational interests. If a personality type was positively correlated with a vocational choice, it could be more likely a student would choose majors within that vocational path. If a personality type was negatively correlated with a vocational choice, that student may not be as likely to choose a major within that vocational path. It was also found that students were more likely to persist within their major if they felt satisfied both academically and environmentally within their major.

Committee: Rebecca Curnalia PhD (Advisor); Shelley Blundell PhD (Committee Member); Jay Gordon PhD (Committee Member) Subjects: Communication; Education; Higher Education; Personality

MS, Kent State University, 2017, College of Education, Health and Human Services / School of Foundations, Leadership and Administration

One of the critical developmental challenges of emerging adulthood is identity development and affirmation. This process continues throughout college when many undergraduate students experience increased independence and are thus free to “try on” new identities, or affirm existing identities which have proven meaningful. Opting for a major is a big leap towards shaping a student's future and defining their desired adult identities. Additionally, it may be an expression of who they are and who they desire to become. This study aims to understand the role of this choice in the process of expressing and affirming one's identity. This study tests the hypothesis that selection of a major provides an opportunity to affirm a student's identity because it denotes certain desirable characteristic traits, or identity images. The study was conducted in two parts. Study 1 tested the hypothesis that unique clusters of identity images can be identified for different undergraduate majors (i.e., Hospitality Management, Recreation, Parks & Tourism Management, Journalism, Fashion Design and Biology). The findings suggested that discrete sets of identity images do exist for some of the majors while others shared some identity images. Study 2 investigated the second hypothesis and found that students tended to correspond highly to the identity images symbolized by their chosen major more than the identity images symbolized by other majors. Study 2 also asserted that emerging adults perceive a great degree of freedom in their choice of a college major. Results are discussed along with implications and future research prospects.

Committee: Andrew Lepp Dr. (Committee Member); Aviad Israeli Dr. (Committee Member); Philip Wang Dr. (Committee Member) Subjects: Behavioral Psychology; Developmental Psychology; Education; Recreation

PHD, Kent State University, 2014, College of Education, Health and Human Services / School of Foundations, Leadership and Administration

The National Collegiate Athletic Association (NCAA) has a variety of rules and regulations that hold intercollegiate athletic departments, teams, and student-athletes accountable to the academic progression of student-athletes. Through various rules and regulations athletes must focus on academic as well as athletic responsibilities. In an era of increased Academic Progress Rate (APR) minimums and amplified penalties to teams that do not meet those minimums, it is imperative to focus on the student-athlete and find ways for athletic academic administrators, coaches, faculty, and other student-affairs personnel to support their athletes. This study utilized quantitative methods to analyze existing data of the 2010 Sophomore Experiences National Survey to examine the second-year athlete respondents (N = 376) as well as non-athlete second-year students. The methods utilized in this study included Exploratory Factor Analysis, Hierarchical Multiple Regression Analysis, Multiple Regression Analysis, and a Comparison of Correlation Coefficients. The findings of this study suggest that second-year athletes and non-athletes need a connection to campus in order to be certain of their major and intend to re-enroll. The findings also suggest that various areas of satisfaction, goal setting, and managing difficulties can have an affect as well. Finally, athletes and non-athletes were not different on what affected how certain they are of their major; however, there were a few differences in the intent to re-enroll between athletes and non-athletes. The goal is for those who work directly with student-athletes will find ways to implement the findings and suggestions of the research to support this unique sub-population.

Committee: Stephen Thomas EdD (Committee Chair); Mark Kretovics PhD (Committee Member); Jason Schenker PhD (Committee Member); Kulics Jennifer PhD (Committee Member) Subjects: Academic Guidance Counseling; Education; Higher Education; Higher Education Administration; Sports Management

Master of Arts in Education, University of Akron, 2014, Educational Foundations-Social/Philosophical Foundations of Education

