Exploring how Pell Grant recipients navigate to degree completion at a selective four-year private university

dc.contributorBreaux, Arleene P.
dc.contributorLaanan, Frankie Santos
dc.contributorMajor, Claire Howell
dc.contributorMcCrickard, Matthew P.
dc.contributor.advisorHolley, Karri A.
dc.contributor.authorArmstrong, La Kiesha D.
dc.contributor.otherUniversity of Alabama Tuscaloosa
dc.date.accessioned2018-12-14T18:11:44Z
dc.date.available2018-12-14T18:11:44Z
dc.date.issued2018
dc.descriptionElectronic Thesis or Dissertationen_US
dc.description.abstractSupporting bachelor’s degree completion for students from low socioeconomic backgrounds has been a focus for a number of selective four-year colleges and universities. Bachelor’s degree completion rates for recipients of federal Pell Grant funds have been reported by the National Center for Education Statistics for a decade. Statistical data reported fewer Pell Grant recipients have earned a bachelor’s degree in comparison to non Pell students at a number of four-year public and private institutions. The purpose of the study was to better understand how Pell Grant recipients successfully navigated their academic and social experiences to bachelor’s degree completion at a selective four-year private university. As a qualitative exploratory case study, the study was informed by Whiting’s (2006) Scholar Identity Model (SIM) as the conceptual framework that guided the understanding of how Pell Grant recipients through their academic and social identities described their experiences and abilities to navigate to bachelor’s degree completion. Data were collected through interviews with Pell Grant recipients who tracked bachelor’s degree completion by May 2019 at a selective four-year private institution. Review of documents and institutional websites provided additional data for analysis. The findings of the study revealed four emerging themes for understanding how Pell Grant recipients navigate to bachelor’s degree completion. Implications for practice and suggestions for future research were provided.en_US
dc.format.extent189 p.
dc.format.mediumelectronic
dc.format.mimetypeapplication/pdf
dc.identifier.otheru0015_0000001_0003070
dc.identifier.otherArmstrong_alatus_0004D_13604
dc.identifier.urihttp://ir.ua.edu/handle/123456789/5202
dc.languageEnglish
dc.language.isoen_US
dc.publisherUniversity of Alabama Libraries
dc.relation.hasversionborn digital
dc.relation.ispartofThe University of Alabama Electronic Theses and Dissertations
dc.relation.ispartofThe University of Alabama Libraries Digital Collections
dc.rightsAll rights reserved by the author unless otherwise indicated.en_US
dc.subjectHigher education
dc.titleExploring how Pell Grant recipients navigate to degree completion at a selective four-year private universityen_US
dc.typethesis
dc.typetext
etdms.degree.departmentUniversity of Alabama. Department of Educational Leadership, Policy, and Technology Studies
etdms.degree.disciplineHigher Education Administration
etdms.degree.grantorThe University of Alabama
etdms.degree.leveldoctoral
etdms.degree.nameEd.D.
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