Mountain Scholar :: Browsing by Author "Kuk, Linda, advisor"

Browsing by Author "Kuk, Linda, advisor"

Now showing 1 - 20 of 62

Open Access
A phenomenological study of gay male undergraduate college students' experiences at a Jesuit Catholic university
(Colorado State University. Libraries, 2016) Willette, James M., author; Kuk, Linda, advisor; Anderson, Sharon, committee member; Miller, Lisa, committee member; Scott, Malcolm, committee member
The purpose of this interpretative phenomenological study was to understand how male undergraduate students who identify as openly gay experience marginality and mattering at a Jesuit Catholic university. There were 28 Jesuit colleges and universities in the United States as of this writing, each with its own varying approach towards the treatment of gay and lesbian students. Much like the state of the Catholic Church in the era of Pope Francis, many Jesuit colleges and universities struggle with the philosophical contradiction between maintaining a distinctly Catholic identity and creating a campus climate that reflects the Jesuit values of care and social justice. Using Schlossberg’s (1989) theory of marginality and mattering in college environments as the theoretical framework, data were collected from fourteen participants through semi-structured interviews, which took place at a Jesuit Catholic university in the Pacific Northwest region of the United States. Data were then analyzed using interpretative phenomenological analysis, which yielded three cross-case superordinate themes and ten sub-themes. The three cross-case superordinate themes—Identity; Campus Climate, and; The Church and the Institution—described key elements of participants’ experiences as male undergraduate students who identify as openly gay at a Jesuit Catholic university and how these students experienced marginality and mattering on-campus. Each of the three main themes was then used as a lens to explore how participants experienced marginality and mattering.
Open Access
A phenomenological study of low-income students formerly pursuing baccalaureate degrees with the assistance of a private foundation scholarship
(Colorado State University. Libraries, 2013) Schutt, Michelle K., author; Kuk, Linda, advisor; Felix, Oscar, committee member; Scott, Malcolm, committee member; Wolgemuth, Jennifer, committee member
This qualitative study investigated the lived experience of at-risk students who were funded by a private foundation scholarship but who lost that funding for a variety of reasons. Data were collected through personal interviews with seven former scholars. The themes emerging from the study included: educational aspirations, the scholarship opportunity, the college experience, and conscious reflection. Implications of this study may be applicable to private gifting foundations as they establish scholarship guidelines and student support systems, faculty and college staff while working with students from underprivileged backgrounds and attempting to understand their complex college journey. Additionally college students and their families may benefit from this study as they learn to maneuver through the complexities of college, specifically as it relates being a first generation college student.
Open Access
A phenomenological study of the lived experience of re-entry adjustment of Fulbright FLTA alumni from North Africa and South Asia
(Colorado State University. Libraries, 2018) Marquis, George, author; Kuk, Linda, advisor; Berensek, Alexandra, committee member; Jennings, Louise, committee member; Lynham, Susan, committee member
Sojourners returning to their home countries after working or studying in the United States may face challenges in the re-entry adjustment process. Traditionally, much research on the experience of re-entry adjustment has been survey-based, with researcher-crafted questions not allowing for in-depth and nuanced perspectives of the sojourners. Drawing on in-depth, qualitative interviews from nine North African and South Asian alumni of a Fulbright's Foreign Language Teaching Assistants (FLTA) program, this study employed interpretative phenomenological analysis to capture descriptions of participants' lived experience of re-entry adjustment. Interpretative analysis of unique individual lives combined the situated perspectives of both the participants and researcher. While the in-depth interviews revealed unique lived experiences, careful analysis also revealed four superordinate phenomenological themes of re-entry adjustment: Confidence and a Sense of Empowerment; Comparisons of the Home and Host Countries, Heightened Critical Sensitivity, and Adopting a Re-entry Style. The themes offer a clearer picture of the challenges of returning to areas of the world that are quite different in terms of culture and development from the United States. Descriptions of lived experience were infused with strong feelings and emotions that sometimes typified a process of grieving over separation and loss. Data revealed that the participants struggled to make sense of their current home environment and questioned whether returning home was the correct decision. However, data also revealed participants' strong sense of obligation to family and desires of participants to build on their experiences in the United States and achieve impact. Participants described their desire to transfer knowledge, skills, and new perspectives to their home countries, but expected some resistance. The findings suggest that alumni would benefit from opportunities to discuss their re-entry adjustment challenges in a more supportive home culture environment.