This study was conducted at a public university located in the geographical center of the Kingdom of Saudi Arabia (KSA). The study included two research questions designed to explore the relationship between gender, high school performance and college major selection among students in the KSA. The first research question examined the relationship between student gender and choice of college major among college students in the KSA. The second research question examined the relationship between high school performance and college major based on student gender. This study had three major findings. It found a significant relationship between student gender and choice of college major. It also found a major achievement gap in the measurement of student high school performance. The gap existed between the two standardized measures, GAT and SAAT, and the non-standardized measure, high school GPA. Finally, results of the study showed that the difference in high school academic performance of students in each of the four-college majors mathematics, chemistry, physics, and natural sciences was significantly related to the students’ gender. This finding was true only for two of the three measures of the high school academic performance: high school GPA and SAAT. The findings of this study suggest that high school students, particularly female students, should be offered free educational courses and seminars specifically designed to enhance the students’ knowledge and teach students how to achieve well on the GAT and SAAT. The results also suggest that high school students should be informed of the importance and power of high school performance. Educators, researchers and policy makers should know that high school performance is strongly tied to both the selection of college major and college performance.

Committee: Suzanne MacDonald Dr (Advisor); Xin Liang Dr. (Committee Member); Huey-li Li Dr. (Committee Member) Subjects: Higher Education

Doctor of Philosophy, University of Toledo, 2005, Educational Administration and Supervision

Holland's (1997) theory of vocational personalities and work environments, extended to educational environments, was used as the theoretical framework that guided this study, which investigated the relationship between the degree of vocational interest-educational environment congruence and academic achievement. The population of 20,187 first-time, full-time students who entered four-year state-supported institutions of higher education in Ohio in 1998, and who completed the ACT Assessment, the Revised Unisex Edition of the American College Testing Interest Inventory (UNIACT; Swaney, 1995), and the student profile section of the ACT Assessment were used as the subjects. Descriptive statistics were computed for the predictor variables, Pearson product moment correlation coefficients were determined for all variables under consideration, and a stepwise multiple regression model was utilized to determine the proportion of variance in the attainment of a four-year degree that can be explained by the extent of person-environment fit. A total of 19 independent variables correlated with the dependent variable. The stepwise logistic regression analysis produced a model that consisted of 10 predictor variables that accounted for 17.8% of the variance in the outcome variable of graduation from college (BACHDEGREE). The experimental variable, CONGRUENCE correlated positively (r = .018, p < .01) with the outcome variable BACHDEGREE, but was not included in the regression model. Therefore, the experimental variable, CONGRUENCE was found not to be predictive of graduating from college.

Committee: Dave Meabon (Advisor) Subjects:

MS, Kent State University, 2009, College of Education, Health, and Human Services / School of Family and Consumer Studies

The primary purpose of this study was to determine if a significant difference exists between male and female college students‟ perception of organic food. The second purpose of this study was to determine if college students who are taking a natural science major have a more positive perception towards non-organic foods. Administering the survey through Flashline yielded 217 participants that fit the criteria. Flashline is a secure site providing Kent State University students, faculty and staff with current information. Only those undergraduate students taking 12 or more credit hours for the spring 2009 semester at Kent State University were included in the study. The findings of this study indicated there was no significant difference with respect to gender and major relative to their perception of organic foods. Data was pooled because no significance was found with respect to the categories. Overall, all students surveyed at Kent State University perceived organic food as being superior to conventional food in every aspect while not knowing the regulations and production of organic foods.

Committee: Natalie Caine-Bish Dr. (Advisor); Karen Gordon Dr. (Committee Member); Eun-Jeong Ha Dr. (Committee Member) Subjects: Nutrition

Doctor of Education (Ed.D.), Bowling Green State University, 2010, Leadership Studies

With declining state support, increased financial need on the part of the fastest growing demographic sections of the population, and public policy that discourages major increases in tuition for public higher education, the only logical source of additional finances for public colleges and universities is increased private funding through philanthropic contributions. The purpose of the present study was to examine what motivated individuals to make major gifts of $25,000 or more to the Bowling Green State University (BGSU) Building Dreams Centennial Campaign, and to identify the characteristics of these donors. Data were collected from the Building Dreams Campaign Survey, which was sent to all 310 individuals who gave $25,000 or more. A total of 58% of those contacted responded to the survey. The survey solicited feedback on the size of the campaign gift, motivations for making the gift, and demographic data such as household income, geographic location of home, whether or not the individual was an alumnus, length of time he or she had been a donor to BGSU, gender, and age. To determine whether each participant had served on a volunteer board at BGSU, and if so, which one(s), information was obtained through the Office of Alumni and Development database, which is the database of record for university board service. The first research question asked: Does the amount of the major gift differ by age, geographic region, and gender? The results showed that there is a significant difference by age, with donors in the 70-79 years of age category giving the most, and also by gender, with men giving more than women. There was not a statistical significance in giving by geographic region. The second research question asked: Does the amount of major gift differ by the presence of motivational factors? Respondents were given 20 different possible motivational factors and were allowed to choose as many of them as they wished. Only one of these factors was significantly related (open full item for complete abstract)

