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You searched for subject:(low income students). Showing records 1 – 30 of 125 total matches.

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Drexel University

1. Sakash, Michael A. The Impact of Mentoring Low-Income Students at a Title I High School.

Degree: 2016, Drexel University

Today, in the United States, the achievement gap that exists between students of higher socioeconomic status and students of lower ones is a systemic problem… (more)

Subjects/Keywords: Education; Low-income students – Education (Higher); Mentoring

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APA (6th Edition):

Sakash, M. A. (2016). The Impact of Mentoring Low-Income Students at a Title I High School. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/idea:6887

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Sakash, Michael A. “The Impact of Mentoring Low-Income Students at a Title I High School.” 2016. Thesis, Drexel University. Accessed September 17, 2019. http://hdl.handle.net/1860/idea:6887.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Sakash, Michael A. “The Impact of Mentoring Low-Income Students at a Title I High School.” 2016. Web. 17 Sep 2019.

Vancouver:

Sakash MA. The Impact of Mentoring Low-Income Students at a Title I High School. [Internet] [Thesis]. Drexel University; 2016. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/1860/idea:6887.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Sakash MA. The Impact of Mentoring Low-Income Students at a Title I High School. [Thesis]. Drexel University; 2016. Available from: http://hdl.handle.net/1860/idea:6887

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Minnesota

2. Opatz, Leslie Joseph. The persistence pyramid: factors related to persistence for low-income students in baccalaureate programs.

Degree: PhD, 2013, University of Minnesota

Low-income students earn bachelor's degrees at significantly lower rates than their high-income peers. This qualitative study interviewed 21 Fall 2008 full-time first-year Pell Grant recipients… (more)

Subjects/Keywords: College; Graduation; Low-Income; Persistence; Retention; Students

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APA (6th Edition):

Opatz, L. J. (2013). The persistence pyramid: factors related to persistence for low-income students in baccalaureate programs. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/36766

Chicago Manual of Style (16th Edition):

Opatz, Leslie Joseph. “The persistence pyramid: factors related to persistence for low-income students in baccalaureate programs.” 2013. Doctoral Dissertation, University of Minnesota. Accessed September 17, 2019. http://hdl.handle.net/11299/36766.

MLA Handbook (7th Edition):

Opatz, Leslie Joseph. “The persistence pyramid: factors related to persistence for low-income students in baccalaureate programs.” 2013. Web. 17 Sep 2019.

Vancouver:

Opatz LJ. The persistence pyramid: factors related to persistence for low-income students in baccalaureate programs. [Internet] [Doctoral dissertation]. University of Minnesota; 2013. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/11299/36766.

Council of Science Editors:

Opatz LJ. The persistence pyramid: factors related to persistence for low-income students in baccalaureate programs. [Doctoral Dissertation]. University of Minnesota; 2013. Available from: http://hdl.handle.net/11299/36766


Mississippi State University

3. Sundy, Carolyn Mitchell. The impact of the student support services program on the retention of students at Southeast Kentucky Community and Technical College.

Degree: PhD, Educational Leadership, 2017, Mississippi State University

  A variety of programs exist that provide assistance to underprepared and at-risk students at 2-year and 4-year institutions of higher education. One of these… (more)

Subjects/Keywords: first generation; low-income; nontraditional students; engage students

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APA (6th Edition):

Sundy, C. M. (2017). The impact of the student support services program on the retention of students at Southeast Kentucky Community and Technical College. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-03212017-141127/ ;

Chicago Manual of Style (16th Edition):

Sundy, Carolyn Mitchell. “The impact of the student support services program on the retention of students at Southeast Kentucky Community and Technical College.” 2017. Doctoral Dissertation, Mississippi State University. Accessed September 17, 2019. http://sun.library.msstate.edu/ETD-db/theses/available/etd-03212017-141127/ ;.

MLA Handbook (7th Edition):

Sundy, Carolyn Mitchell. “The impact of the student support services program on the retention of students at Southeast Kentucky Community and Technical College.” 2017. Web. 17 Sep 2019.

Vancouver:

Sundy CM. The impact of the student support services program on the retention of students at Southeast Kentucky Community and Technical College. [Internet] [Doctoral dissertation]. Mississippi State University; 2017. [cited 2019 Sep 17]. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-03212017-141127/ ;.

Council of Science Editors:

Sundy CM. The impact of the student support services program on the retention of students at Southeast Kentucky Community and Technical College. [Doctoral Dissertation]. Mississippi State University; 2017. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-03212017-141127/ ;

4. Erk, Tiffany. The college student as mother : a phenomenological examination of community college student experiences.

Degree: Thesis (D. Ed.), 2013, Ball State University

 The purpose of this study is to identify how low-SES women who are providing primary childcare for children ages 0-10 experience higher education. In-depth phenomenological… (more)

Subjects/Keywords: Community college students; Women college students; Low-income mothers  – Education (Higher)

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APA (6th Edition):

Erk, T. (2013). The college student as mother : a phenomenological examination of community college student experiences. (Doctoral Dissertation). Ball State University. Retrieved from http://cardinalscholar.bsu.edu/handle/123456789/197391

Chicago Manual of Style (16th Edition):

Erk, Tiffany. “The college student as mother : a phenomenological examination of community college student experiences.” 2013. Doctoral Dissertation, Ball State University. Accessed September 17, 2019. http://cardinalscholar.bsu.edu/handle/123456789/197391.

MLA Handbook (7th Edition):

Erk, Tiffany. “The college student as mother : a phenomenological examination of community college student experiences.” 2013. Web. 17 Sep 2019.

Vancouver:

Erk T. The college student as mother : a phenomenological examination of community college student experiences. [Internet] [Doctoral dissertation]. Ball State University; 2013. [cited 2019 Sep 17]. Available from: http://cardinalscholar.bsu.edu/handle/123456789/197391.

Council of Science Editors:

Erk T. The college student as mother : a phenomenological examination of community college student experiences. [Doctoral Dissertation]. Ball State University; 2013. Available from: http://cardinalscholar.bsu.edu/handle/123456789/197391


Florida Atlantic University

5. Collado, Washington B. Supportive Programs in Synergistic Middle and High Schools to Increase Engagement and Prevent Students From Dropping Out.

Degree: 2018, Florida Atlantic University

This study examined how two high schools have successfully increased graduation rates while serving minority-majority and impoverished communities. Data collected for this qualitative, multi-site, case… (more)

Subjects/Keywords: Low-income high school students.; Minority high school students.; Dropouts – Prevention.

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APA (6th Edition):

Collado, W. B. (2018). Supportive Programs in Synergistic Middle and High Schools to Increase Engagement and Prevent Students From Dropping Out. (Thesis). Florida Atlantic University. Retrieved from http://fau.digital.flvc.org/islandora/object/fau:40712

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Collado, Washington B. “Supportive Programs in Synergistic Middle and High Schools to Increase Engagement and Prevent Students From Dropping Out.” 2018. Thesis, Florida Atlantic University. Accessed September 17, 2019. http://fau.digital.flvc.org/islandora/object/fau:40712.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Collado, Washington B. “Supportive Programs in Synergistic Middle and High Schools to Increase Engagement and Prevent Students From Dropping Out.” 2018. Web. 17 Sep 2019.

Vancouver:

Collado WB. Supportive Programs in Synergistic Middle and High Schools to Increase Engagement and Prevent Students From Dropping Out. [Internet] [Thesis]. Florida Atlantic University; 2018. [cited 2019 Sep 17]. Available from: http://fau.digital.flvc.org/islandora/object/fau:40712.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Collado WB. Supportive Programs in Synergistic Middle and High Schools to Increase Engagement and Prevent Students From Dropping Out. [Thesis]. Florida Atlantic University; 2018. Available from: http://fau.digital.flvc.org/islandora/object/fau:40712

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Northeastern University

6. Karas, Gregory. Persistence and graduation: first-generation low-socioeconomic status students crossing the finish line.

Degree: EdD, School of Education, 2016, Northeastern University

 Shared experiences of academically successful first-generation, low-socioeconomic college students were examined using narrative inquiry. All participants were single females. All participants attended college immediately after… (more)

Subjects/Keywords: academic achievement; first-generation; habitus; low income; low-socioeconomic; persistence; First-generation college students; Low-income college students; Women; Education (Higher); Women college graduates; Adult college students; Academic achievement; Persistence

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Karas, G. (2016). Persistence and graduation: first-generation low-socioeconomic status students crossing the finish line. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20213667

Chicago Manual of Style (16th Edition):

Karas, Gregory. “Persistence and graduation: first-generation low-socioeconomic status students crossing the finish line.” 2016. Doctoral Dissertation, Northeastern University. Accessed September 17, 2019. http://hdl.handle.net/2047/D20213667.

MLA Handbook (7th Edition):

Karas, Gregory. “Persistence and graduation: first-generation low-socioeconomic status students crossing the finish line.” 2016. Web. 17 Sep 2019.

Vancouver:

Karas G. Persistence and graduation: first-generation low-socioeconomic status students crossing the finish line. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/2047/D20213667.

Council of Science Editors:

Karas G. Persistence and graduation: first-generation low-socioeconomic status students crossing the finish line. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20213667


University of Minnesota

7. Christley, Lara. Do students who take the StrengthsQuest assessment connect their strengths to statements indicating self-efficacy?.

Degree: 2013, University of Minnesota

University of Minnesota M.A. August 2013. Major: Multicultural Teaching and Learning. Advisor: Mike Stebleton, Cathy Wambach. 1 computer file (PDF); vi, 85 pages, appendices A-D.… (more)

Subjects/Keywords: First-generation; Low-income; Minority students; Strengths; StrengthsQuest

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Christley, L. (2013). Do students who take the StrengthsQuest assessment connect their strengths to statements indicating self-efficacy?. (Masters Thesis). University of Minnesota. Retrieved from http://purl.umn.edu/160067

Chicago Manual of Style (16th Edition):

Christley, Lara. “Do students who take the StrengthsQuest assessment connect their strengths to statements indicating self-efficacy?.” 2013. Masters Thesis, University of Minnesota. Accessed September 17, 2019. http://purl.umn.edu/160067.

MLA Handbook (7th Edition):

Christley, Lara. “Do students who take the StrengthsQuest assessment connect their strengths to statements indicating self-efficacy?.” 2013. Web. 17 Sep 2019.

Vancouver:

Christley L. Do students who take the StrengthsQuest assessment connect their strengths to statements indicating self-efficacy?. [Internet] [Masters thesis]. University of Minnesota; 2013. [cited 2019 Sep 17]. Available from: http://purl.umn.edu/160067.

Council of Science Editors:

Christley L. Do students who take the StrengthsQuest assessment connect their strengths to statements indicating self-efficacy?. [Masters Thesis]. University of Minnesota; 2013. Available from: http://purl.umn.edu/160067


Ohio University

8. Maskiell, Jennifer L. Institution Location and Low Income Student Financing of Undergraduate Postsecondary Education.

Degree: PhD, Higher Education (Education), 2009, Ohio University

  This study a) described the financial composite of urban and rural institutions, b) described how low income, dependent, undergraduate students finance their postsecondary education… (more)

Subjects/Keywords: Higher Education; Access; Affordaibility; Postsecondary Financing; Low Income Students; Institution Location

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Maskiell, J. L. (2009). Institution Location and Low Income Student Financing of Undergraduate Postsecondary Education. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1241756613

Chicago Manual of Style (16th Edition):

Maskiell, Jennifer L. “Institution Location and Low Income Student Financing of Undergraduate Postsecondary Education.” 2009. Doctoral Dissertation, Ohio University. Accessed September 17, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1241756613.