Open Access
A phenomenological study of the organizational commitment of new student affairs professionals
(Colorado State University. Libraries, 2020) Jacques, Tammy W., author; Kuk, Linda, advisor; Anderson, Sharon, committee member; Chesson, Craig, committee member; Tungate, Susan, committee member
In this phenomenological study, the author examined the experiences of how 13 new student affairs professionals made meaning of organizational commitment in the workplace. Using data collected from interviews, the findings offer insight into how student affairs supervisors can create an atmosphere conducive to employee commitment to their organization. The author used Meyer and Allen's (1991) three-component conceptualization of organizational commitment as a framework. The thematic results were (a) personal connection, (b) supportive supervision, (c) workplace support among colleagues, (d) gratification from impacting students, (e) long hours, and (f) emotional toll from responding to mental-health and crisis-management issues. Cultivated Relationships was the essence that emerged from the study.
Open Access
A tale of two terms: exploring differences between spring and fall transfer students
(Colorado State University. Libraries, 2012) Orlick, Renée A., author; Kuk, Linda, advisor; Gloeckner, Gene, committee member; Siller, Tom, committee member; Thayer, Paul, committee member
This study sought to explore what factors contribute to transfer student success and attempted to create a model using logistic regression to help predict likeliness of transfer student success. Using a sample that included all students who transferred to Colorado State University from a regionally accredited US institution between fall 2007 and spring 2010, four main research questions were asked. The study included a focus on timing by comparing spring transfers with fall transfers and also by looking at the timing of the application process. In general, results show that there were very few significant differences between spring and fall transfer students regarding demographic makeup, academic background, and academic preparation. Any statistically significant differences had very small effect sizes. Statistically significant differences in timing factors, however, had effect sizes considered moderate to strong (between .59 and .70). The timing from application, to admission, to confirmation of enrollment was much shorter for spring transfers than for fall transfers. These timing differences had a statistically significant correlation with first, second, and third term GPA, but the effect size was rather weak. Also weak, but statistically significant, was the relationship between continuous enrollment and being "on time" throughout the application process. Of particular note is that timing seemed to impact spring transfer students differently than fall transfer students. Results from the logistic regression model created to help predict likeliness of transfer student success showed that even when a variety of factors were taken into account, prediction of transfer student success was inadequate. This suggests that there are additional factors at play than those which can be measured before a transfer student begins his or her study at the transfer institution. The discussion section teases apart some of the findings from this study and offers suggestion for further research.
Open Access
An empirical study of the factors influencing the cultural adjustment of undergraduate Chinese international students to the United States
(Colorado State University. Libraries, 2014) Hurny, Gina L., author; Kuk, Linda, advisor; Aoki, Eric, committee member; Rankin, Susan, committee member; Strathe, Marlene, committee member
This quantitative study examined the factors that influence the cultural adjustment of undergraduate Chinese international students to the United States. The ever-increasing Chinese student population has forced colleges and universities to employ new strategies designed to ease the transition of Chinese students to life in the U.S. Chinese students have more difficulties in their adaptation and adjustment to U.S. culture and campus life than any other population of international students. Astin's (1993) Input-Environment-Output (I-E-O) model was adapted in an effort to provide a visual snapshot of the relationship between the factors and cultural adjustment. Gender, academic major, time in the United States, English language proficiency, and cultural values were measured to determine their influence on three constructs; acculturative stress, social and academic expectations and adjustment, and campus preparedness. Cultural adjustment was measured by intent to persist. Using an online survey data were collected from undergraduate Chinese international students at a large, public university in the mid-Atlantic region of the United States. Results suggested that English language proficiency is the single-most significant factor influencing the cultural adjustment challenges faced by Chinese international students. Implications for campus preparedness and recommendations for future research are discussed.
Open Access
An exploration of the experiences and perceptions of community college leaders in the combined role of vice president for academic and student affairs
(Colorado State University. Libraries, 2014) Broadie, Paul, author; Kuk, Linda, advisor; Foley, Jeffrey, advisor; Anderson, Sharon, committee member; Scott, Malcolm, committee member
This study provided a view into the world of individuals serving in the role of vice president of academic and student affairs. Collaboration between academic affairs and student affairs has emerged in the literature as critical and essential for colleges to holistically and effectively address the needs of the institution and their stakeholders (Janey, 2009; Kezar, 2009, 2009a; Pace, Blumreich, & Merkle, 2006). The research revealed that some community colleges adopted an organizational structure that merged the two areas together in hopes of addressing fiscal constraints and fostering collaboration (McClellan, 2004; Price, 1999). This study addressed the gap in the literature that existed regarding the experiences, leadership, and perspectives of those serving in the joint position. Twelve individuals from community colleges across the United States were selected to participant in this study. Utilizing interpretative phenomenological analysis (IPA) five major themes arose; evolution, communication and collaboration, leadership, faculty background, and workload. The findings revealed that communication was an essential element in promoting collaboration, leadership effectiveness, and removing silos that existed between the two areas. Collaboration was perceived to be strengthened as a result of merging the two areas under one leader and uniting them across a common theme. The findings shed light on the critical role of effective leadership and the strategies utilized by participants to unite the two areas and advance the institutional mission. The importance of having experience as a faculty member and a clear understanding of the role of faculty emerged as an influential factor of the leader's ultimate success and acceptance. Workload issues emerged as the most perceived challenge of the position. This study concluded that while there may be many benefits to the merged model the workload challenges and the culture of the institution should not be overlooked. Moreover, regardless of the organizational structure adopted by an institution leadership appeared to be the factor most influential in uniting the two areas, advancing the institutional priorities, and promoting a centralized collaborative focus on student learning and success. Readers of this study may learn and benefit from the reflections, experiences, perceptions and ultimately the recommendations of the participants.
Open Access
Associations among sources of revenue and expenses at public bachelors and masters level higher education institutions
(Colorado State University. Libraries, 2015) Carmichael, John P., author; Kuk, Linda, advisor; Gloeckner, Gene, advisor; Bajtelsmit, Vickie, committee member; Foley, Jeffrey, committee member
Understanding how changes in revenue are associated with changes in spending at public higher educational institutions may have significant practical implications for policy makers. Finance data were drawn from the Integrated Post Secondary Data System (IPEDS) for bachelors and master-level institutions from 2003 to 2012. Fixed effects regression models were constructed to estimate the effect of changes in revenue on spending. Time effects (lagged models, fixed year effects, and time trends) were examined. Several institutional characteristics were considered for inclusion in the model: size of enrollment, institutional discount rate, selectivity, Carnegie classification, and state tuition policy. In addition to revenue and spending variables, the final regression model included year effects and enrollment. A large number of statistically significant effects of revenue changes on spending variables were observed, generally consistent with previous research focused on research universities (Leslie, Slaughter, Taylor, & Zhang, 2012). The effects of changes in revenue from tuition and appropriations on spending for instruction were notable. Within an institution, a one dollar change in tuition revenue was associated with a 33 cent change in spending on instruction (2012 dollars). A similar one-dollar change in revenue from appropriations was associated with a 32 cent change in instructional spending. For spending on institutional support, a one-dollar change in revenue from appropriations had a slightly larger effect (β=.18, p<.001) compared to a one-dollar change in revenue from tuition (β=.07, p<.001).
Open Access
Authenticity and female leaders: a qualitative study exploring the leadership practices of female university administrators
(Colorado State University. Libraries, 2011) Thornhill, Kathy L., author; Kuk, Linda, advisor; Albert, Lumina, committee member; Banning, Jim, committee member; Davies, Tim, committee member
Using the construct of authentic leadership, this interpretive phenomenological study explored the leadership practices of seven female university leaders. Authentic leadership involves self-awareness, balanced processing, authentic action and relational transparency. Self-awareness is a lifelong process that involves understanding one's values and priorities. Balanced processing involves reflecting on strengths and weaknesses in an honest and accurate manner and not over or under-stating one's skills. Authentic action is behaving in a manner that is consistent with one's values. Relational transparency is being open and forthcoming with information and the process by which decisions are made. Five overarching themes emerged from the study: (1) leadership strategies, (2) leadership development, (3) meaning making, (4) developing and maintaining relationships, and (5) the larger organizational context, which included the university environment, specifically. The applicable themes were applied to the components of authentic leadership to elucidate further the phenomenon of authentic leadership. Their understanding of self was directly evident in their leadership strategies. They used values-driven leadership and were unwilling to compromise their values, whether in decision-making, strategic planning or even the institution in which they worked. They strove to be positive and to create an environment where people felt respected and appreciated. They sought to improve themselves, whether by self-reflection, reading leadership literature, or taking on new challenges. They made meaning of their lives by reflecting on their achievements and future goals, as well as the difference they made in others' lives. They were committed to their family and ensured that their family was integrated with their professional responsibilities. Relationships were important to them and they recognized the value that developing and maintaining relationships had on their personal and professional lives. They discussed the importance of mentors and they strove to empower others. They felt it was their responsibility, as leaders, to encourage and support others' development. The university setting was important to them. These leaders saw the university as a place that changes people's lives for the better and felt honored to work at a university. The mission of the university was important to them and they were aware that their decisions impacted everyone at the university, especially the students.
Open Access
Brother to brother: a narrative inquiry of African American male experiences of academic success at Colorado State University
(Colorado State University. Libraries, 2009) Chesson, Craig Eric, author; Kuk, Linda, advisor
The purpose of this study was to understand how African American males at Colorado State University achieve academic success. The major questions to be answered by this study were related to how pre-collegiate and collegiate experiences of African American males impacted their academic success at Colorado State University.
Open Access
Change readiness: realities and perceptions of vice presidents for student affairs at small, private liberal arts colleges
(Colorado State University. Libraries, 2016) Kenny, Kathryn E. McCaffrey, author; Kuk, Linda, advisor; Strathe, Marlene, committee member; Shillington, Audrey, committee member; Ellis, Michael, committee member
This phenomenological study explored the experiences of vice presidents for student affairs at small liberal arts colleges with readiness for change within their organizations. The lived experiences of the participants were explored using the following research questions: (1) How do vice presidents for student affairs at small, private liberal arts colleges define what "readiness for change" means to them? (2) How do vice presidents for student affairs describe their readiness for leading change? (3) What skills and traits do vice presidents for student affairs identify as being important to their readiness to lead change within their organization? (4) How would vice presidents for student affairs describe their own personal development of the skills and traits needed to lead change? How did they develop these skills and traits? (5) How would vice presidents for student affairs apply their own readiness for change to their strategy for readying their organization for change? The researcher conducted semi structured interviews with twelve vice presidents for student affairs at small, private, liberal arts colleges in the United States. Using the interpretative phenomenological approach, five themes emerged during the analysis of the data. The lived-experience of the participants were represented by: (1) readiness for change; (2) communication; (3) value of relationships; (4) knowledge development; (5) change leadership. The data suggested that the essence of the lived experience of the participants was that they shared the desire to improve their organizations, develop their staff to be strong leaders on their campuses, and to create a high quality experience for their students.
Open Access
Colorado Community College student perceptions of higher-education affordability: a phenomenological study
(Colorado State University. Libraries, 2018) Rosner-Salazar, Ari Senghor, author; Kuk, Linda, advisor; Quick, Don, committee member; Stewart, Malcolm, committee member; Voorhees, Richard, committee member
Using a phenomenological method, this study explored the higher-education affordability perceptions of a purposively-collected group of 19 students at the pseudonymous Crestview Community College (CCC) in Colorado. The defining themes of the study were: (a) knowledge of the College Opportunity Fund (COF) program and perceptions of higher-education affordability in the Colorado context, (b) how participants learned about and implemented college selection, financing, and success strategies, (c) family finances and their impact on work and college decisions, (d) participant views on the financial aid process, and (e) benefits of attending college. The findings were: (a) the COF was not viewed as a significant source of support or well-understood as the State of Colorado's contribution to college students, (b) participants described difficulty in high school learning and implementing a college selection and financing strategy with some mitigation of those failures by key adults in their lives, (c) CCC was viewed as the default college choice because of price, location, dual credit experience, and peer recommendations, (d) family structural and financial context strongly influenced participants' perceived options and decisions regarding college selection and work, (e) participant perspectives on federal financial aid and college affordability varied drastically between Pell Grant recipients and non-recipients, (f) participants uniformly held a negative perception of student loans, and (g) participants were motivated to stay in college by hope of occupational and financial benefits and discouraged by fear of debt and post-graduation joblessness.
Open Access
Culture and leadership in a public university setting: implications for shared governance and change
(Colorado State University. Libraries, 2014) Mills, Edward E., author; Kuk, Linda, advisor; Morgan, George, committee member; Strathe, Marlene, committee member; Scott, Malcolm, committee member
Noting a lack of quantitative research on perceptions of culture, leadership and change in the shared governance environment of Higher Education, this study utilized the Organizational Culture Assessment Instrument (Cameron & Quinn, 2011) to measure current (now) and preferred cultural perceptions of faculty and administrative leaders. Additional questions focused on the shared governance leadership culture within higher education. To explore this topic, participants were asked to rate their perceptions of the shared governance culture on their campus by rating the level of collaboration, impact on change at their campus and type of impact (positive, negative or neutral). Findings indicated that faculty and administrative leaders are more alike than different. Both groups considered their current leadership cultures predominantly Clan (collaborative, value-driven and participatory) and Hierarchical (bureaucratic, rigid and slow to change). But these same leaders display significant differences in their cultural preferences. Both groups indicated they would prefer a culture that was a combination of Clan and Adhocracy (innovative, adaptable and responsive) and less hierarchical. This study challenges the predominate notion in the literature on shared governance which infers faculty and administrative leaders differ in their perceptions on leadership and change. The study calls for more empirical research on this topic which would include larger populations and more demographic information on participants; limitations in this study.
Open Access
Differences between male and female community college students in achievement and attitude on college remedial mathematics
(Colorado State University. Libraries, 2015) Hughes-Isley, Susan, author; Kuk, Linda, advisor; Gloeckner, Gene, committee member; Anderson, Sharon, committee member; Pilgrim, Mary, committee member
The purpose of this non-experimental quantitative research study is to explore sex differences between community college male and female students on mathematics achievement and attitudes toward remedial mathematics in a metropolitan community college setting in the Southeastern United States. Through comparative and associative statistics the results revealed the findings from four research questions. The research questions explored the relationship between sex differences in remedial mathematics achievement and students' attitudes towards mathematics. The study found there was a statistically significant difference between male and female students on remedial mathematic achievement. The research showed males were significantly different from females on Pre-college Algebra (p < .001). The means scores of the two groups indicated that the average male students scores were (M = 52.10) while the female students scores were significantly lower at (M = 41.11). The effect size was .6, which according to Cohen (1988) is medium or typical in this discipline. Therefore, community college male student participants performed higher than the females on mathematics achievement. Using Independent Samples t-test the results from this study supported previous studies regarding differences between male and female community college students' attitudes toward mathematics. The study showed males scored significantly higher on motivation and self-concept than females. Females scored significantly higher on anxiety than males (p < .001). Males scored higher than females on both enjoyment (p = .228) and value (p = .111) but the differences were not statistically significant. The means score on value for males was (M = 3.57) and (M = 3.32) for females. The effect size for both value .2 and enjoyment .3 was small or smaller than typical (Cohen, 1988). The results showed that the combination of sex and student’s attitudes (motivation, anxiety, value, enjoyment, and self-concept) can predict remedial mathematics achievement F(6, 147) = 8.80, p < .001. The effect size was large or larger than typical (Cohen, 1988). Using 2 x 2 Factorial ANOVA this study found that male and female students who passed/failed remedial mathematics did not interact differently in regards to their attitude toward mathematics (motivation, anxiety, value, enjoyment, self-concept). There was not a significant interaction between sex and mathematics achievement (pass/fail) on motivation (p = .429), anxiety (p = .165), value (p = .504), enjoyment (p = .177), and self-concept (p = .332). However, there was a statistically significant main effect between remedial mathematics (pass/fail) on all of the attitude variables motivation, anxiety, enjoyment, and self-concept (p < .001) except value (p = .411). So those who passed remedial mathematics had higher scores on motivation, enjoyment and self-concept, but lower scores than those who failed remedial mathematics on anxiety.
Open Access
Engineering students' with financial need and their perceptions of success in their college experience: a phenomenological analysis
(Colorado State University. Libraries, 2016) Roberts, William R., author; Kuk, Linda, advisor; Anderson, Sharon, committee member; Siller, Tom, committee member; Chesson, Craig, committee member
The purpose of this study was to explore how engineering students at different educational levels, who have high financial need as determined by the FAFSA process, set goals and strategies to achieve what they believe to be success in their college curriculum at a medium sized mid-western polytechnic university. During this interpretive phenomenological analysis, interviews were conducted with 16 students which revealed four emergent themes and two super ordinate themes. The data from this study suggests participants focused on developing individual goals and strategies designed to learn coursework material positioning them to begin their engineering careers. The participants in the study relied upon personal support systems of family, faculty and staff member members at Superior Tech to guide them through their success journey. Although the participants were unhappy with their student loans, they indicated their career choice as an engineer would position them well for future financial stability. It appears participants considering engineering degrees will likely be inclined to make a significant investment in their educational experience if they have family encouragement, institutional support and the potential to begin a high paying career as an engineer. The study concluded with implications for practice for families of college students, financial aid practitioners, student success researchers, engineering faculty, student affairs professionals and future research possibilities.
Open Access
Examining factors that influence alumni giving from traditional and online MBA alumni at Colorado State University
(Colorado State University. Libraries, 2018) Guild, Erin, author; Kuk, Linda, advisor; Kaiser, Leann, committee member; Kaminski, Karen, committee member; Weiss, John, committee member
Increasingly, institutions of higher education seek out alumni support to help offset budget cuts and look toward technological advances to lower costs of instruction and create new revenue streams. In light of the desire to increase funding for university programs and the potential giving-power of MBA alumni, this study investigates factors that influence alumni giving from traditional and online MBA alumni. The relationship between sense of community, alumni demographics and donor behavior and attitudes is explored to consider factors that might predict alumni giving behavior and attitudes. This quantitative study uses logistic regression and independent samples test statistical methods to reveal that the odds of an alumnus making a financial donation are increasingly greater as age increases and as gender is female. Analysis also suggests that the odds of an alumnus making a financial donation are increasingly greater as sense of community increases. Statistical analysis shows that online CSU MBA alumni are different than traditional face-to-face CSU MBA alumni on sense of community, whereby the sense of community score for the online alumni is significantly lower than the score for traditional face-to-face alumni. Analysis in this study also demonstrates, however, that online alumni do not differ from face-to-face alumni on the following characteristics: age; donor status; attitude toward giving; gender; citizenship; and race/ethnicity.
Open Access
Examining the relationship between participation in youth leadership development and leadership styles of undergraduate college student leaders
(Colorado State University. Libraries, 2019) Serjoie, Ara, author; Kuk, Linda, advisor; Gloeckner, Gene W., advisor; Wolgemuth, Jennifer, committee member; Albert, Lumina, committee member
To view the abstract, please see the full text of the document.
Open Access
Examining the undergraduate student experience of transgender students at small, private, liberal arts institutions: a phenomenological analysis
(Colorado State University. Libraries, 2021) Newhouse, Ben J., author; Kuk, Linda, advisor; Carlson, Laurie, committee member; DeMirjyn, Maricela, committee member; Miller, Lisa, committee member
As the population of students who identify as transgender grows on college campuses, it is critical that higher education identify the ways in which institutions can more effectively serve the needs of this population, creating an environment that is supportive and inclusive. The literature demonstrates that campuses have fallen short of this goal. This study was designed to understand the lived experiences of seven transgender students who matriculated at small, private, liberal arts institutions in the south and southeast. By understanding their lived experiences, institutions that are truly committed to creating an environment that is diverse, equitable, and inclusive can understand common areas where institutions fall short and understand the ways in which participants experienced support and inclusion in meaningful ways during their time as undergraduates.
Open Access
Experiences of African-American female community college presidents using a student affairs pathway: a phenomenological study
(Colorado State University. Libraries, 2012) Humphrey, Marie, author; Kuk, Linda, advisor; Davies, Timothy G., committee member; Valentine, Deborah, committee member; Hughes, Blanche, committee member
This study explored the lived experiences of African-American women who became community college presidents from a student affairs pathway. The duality of the purpose of this study was to understand the making of a community college president per the "pathway" of student affairs, while simultaneously exploring a viable alternative to the "the pipeline" to the community college presidency for African-American women seeking the community college presidency. An interpretative phenomenological paradigm involving 10 participants with in-depth interviews was the methodology. The use of Willig's (2001) qualitative method of inquiry guided the data analysis. Five structural elements emerged from the data that described their lived experiences. These elements were summarized as: (a) Personal Pillars, (b) Professional Factors, (c) Advice, (d) Challenges, and (e) the Student Affairs Pathway. The conclusions drawn from the study involved race, gender and the pathway. One conclusion from this study was that these African-American women presidents did not allow race, gender, their student affairs background or other obstacles to hinder them from achieving the presidency. The second conclusion was that they had lived experiences that demonstrated that the student affairs pathway to the community college presidency for African-American women was viable.
Open Access
Experiences of persistence in business education: a retrospective phenomenological analysis of African American alumni
(Colorado State University. Libraries, 2014) Allen, Aswad A. A., author; Kuk, Linda, advisor; Kees, Nathalie, committee member; Scott, Malcolm, committee member; Anderson, Sharon, committee member
This qualitative study examined the lived experiences of African American undergraduate business degree alumni from a predominantly White research institution located in the Rocky Mountain region. As national demographics continue to shift (U.S. Department of Education, 2012), developing diverse talent through business education will continue to be a workforce priority. Also with an increased number of business degrees being awarded, understanding the barriers and supports experienced by diverse business students are becoming more important. The purpose of this dissertation was to examine the influences and obstacles leading to business degree attainment and employment or graduate study. This study, using Interpretative Phenomenological Analysis, contained in-depth interviews from ten African American business degree alumni who graduated 2-8 years prior to being interviewed. The overarching question for this study, "What were the "lived experiences" of African American alumni from an undergraduate business degree program during their educational and subsequent education and employment pursuits," was directed by the following four primary research questions: (1) What are the experiences of African American alumni which have led to graduation and employment? (2) What barriers did participants confront during their undergraduate and subsequent education and employment pursuits? (3) What were the support systems that African American alumni experienced during their undergraduate and employment journey? and (4) How did the experiences of persistence inform participants' decisions and actions following graduation (as they pursued either graduate school or employment)? Through data analysis, three major themes emerged: (1) meaningful connections, (2) building relationships, and (3) decisions to continue. Research findings from this study concluded the participant's ability to overcome social, academic, and cultural barriers was achieved by a series of "personal choices" focused on seeking out, engaging, and developing "relevant" personal and institutional supports.