Committee: Patrick Pauken (Advisor); Rachel Vannatta Reinhart (Committee Member); Carolyn Palmer (Committee Member); Ernest Savage (Committee Member) Subjects: Education; Education History; Higher Education

Master of Arts (MA), Bowling Green State University, 2008, Psychology/Clinical

In light of religious and worldview differences between psychologists and the general population of the United States (i.e., psychologists are generally less religious and endorse more non-traditional religious views), the researcher sought to determine whether such differences are evident at the level of undergraduate education. Using data from questionnaires administered to 3,680 undergraduate students in their junior year, the researcher compared psychology and all non-psychology majors in terms of scientism, irreligiousness, normative religiousness, humanism, spiritual struggle, and religious embeddedness. MANCOVA and ANCOVA statistical analyses suggested that psychology majors were higher on humanism and spiritual struggle than were students in all other majors; the two groups did not differ with respect to the other four variables. Psychology majors were also compared to more specific subsets of majors, including students of the natural sciences, humanities, theology/religion, business, education, engineering, and health professions. In this case, education and theology/religion majors scored lower on scientism and higher on normative religiousness and religious embeddedness than did psychology majors. On spiritual struggle, psychology majors scored higher than students of business, education, and engineering. Psychology majors were also higher on humanism than all majors except the humanities and theology/religion. These results indicate that the differences between undergraduate psychology majors and their peers are subtle, with psychology majors tending slightly toward humanism and spiritual struggle. Two forces may further lead psychologists-in-training down their divergent religious path. First, those with greater humanism and spiritual struggle may be selectively attracted to graduate education and a career in psychology. Second, additional educational and professional socialization may cultivate humanism and spiritual struggle, contributing to the aband (open full item for complete abstract)

Committee: Kenneth Pargament PhD (Advisor); Annette Mahoney PhD (Committee Member); Michael Zickar PhD (Committee Member) Subjects: Higher Education; Psychology

Doctor of Philosophy, University of Akron, 2007, Counseling Psychology

This research sought to examine the influence of religious beliefs on work related behavior among religiously committed college students. Specifically, this research intended to measure the extent to which individuals maintained a belief in the differing significance of ministerial work and non-ministerial work (ordinary work) and the effect of this belief on the relationship between person-environment congruence and college major satisfaction. Anecdotal evidence exists (Schuurman, 2004) that among some committed Christians, there is a subtle devaluation of ordinary work in favor of privileging ministry occupations based on the understanding that God is best served only in the latter. Additionally, there is in the history of Christianity, disagreement about the role of ordinary work and its divine importance (Placher, 2005; Schuurman, 2004; Veith, 2002), which may be taught in a church or educational environment and may influence students' thinking about the value of their intended work. It was therefore hypothesized that for those religiously committed Christian students who were not preparing for the ministry, greater devaluation of ordinary work would result in weaker associations between fit with their college major environment (congruence) and satisfaction with their major. Major congruence was measured by Euclidian distance and angular distance between a student's UNIACT (Swaney, 1995) and ICA-R (Tracey, 2002; Tracey & Ward, 1998) interest inventory scores and the location of their college major on the World of Work Map (Swaney, 1995). College major satisfaction was measured by a modification of Hoppock's Job Satisfaction Blank (1935) and a single-item measure of college major satisfaction. Significant congruence to satisfaction correlations were observed in the sample of men while no support for a congruence to satisfaction relationship was observed in the sample of women. Additionally, no moderation effect was evident for either gender. However, devaluation (open full item for complete abstract)

Committee: Linda Subich (Advisor) Subjects: