Graduate theology school choice: an examination of racial/ethnic minority master of divinity students

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dc.contributor Barnes, Bradley
dc.contributor Erevelles, Nirmala
dc.contributor Major, Claire Howell
dc.contributor Miller, Sharon
dc.contributor.advisor Holley, Karri A.
dc.contributor.author Jones, Shonda
dc.date.accessioned 2017-03-01T17:09:48Z
dc.date.available 2017-03-01T17:09:48Z
dc.date.issued 2014
dc.identifier.other u0015_0000001_0001649
dc.identifier.other Jones_alatus_0004D_12047
dc.identifier.uri https://ir.ua.edu/handle/123456789/2102
dc.description Electronic Thesis or Dissertation
dc.description.abstract This qualitative study explores the graduate school choice of U.S. racial/ethnic minorities enrolled in a Master of Divinity (MDiv) degree program. The school choice process is generally defined by contextual layers as framed in Perna's (2006) conceptual model of student college choice: (1) the individual's habitus; (2) school and community context; (3) the higher education context; and (4) the broader social, economic, and policy context. While abundant previous literature exists regarding undergraduate school choice, such literature is relatively small for graduate school choice. Moreover, there is no current literature that specifically examines the graduate theology choice process for racial/ethnic students in MDiv programs. The increasing racial/ethnic presence in MDiv programs requires a focus on graduate school choice for these racial/ethnic students. The aim of the study is to fulfill a crucial scholarship gap in theological education. Through individual in-depth interviews, the goal of the study was to discover how the school choice process unfolded for racial/ethnic students enrolled in an MDiv program by listening to the individual narratives of these students. Drawing on a conceptual model that integrates both economic and sociological perspectives, this study assumed that students' graduate school decisions are determined, at least in part, by their habitus. Thus, particular attention was given to the students' habitus, or the system of values and beliefs that shapes their views and interpretations. Similarly, focus was given to the structural and cultural factors, or organizational habitus, experienced within the undergraduate and other institutional contexts from which racial/ethnic MDiv students emerge. Measures of social and cultural capital that include race, financial resources, and academic preparation and achievement play an important role in explaining the educational decisions of racial/ethnic students. By exploring these influences, this study offers insights into the graduate theology school choice of racial/ethnic MDiv students. The research adds critical knowledge to a growing body of research related to graduate school choice and begin to aid theological schools in understanding the factors that attribute to racial/ethnic minorities enrollment in theology school. Gaining such knowledge enables theological institutions to better prepare for an ever growing diverse student population.
dc.format.extent 158 p.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.ispartof The University of Alabama Libraries Digital Collections
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated.
dc.subject.other Religious education
dc.subject.other Higher education
dc.subject.other Ethnic studies
dc.title Graduate theology school choice: an examination of racial/ethnic minority master of divinity students
dc.type thesis
dc.type text
etdms.degree.department University of Alabama. Dept. of Educational Leadership, Policy, and Technology Studies
etdms.degree.discipline Educational Leadership, Policy, and Technology Studies
etdms.degree.grantor The University of Alabama
etdms.degree.level doctoral
etdms.degree.name Ed.D.


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