MLA Handbook (7th Edition):

Maskiell, Jennifer L. “Institution Location and Low Income Student Financing of Undergraduate Postsecondary Education.” 2009. Web. 17 Sep 2019.

Vancouver:

Maskiell JL. Institution Location and Low Income Student Financing of Undergraduate Postsecondary Education. [Internet] [Doctoral dissertation]. Ohio University; 2009. [cited 2019 Sep 17]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1241756613.

Council of Science Editors:

Maskiell JL. Institution Location and Low Income Student Financing of Undergraduate Postsecondary Education. [Doctoral Dissertation]. Ohio University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1241756613

9. Hernandez, Joe Anthony. Constructing Ghetto Consciousness: Recognizing Class as Diversity and Acknowledging a Cultural Dissemblance in the Self .

Degree: 2017, Texas A&M University – Corpus Christi

 Despite the attention to socioeconomic class in scholarship, implementation of class-conscious pedagogy in writing studies is typically overlooked because race and gender take precedent over… (more)

Subjects/Keywords: Class Consciousness; Diversity; Low Income Students; Pedagogy; Socioeconomic Class

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APA (6th Edition):

Hernandez, J. A. (2017). Constructing Ghetto Consciousness: Recognizing Class as Diversity and Acknowledging a Cultural Dissemblance in the Self . (Thesis). Texas A&M University – Corpus Christi. Retrieved from http://hdl.handle.net/1969.6/2977

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hernandez, Joe Anthony. “Constructing Ghetto Consciousness: Recognizing Class as Diversity and Acknowledging a Cultural Dissemblance in the Self .” 2017. Thesis, Texas A&M University – Corpus Christi. Accessed September 17, 2019. http://hdl.handle.net/1969.6/2977.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hernandez, Joe Anthony. “Constructing Ghetto Consciousness: Recognizing Class as Diversity and Acknowledging a Cultural Dissemblance in the Self .” 2017. Web. 17 Sep 2019.

Vancouver:

Hernandez JA. Constructing Ghetto Consciousness: Recognizing Class as Diversity and Acknowledging a Cultural Dissemblance in the Self . [Internet] [Thesis]. Texas A&M University – Corpus Christi; 2017. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/1969.6/2977.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hernandez JA. Constructing Ghetto Consciousness: Recognizing Class as Diversity and Acknowledging a Cultural Dissemblance in the Self . [Thesis]. Texas A&M University – Corpus Christi; 2017. Available from: http://hdl.handle.net/1969.6/2977

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Portland State University

10. Rector, Shiela G. An Ethnographic Study of Intermediate Students from Poverty: Intersections of School and Home.

Degree: Doctor of Education (EdD) in Educational Leadership: Curriculum and Instruction, Curriculum & Instruction, 2018, Portland State University

  The achievement gap in American schools between middle class students and students from poverty is well documented. This paper outlines the findings of a… (more)

Subjects/Keywords: Poor children  – Education; Low-income students; Curriculum and Instruction; Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Rector, S. G. (2018). An Ethnographic Study of Intermediate Students from Poverty: Intersections of School and Home. (Doctoral Dissertation). Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/open_access_etds/4383

Chicago Manual of Style (16th Edition):

Rector, Shiela G. “An Ethnographic Study of Intermediate Students from Poverty: Intersections of School and Home.” 2018. Doctoral Dissertation, Portland State University. Accessed September 17, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/4383.

MLA Handbook (7th Edition):

Rector, Shiela G. “An Ethnographic Study of Intermediate Students from Poverty: Intersections of School and Home.” 2018. Web. 17 Sep 2019.

Vancouver:

Rector SG. An Ethnographic Study of Intermediate Students from Poverty: Intersections of School and Home. [Internet] [Doctoral dissertation]. Portland State University; 2018. [cited 2019 Sep 17]. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/4383.

Council of Science Editors:

Rector SG. An Ethnographic Study of Intermediate Students from Poverty: Intersections of School and Home. [Doctoral Dissertation]. Portland State University; 2018. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/4383


University of Missouri – Columbia

11. Shindorf, Brian D. Culture factor differences between Missouri's high poverty gold star and high poverty non-gold star schools as determined by the Missouri advanced questionaire.

Degree: 2015, University of Missouri – Columbia

 This study sought to identify if differences existed in the responses collected from Missouri's Advanced Questionnaire survey between high achieving and low-achieving schools across Missouri.… (more)

Subjects/Keywords: Low-income students; Academic achievement; School improvement programs

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APA (6th Edition):

Shindorf, B. D. (2015). Culture factor differences between Missouri's high poverty gold star and high poverty non-gold star schools as determined by the Missouri advanced questionaire. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/46898

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Shindorf, Brian D. “Culture factor differences between Missouri's high poverty gold star and high poverty non-gold star schools as determined by the Missouri advanced questionaire.” 2015. Thesis, University of Missouri – Columbia. Accessed September 17, 2019. http://hdl.handle.net/10355/46898.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Shindorf, Brian D. “Culture factor differences between Missouri's high poverty gold star and high poverty non-gold star schools as determined by the Missouri advanced questionaire.” 2015. Web. 17 Sep 2019.

Vancouver:

Shindorf BD. Culture factor differences between Missouri's high poverty gold star and high poverty non-gold star schools as determined by the Missouri advanced questionaire. [Internet] [Thesis]. University of Missouri – Columbia; 2015. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/10355/46898.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Shindorf BD. Culture factor differences between Missouri's high poverty gold star and high poverty non-gold star schools as determined by the Missouri advanced questionaire. [Thesis]. University of Missouri – Columbia; 2015. Available from: http://hdl.handle.net/10355/46898

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Missouri – Columbia

12. Lacy, Matthew R. Analyzing the impact of a 1:1 initiative on student learning outcomes : a focus on low socioeconomic students in the high school setting.

Degree: 2016, University of Missouri – Columbia

 The purpose of this quantitative study was to analyze the impact of a 1:1 initiative on English Language Arts (ELA) student learning outcomes for low(more)

Subjects/Keywords: Low-income high school students; Language arts (Secondary)  – Examinations

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APA (6th Edition):

Lacy, M. R. (2016). Analyzing the impact of a 1:1 initiative on student learning outcomes : a focus on low socioeconomic students in the high school setting. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/59843

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Lacy, Matthew R. “Analyzing the impact of a 1:1 initiative on student learning outcomes : a focus on low socioeconomic students in the high school setting.” 2016. Thesis, University of Missouri – Columbia. Accessed September 17, 2019. http://hdl.handle.net/10355/59843.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Lacy, Matthew R. “Analyzing the impact of a 1:1 initiative on student learning outcomes : a focus on low socioeconomic students in the high school setting.” 2016. Web. 17 Sep 2019.

Vancouver:

Lacy MR. Analyzing the impact of a 1:1 initiative on student learning outcomes : a focus on low socioeconomic students in the high school setting. [Internet] [Thesis]. University of Missouri – Columbia; 2016. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/10355/59843.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lacy MR. Analyzing the impact of a 1:1 initiative on student learning outcomes : a focus on low socioeconomic students in the high school setting. [Thesis]. University of Missouri – Columbia; 2016. Available from: http://hdl.handle.net/10355/59843

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Minnesota

13. Christley, Lara. Do students who take the StrengthsQuest assessment connect their strengths to statements indicating self-efficacy?.

Degree: Multicultural Teaching and Learning, 2013, University of Minnesota

 Some students, in spite of the challenges they face, do succeed in college. This may be due to many factors, including a high level of… (more)

Subjects/Keywords: First-generation; Low-income; Minority students; Strengths; StrengthsQuest

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Christley, L. (2013). Do students who take the StrengthsQuest assessment connect their strengths to statements indicating self-efficacy?. (Thesis). University of Minnesota. Retrieved from http://purl.umn.edu/160067

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Christley, Lara. “Do students who take the StrengthsQuest assessment connect their strengths to statements indicating self-efficacy?.” 2013. Thesis, University of Minnesota. Accessed September 17, 2019. http://purl.umn.edu/160067.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Christley, Lara. “Do students who take the StrengthsQuest assessment connect their strengths to statements indicating self-efficacy?.” 2013. Web. 17 Sep 2019.

Vancouver:

Christley L. Do students who take the StrengthsQuest assessment connect their strengths to statements indicating self-efficacy?. [Internet] [Thesis]. University of Minnesota; 2013. [cited 2019 Sep 17]. Available from: http://purl.umn.edu/160067.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Christley L. Do students who take the StrengthsQuest assessment connect their strengths to statements indicating self-efficacy?. [Thesis]. University of Minnesota; 2013. Available from: http://purl.umn.edu/160067

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Illinois – Urbana-Champaign

14. Gershenfeld, Susan C. The impact of the Illinois Promise Grant on college graduation.

Degree: PhD, Social Work, 2016, University of Illinois – Urbana-Champaign

 The purpose of this study is to examine the impact of the Illinois Promise grant on four and five-year graduation rates. As a loan replacement… (more)

Subjects/Keywords: Loan replacement grant; Low-income students; Loans; Non-loans; Graduation

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Gershenfeld, S. C. (2016). The impact of the Illinois Promise Grant on college graduation. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/92726

Chicago Manual of Style (16th Edition):

Gershenfeld, Susan C. “The impact of the Illinois Promise Grant on college graduation.” 2016. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 17, 2019. http://hdl.handle.net/2142/92726.

MLA Handbook (7th Edition):

Gershenfeld, Susan C. “The impact of the Illinois Promise Grant on college graduation.” 2016. Web. 17 Sep 2019.

Vancouver:

Gershenfeld SC. The impact of the Illinois Promise Grant on college graduation. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2016. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/2142/92726.

Council of Science Editors:

Gershenfeld SC. The impact of the Illinois Promise Grant on college graduation. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2016. Available from: http://hdl.handle.net/2142/92726

15. Gonzales, Cameron A. Leadership styles of principals in successful Title I elementary schools: Title on signature page: Leadership styles of principals in successful Title I elementary schools in southern California: Title I principal leadership.

Degree: Thesis (D. Ed.), 2016, Ball State University

 The problem addressed in the dissertation is the relationship between high poverty and low academic achievement that persists in spite of efforts to change it.… (more)

Subjects/Keywords: Educational leadership.; Elementary school principals  – Psychology.; Low-income students.

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APA (6th Edition):

Gonzales, C. A. (2016). Leadership styles of principals in successful Title I elementary schools: Title on signature page: Leadership styles of principals in successful Title I elementary schools in southern California: Title I principal leadership. (Doctoral Dissertation). Ball State University. Retrieved from http://cardinalscholar.bsu.edu/handle/123456789/200162

Chicago Manual of Style (16th Edition):

Gonzales, Cameron A. “Leadership styles of principals in successful Title I elementary schools: Title on signature page: Leadership styles of principals in successful Title I elementary schools in southern California: Title I principal leadership.” 2016. Doctoral Dissertation, Ball State University. Accessed September 17, 2019. http://cardinalscholar.bsu.edu/handle/123456789/200162.

MLA Handbook (7th Edition):

Gonzales, Cameron A. “Leadership styles of principals in successful Title I elementary schools: Title on signature page: Leadership styles of principals in successful Title I elementary schools in southern California: Title I principal leadership.” 2016. Web. 17 Sep 2019.

Vancouver:

Gonzales CA. Leadership styles of principals in successful Title I elementary schools: Title on signature page: Leadership styles of principals in successful Title I elementary schools in southern California: Title I principal leadership. [Internet] [Doctoral dissertation]. Ball State University; 2016. [cited 2019 Sep 17]. Available from: http://cardinalscholar.bsu.edu/handle/123456789/200162.

Council of Science Editors:

Gonzales CA. Leadership styles of principals in successful Title I elementary schools: Title on signature page: Leadership styles of principals in successful Title I elementary schools in southern California: Title I principal leadership. [Doctoral Dissertation]. Ball State University; 2016. Available from: http://cardinalscholar.bsu.edu/handle/123456789/200162


Penn State University

16. Liu, Huacong. How do Affirmative Action Bans Affect Student Racial and Socio-economic Composition?.

Degree: 2017, Penn State University

 This study investigates the consequences of state-wide affirmative action bans on students college enrollment outcomes. In particular, I examine four states that have banned the… (more)

Subjects/Keywords: affirmative action; student-body composition; low-income students; synthetic control analysis

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APA (6th Edition):

Liu, H. (2017). How do Affirmative Action Bans Affect Student Racial and Socio-economic Composition?. (Thesis). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/14339hxl39

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Liu, Huacong. “How do Affirmative Action Bans Affect Student Racial and Socio-economic Composition?.” 2017. Thesis, Penn State University. Accessed September 17, 2019. https://etda.libraries.psu.edu/catalog/14339hxl39.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Liu, Huacong. “How do Affirmative Action Bans Affect Student Racial and Socio-economic Composition?.” 2017. Web. 17 Sep 2019.

Vancouver:

Liu H. How do Affirmative Action Bans Affect Student Racial and Socio-economic Composition?. [Internet] [Thesis]. Penn State University; 2017. [cited 2019 Sep 17]. Available from: https://etda.libraries.psu.edu/catalog/14339hxl39.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Liu H. How do Affirmative Action Bans Affect Student Racial and Socio-economic Composition?. [Thesis]. Penn State University; 2017. Available from: https://etda.libraries.psu.edu/catalog/14339hxl39

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Southern California

17. Lee, Karen C. Factors inhibiting application for financial aid by low-income students at the University of Hawaii at Manoa.

Degree: EdD, Education (Leadership), 2010, University of Southern California

 Today's expanding global society has caused changes in the needs of the workforce as well as the level of skills and education required by various… (more)

Subjects/Keywords: Financial Aid; Low-Income Students; University of Hawaii

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APA (6th Edition):

Lee, K. C. (2010). Factors inhibiting application for financial aid by low-income students at the University of Hawaii at Manoa. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/319323/rec/2734

Chicago Manual of Style (16th Edition):

Lee, Karen C. “Factors inhibiting application for financial aid by low-income students at the University of Hawaii at Manoa.” 2010. Doctoral Dissertation, University of Southern California. Accessed September 17, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/319323/rec/2734.

MLA Handbook (7th Edition):

Lee, Karen C. “Factors inhibiting application for financial aid by low-income students at the University of Hawaii at Manoa.” 2010. Web. 17 Sep 2019.

Vancouver:

Lee KC. Factors inhibiting application for financial aid by low-income students at the University of Hawaii at Manoa. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 Sep 17]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/319323/rec/2734.

Council of Science Editors:

Lee KC. Factors inhibiting application for financial aid by low-income students at the University of Hawaii at Manoa. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/319323/rec/2734


Northeastern University

18. Felder, Theresa B. Dual enrollment for low-income students: exploring student perceptions.

Degree: EdD, School of Education, 2017, Northeastern University

 Most educators are keenly aware that a high socioeconomic status (SES) equates to better academic preparation than a low SES and high SES students are… (more)

Subjects/Keywords: dual enrollment; low-income; socioeconomic status; underrepresented students

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APA (6th Edition):

Felder, T. B. (2017). Dual enrollment for low-income students: exploring student perceptions. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20256022

Chicago Manual of Style (16th Edition):

Felder, Theresa B. “Dual enrollment for low-income students: exploring student perceptions.” 2017. Doctoral Dissertation, Northeastern University. Accessed September 17, 2019. http://hdl.handle.net/2047/D20256022.

MLA Handbook (7th Edition):

Felder, Theresa B. “Dual enrollment for low-income students: exploring student perceptions.” 2017. Web. 17 Sep 2019.

Vancouver:

Felder TB. Dual enrollment for low-income students: exploring student perceptions. [Internet] [Doctoral dissertation]. Northeastern University; 2017. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/2047/D20256022.

Council of Science Editors:

Felder TB. Dual enrollment for low-income students: exploring student perceptions. [Doctoral Dissertation]. Northeastern University; 2017. Available from: http://hdl.handle.net/2047/D20256022


Rutgers University

19. Davy, James M., 1953-. The role of anticipatory images in the academic success of low-income, inner city students.

Degree: PhD, Urban Systems, 2018, Rutgers University

Lower levels of academic achievement and educational progress of low-income, inner city students is an affront to human dignity, a waste of human capital, and… (more)

Subjects/Keywords: Low-income students – Education.; Prediction of scholastic success

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APA (6th Edition):

Davy, James M., 1. (2018). The role of anticipatory images in the academic success of low-income, inner city students. (Doctoral Dissertation). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/59208/

Chicago Manual of Style (16th Edition):

Davy, James M., 1953-. “The role of anticipatory images in the academic success of low-income, inner city students.” 2018. Doctoral Dissertation, Rutgers University. Accessed September 17, 2019. https://rucore.libraries.rutgers.edu/rutgers-lib/59208/.

MLA Handbook (7th Edition):

Davy, James M., 1953-. “The role of anticipatory images in the academic success of low-income, inner city students.” 2018. Web. 17 Sep 2019.

Vancouver:

Davy, James M. 1. The role of anticipatory images in the academic success of low-income, inner city students. [Internet] [Doctoral dissertation]. Rutgers University; 2018. [cited 2019 Sep 17]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/59208/.

Council of Science Editors:

Davy, James M. 1. The role of anticipatory images in the academic success of low-income, inner city students. [Doctoral Dissertation]. Rutgers University; 2018. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/59208/


Rutgers University

20. Hullings, Christy L., 1990-. A scale to assess perceived barriers to physical activity among low-income high school students in New Jersey.

Degree: MS, Nutritional Sciences, 2015, Rutgers University

 Obesity rates among teenagers have increased as their physical activity levels have simultaneously declined. Obesity and related disorders disproportionally affect teenagers from minority backgrounds and… (more)

Subjects/Keywords: Low-income high school students – New Jersey; Exercise for youth; Obesity

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APA (6th Edition):

Hullings, Christy L., 1. (2015). A scale to assess perceived barriers to physical activity among low-income high school students in New Jersey. (Masters Thesis). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/46363/

Chicago Manual of Style (16th Edition):

Hullings, Christy L., 1990-. “A scale to assess perceived barriers to physical activity among low-income high school students in New Jersey.” 2015. Masters Thesis, Rutgers University. Accessed September 17, 2019. https://rucore.libraries.rutgers.edu/rutgers-lib/46363/.

MLA Handbook (7th Edition):

Hullings, Christy L., 1990-. “A scale to assess perceived barriers to physical activity among low-income high school students in New Jersey.” 2015. Web. 17 Sep 2019.

Vancouver:

Hullings, Christy L. 1. A scale to assess perceived barriers to physical activity among low-income high school students in New Jersey. [Internet] [Masters thesis]. Rutgers University; 2015. [cited 2019 Sep 17]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/46363/.

Council of Science Editors:

Hullings, Christy L. 1. A scale to assess perceived barriers to physical activity among low-income high school students in New Jersey. [Masters Thesis]. Rutgers University; 2015. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/46363/


University of Texas – Austin

21. Cerna Ríos, Alejandra Teresa. The graduates : low-income central Texas students' transitions to college and work in the great recession.

Degree: Master of Public Affairs, Public Affairs, 2014, University of Texas – Austin

 This report explores the extent, trends, and consequences of academic undermatch, defined as students enrolling at an institution of relatively less selectivity than what their… (more)

Subjects/Keywords: Undermatch; Low-income students; College access; Poverty; Postsecondary education

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APA (6th Edition):

Cerna Ríos, A. T. (2014). The graduates : low-income central Texas students' transitions to college and work in the great recession. (Masters Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/26592

Chicago Manual of Style (16th Edition):

Cerna Ríos, Alejandra Teresa. “The graduates : low-income central Texas students' transitions to college and work in the great recession.” 2014. Masters Thesis, University of Texas – Austin. Accessed September 17, 2019. http://hdl.handle.net/2152/26592.

MLA Handbook (7th Edition):

Cerna Ríos, Alejandra Teresa. “The graduates : low-income central Texas students' transitions to college and work in the great recession.” 2014. Web. 17 Sep 2019.

Vancouver:

Cerna Ríos AT. The graduates : low-income central Texas students' transitions to college and work in the great recession. [Internet] [Masters thesis]. University of Texas – Austin; 2014. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/2152/26592.

Council of Science Editors:

Cerna Ríos AT. The graduates : low-income central Texas students' transitions to college and work in the great recession. [Masters Thesis]. University of Texas – Austin; 2014. Available from: http://hdl.handle.net/2152/26592


University of KwaZulu-Natal

22. [No author]. Inside the lives of township high school working learners.

Degree: Education, 2009, University of KwaZulu-Natal

 Learning thrives in conducive and supportive environments, and where a culture of learning is cultivated. There are many factors that distract learners from devoting themselves… (more)

Subjects/Keywords: High school students – Employment – KwaZulu-Natal.; Low-income high school students – KwaZulu-Natal.; Education.

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APA (6th Edition):

author], [. (2009). Inside the lives of township high school working learners. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/1386

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

author], [No. “Inside the lives of township high school working learners. ” 2009. Thesis, University of KwaZulu-Natal. Accessed September 17, 2019. http://hdl.handle.net/10413/1386.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

author], [No. “Inside the lives of township high school working learners. ” 2009. Web. 17 Sep 2019.

Vancouver:

author] [. Inside the lives of township high school working learners. [Internet] [Thesis]. University of KwaZulu-Natal; 2009. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/10413/1386.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

author] [. Inside the lives of township high school working learners. [Thesis]. University of KwaZulu-Natal; 2009. Available from: http://hdl.handle.net/10413/1386

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Ohio University

23. Sauvage, Katlyn M. Going to College in Rural Appalachia: Experiences of Low-income, First-generation Students.

Degree: MA, Sociology (Arts and Sciences), 2015, Ohio University

 This research draws on data from four qualitative interviews to understand the experiences of first-generation, low-income college students from rural Appalachia have as they decide… (more)

Subjects/Keywords: Sociology; Appalachia; rural Appalachia; first-generation; low-income college students; Appalachian college students

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APA (6th Edition):

Sauvage, K. M. (2015). Going to College in Rural Appalachia: Experiences of Low-income, First-generation Students. (Masters Thesis). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1436438742

Chicago Manual of Style (16th Edition):

Sauvage, Katlyn M. “Going to College in Rural Appalachia: Experiences of Low-income, First-generation Students.” 2015. Masters Thesis, Ohio University. Accessed September 17, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1436438742.

MLA Handbook (7th Edition):

Sauvage, Katlyn M. “Going to College in Rural Appalachia: Experiences of Low-income, First-generation Students.” 2015. Web. 17 Sep 2019.

Vancouver:

Sauvage KM. Going to College in Rural Appalachia: Experiences of Low-income, First-generation Students. [Internet] [Masters thesis]. Ohio University; 2015. [cited 2019 Sep 17]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1436438742.

Council of Science Editors:

Sauvage KM. Going to College in Rural Appalachia: Experiences of Low-income, First-generation Students. [Masters Thesis]. Ohio University; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1436438742

24. Quinn, Anthony. A Case Study of an Upward Bound Program Director at a Midwestern University.

Degree: PhD, College of Social Justice and Human Service, 2015, University of Toledo

 The TRIO Upward Bound program has been in existence for 50 years. The program is a federally funded pre-college program which supports the persistence and… (more)

Subjects/Keywords: Higher Education Administration; Upward Bound; TRIO; Directors; Leadership Styles; First Generation Students; Low Income Students

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APA (6th Edition):

Quinn, A. (2015). A Case Study of an Upward Bound Program Director at a Midwestern University. (Doctoral Dissertation). University of Toledo. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=toledo1429288464

Chicago Manual of Style (16th Edition):

Quinn, Anthony. “A Case Study of an Upward Bound Program Director at a Midwestern University.” 2015. Doctoral Dissertation, University of Toledo. Accessed September 17, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1429288464.

MLA Handbook (7th Edition):

Quinn, Anthony. “A Case Study of an Upward Bound Program Director at a Midwestern University.” 2015. Web. 17 Sep 2019.

Vancouver:

Quinn A. A Case Study of an Upward Bound Program Director at a Midwestern University. [Internet] [Doctoral dissertation]. University of Toledo; 2015. [cited 2019 Sep 17]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1429288464.

Council of Science Editors:

Quinn A. A Case Study of an Upward Bound Program Director at a Midwestern University. [Doctoral Dissertation]. University of Toledo; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1429288464


California State University – Sacramento

25. Sandoval, Alejandro A. The impact of family support on student retention of low-income, first-generation Latino males at a four-year university.

Degree: MA, Education (Higher Education Leadership, 2015, California State University – Sacramento

 The current trend in research focuses on the academic journey of Latino males throughout K-12 and college and is designed to look at what educational… (more)

Subjects/Keywords: Latino men; First-generation college students; Low-income college students; Hispanic men

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APA (6th Edition):

Sandoval, A. A. (2015). The impact of family support on student retention of low-income, first-generation Latino males at a four-year university. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/143710

Chicago Manual of Style (16th Edition):

Sandoval, Alejandro A. “The impact of family support on student retention of low-income, first-generation Latino males at a four-year university.” 2015. Masters Thesis, California State University – Sacramento. Accessed September 17, 2019. http://hdl.handle.net/10211.3/143710.

MLA Handbook (7th Edition):

Sandoval, Alejandro A. “The impact of family support on student retention of low-income, first-generation Latino males at a four-year university.” 2015. Web. 17 Sep 2019.

Vancouver:

Sandoval AA. The impact of family support on student retention of low-income, first-generation Latino males at a four-year university. [Internet] [Masters thesis]. California State University – Sacramento; 2015. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/10211.3/143710.

Council of Science Editors:

Sandoval AA. The impact of family support on student retention of low-income, first-generation Latino males at a four-year university. [Masters Thesis]. California State University – Sacramento; 2015. Available from: http://hdl.handle.net/10211.3/143710


Northeastern University

26. Bernardo-Sousa, Marie F. Impact of student financial attitudes on decisions related to college expenses for low income students.

Degree: D.L.P., Law and Policy Program, 2014, Northeastern University

 This study focused on how the cost of private education impacts low and moderate income students' perception of financial burden associated with student debt and… (more)

Subjects/Keywords: attitudes; college degree; financial aid; low income; Education Economics; Education Policy; Higher Education; College costs; Low-income students; Education (Higher); College students; Economic conditions; Student loans; College students; Attitudes

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APA (6th Edition):

Bernardo-Sousa, M. F. (2014). Impact of student financial attitudes on decisions related to college expenses for low income students. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20128402

Chicago Manual of Style (16th Edition):

Bernardo-Sousa, Marie F. “Impact of student financial attitudes on decisions related to college expenses for low income students.” 2014. Doctoral Dissertation, Northeastern University. Accessed September 17, 2019. http://hdl.handle.net/2047/d20128402.

MLA Handbook (7th Edition):

Bernardo-Sousa, Marie F. “Impact of student financial attitudes on decisions related to college expenses for low income students.” 2014. Web. 17 Sep 2019.

Vancouver:

Bernardo-Sousa MF. Impact of student financial attitudes on decisions related to college expenses for low income students. [Internet] [Doctoral dissertation]. Northeastern University; 2014. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/2047/d20128402.

Council of Science Editors:

Bernardo-Sousa MF. Impact of student financial attitudes on decisions related to college expenses for low income students. [Doctoral Dissertation]. Northeastern University; 2014. Available from: http://hdl.handle.net/2047/d20128402


University of California – San Diego

27. Ocampo, Roxanne. LOS GUERREROS ACADÉMICOS 30 Academically Invulnerable Mexican-American Students who Forged Their Way into America’s Most Selective Universities.

Degree: EducLeadership (JtEdDoc CSUSM), 2017, University of California – San Diego

 Undermatching refers to college ready students who select and enroll in colleges with selectivity levels significantly lower than their academic profile, resulting in attending a… (more)

Subjects/Keywords: Higher education; Education policy; Educational leadership; College Choice & Transition; First Generation Students; Latino Students; Low-Income Students; Selective Colleges; Undermatching

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APA (6th Edition):

Ocampo, R. (2017). LOS GUERREROS ACADÉMICOS 30 Academically Invulnerable Mexican-American Students who Forged Their Way into America’s Most Selective Universities. (Thesis). University of California – San Diego. Retrieved from http://www.escholarship.org/uc/item/6g07f9nr

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Ocampo, Roxanne. “LOS GUERREROS ACADÉMICOS 30 Academically Invulnerable Mexican-American Students who Forged Their Way into America’s Most Selective Universities.” 2017. Thesis, University of California – San Diego. Accessed September 17, 2019. http://www.escholarship.org/uc/item/6g07f9nr.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Ocampo, Roxanne. “LOS GUERREROS ACADÉMICOS 30 Academically Invulnerable Mexican-American Students who Forged Their Way into America’s Most Selective Universities.” 2017. Web. 17 Sep 2019.

Vancouver:

Ocampo R. LOS GUERREROS ACADÉMICOS 30 Academically Invulnerable Mexican-American Students who Forged Their Way into America’s Most Selective Universities. [Internet] [Thesis]. University of California – San Diego; 2017. [cited 2019 Sep 17]. Available from: http://www.escholarship.org/uc/item/6g07f9nr.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ocampo R. LOS GUERREROS ACADÉMICOS 30 Academically Invulnerable Mexican-American Students who Forged Their Way into America’s Most Selective Universities. [Thesis]. University of California – San Diego; 2017. Available from: http://www.escholarship.org/uc/item/6g07f9nr

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

28. Partridge, Cynthia E. The Impact of TRIO Upward Bound Program Participation on Student Outcomes: TRIO Upward Bound Case Study.

Degree: PhD, Education, Criminal Justice, and Human Services: Educational Studies, 2016, University of Cincinnati

 TRIO Upward Bound is the flagship U.S. Department of Education pre-college program designed to assist potential future college students who are low-income, first-generation, or at… (more)

Subjects/Keywords: Education Policy; TRIO Programs; Upward Bound; College Preparatory Programs; First Generation Students; Low Income Students; High School Students

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APA (6th Edition):

Partridge, C. E. (2016). The Impact of TRIO Upward Bound Program Participation on Student Outcomes: TRIO Upward Bound Case Study. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1457426206

Chicago Manual of Style (16th Edition):

Partridge, Cynthia E. “The Impact of TRIO Upward Bound Program Participation on Student Outcomes: TRIO Upward Bound Case Study.” 2016. Doctoral Dissertation, University of Cincinnati. Accessed September 17, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1457426206.

MLA Handbook (7th Edition):

Partridge, Cynthia E. “The Impact of TRIO Upward Bound Program Participation on Student Outcomes: TRIO Upward Bound Case Study.” 2016. Web. 17 Sep 2019.

Vancouver:

Partridge CE. The Impact of TRIO Upward Bound Program Participation on Student Outcomes: TRIO Upward Bound Case Study. [Internet] [Doctoral dissertation]. University of Cincinnati; 2016. [cited 2019 Sep 17]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1457426206.

Council of Science Editors:

Partridge CE. The Impact of TRIO Upward Bound Program Participation on Student Outcomes: TRIO Upward Bound Case Study. [Doctoral Dissertation]. University of Cincinnati; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1457426206

29. Farris-Vermeer, Heather K. The Adults Talk Too Much : Interviews With Low-Income Urban Middle School Girls .

Degree: 2010, Drake U

 The focus of this study is to examine the social and academic experiences of low-income girls in an urban middle school, and to understand, from… (more)

Subjects/Keywords: Junior high school girls – Social aspects; Education, Urban; Low-income students – Education (Middle school) – Interviews

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APA (6th Edition):

Farris-Vermeer, H. K. (2010). The Adults Talk Too Much : Interviews With Low-Income Urban Middle School Girls . (Thesis). Drake U. Retrieved from http://hdl.handle.net/2092/1641

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Farris-Vermeer, Heather K. “The Adults Talk Too Much : Interviews With Low-Income Urban Middle School Girls .” 2010. Thesis, Drake U. Accessed September 17, 2019. http://hdl.handle.net/2092/1641.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Farris-Vermeer, Heather K. “The Adults Talk Too Much : Interviews With Low-Income Urban Middle School Girls .” 2010. Web. 17 Sep 2019.

Vancouver:

Farris-Vermeer HK. The Adults Talk Too Much : Interviews With Low-Income Urban Middle School Girls . [Internet] [Thesis]. Drake U; 2010. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/2092/1641.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Farris-Vermeer HK. The Adults Talk Too Much : Interviews With Low-Income Urban Middle School Girls . [Thesis]. Drake U; 2010. Available from: http://hdl.handle.net/2092/1641

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Southern California

30. Mendoza-Romero, Juan. The college selection process of high-achieving Latino students.

Degree: EdD, Education (Leadership), 2009, University of Southern California

 This study explores the factors that high-achieving Latino students take into consideration when choosing a college or university to apply. The purpose of this project… (more)

Subjects/Keywords: high-achiving Latinos; higher education; low income students; college going culture; college counselor

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Mendoza-Romero, J. (2009). The college selection process of high-achieving Latino students. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/268425/rec/6509

Chicago Manual of Style (16th Edition):

Mendoza-Romero, Juan. “The college selection process of high-achieving Latino students.” 2009. Doctoral Dissertation, University of Southern California. Accessed September 17, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/268425/rec/6509.

MLA Handbook (7th Edition):

Mendoza-Romero, Juan. “The college selection process of high-achieving Latino students.” 2009. Web. 17 Sep 2019.

Vancouver:

Mendoza-Romero J. The college selection process of high-achieving Latino students. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 Sep 17]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/268425/rec/6509.

Council of Science Editors:

Mendoza-Romero J. The college selection process of high-achieving Latino students. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/268425/rec/6509

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