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Access to a college education began in the mid-20th century, spurred in part by the Servicemen’s Readjustment Act (most commonly referred to as the G. I. Bill), exponentially expanded the number of students matriculating at American colleges and universities. In addition to providing increased access to higher education to a population of Americans who had not previously had access to higher education, it led to a paradigm shift regarding the belief of the importance of a college education for a broader portion of the population. The resulting surge of new college students who may or may not have previously considered themselves to be part of the market for higher education changed the structure and administration of U. S. universities; this burgeoning population created a need to understand the mechanics behind a prospective undergraduate’s college choice process. While the research on the undergraduate college choice process has evolved to match the scope and complexity of today’s universities and the diverse populations that they serve, little research has been directed to the college choice process for prospective graduate students, the U. S. Bureau of Labor and Statistics research (U. S. Bureau of Labor and Statistics, 2014) that indicates that individuals with advanced degrees tend to have both higher salaries, higher starting salaries, increased lifetime earnings (U. S. Bureau of Labor and Statistics, 2014), and lower rates of unemployment. Beyond this, individuals with graduate degrees have abilities that can be utilized to contribute to their communities: their increased salaries support increased tax revenues, and they have the potential to contribute to leadership that increases the community’s quality of life in general. The central purpose of this dissertation was to examine the multitude of factors that motivate a prospective graduate student in his or her college choice process. In order to explore college choice for prospective graduate students in a way to generate thick and rich narratives, qualitative research methodology was utilized with sixteen currently enrolled juniors and seniors participants who self-identified as prospective graduate students.

College union professionals seek to create environments which support community building and student engagement. College unions foster student engagement through the deliberate use of programs and services, which enhance the overall student experience. Student employment is an out-of-class experience that is a necessity for most college students. College union professionals use the student employment experience as a way to further develop student engagement, involvement, and community building. The purpose of this qualitative study was to explore how student engagement and student self-efficacy is impacted by student employment within the college union. An intrinsic case study research design, conducted through the lens of naturalistic inquiry, was used to address the four research questions that explored the experiences of six former student employees from the college union. Data collection for the study was conducted through the semi-structured interviews, observations, researcher’s journal and field notes, and document review. The constant comparative method of data analysis was used to analyze the data. In addition, a peer review with a college union colleague was conducted. The results of data analysis produced the following emergent themes: 1) the college union is the community center of the university; 2) student employment in the college union is an out-of-class learning experience; 3) student employment in the college union encourages the development of the student; and 4) student employment in the college union supports self-efficacy development. Within these main themes, several sub-themes also emerged. The findings of this study indicate that student employment at the college union made a difference in the lives of the participants. They felt engaged in their environment, learned a myriad of different skills and competencies, felt that they were an important part of the college union department, and believed in their abilities to set and achieve goals. Building a student employee program with a college union that connects the experience to the learning outcomes takes time. College union professionals need to make sure they are focusing attention on what is being learned and how the learning is occurring. The results of this study indicated that student employment in the college union is a source of student learning and self-efficacy development, evidenced through the experiences of the study participants.

The purpose of this doctoral study was to develop an understanding of how and if college unions can create community for transfer students from a community college during their tenure at their transfer, four-year institution. The researcher examined the specific observations and reflections of these students to gain an understanding of their experience with community, especially since they were seeking to create that sense of belonging with their new institution. In addition, this study analyzed the physical layouts and aesthetics of the facility to see if there were common attributes that are similar for community building. The qualitative research study used semi-structured interviews and a visual ethnography technique to examine pictures and reflections on current physical space within a college union. More specifically, the study was a participatory action research (PAR) project or “self-reflective inquiry undertaken by participants in social relationship with one another in or order to improve some condition or situation with which they are involved” (Berg, 2007, p. 223). The interviews were coded to find common themes and the data was used to determine how the college union designed and arranged for physical space to create community. Additionally, the photographs provide a visual representation and catalyst for directed discussion and reflection on these distinct spaces. The analysis of the pictures and interviews were presented in two distinct parts: 1) the pictures, and subsequent comments on those picture, from the student perspective of community within the college union, and 2) relevant reflection and discussion about concepts related to the physical environment and human interaction within those spaces. Each section utilized visual ethnography, data interpretation, and dialogue from individual participants to present the findings of this study (Berg, 2007). The 11 participants discussed several factors that were ideal in the development of physical space to make it ideal for community building. The factors mentioned included characteristics of home and work; the physical layout of the space related to architecture and aesthetics; the activities and events taking place within those areas; the ability to observe those activities, without actual participation; the convenience or access of resources and support functions; the overall campus climate, dictated by years of cultural formation; and the significance of history and representation of that history throughout the facility. All 11 participants confirmed that physical spaces, especially within the college union, were instrumental in the formation of community on a college or university campus. Additionally, all students indicated that while conditions were not ideal for community, they were able to transform these areas to make them useful for social interaction and other shared experiences.

Approximately half of students enrolled in public four-year colleges and universities do not persist to graduation within six years (ACT, 2010). Students are struggling and leaving before degree completion for a variety of reasons, including poor academic performance. This study sought to explore the perceptions of students on academic probation of why he or she believed the academic struggle occurred. This qualitative study focused on probationary students returning from academic suspension. Utilizing a qualitative narrative analysis approach, the researcher studied five students’ essays, mid-semester self-reflections, and final journals written for an academic recovery class. Through the examination of participants’ writing, possible answers to the following research question were explored: What are the self-perceptions of probationary students returning from academic suspension regarding their academic performance? The analysis of the writings was presented in four parts: 1) the background and character development of the participants, 2) their experiences leading to suspension, 3) their mid-semester performance, and 4) their final thoughts of the course. Each section utilized data interpretation and storytelling to assist in “creating a sense of empathy for research participants,” give additional insight, and help generate new questions for research as a particular experience was seen through a new medium (Glense, 2006, p. 197). Narrative storytelling, ethnodrama, dialogue, and the creation of a transcript of a documentary were utilized in presenting the results. The five students discussed several factors leading to their academic suspension. Among those factors mentioned were difficulty of the degree program, skipping class, poor study habits, procrastination, lack of organization, and family issues. All five students described the academic recovery course as a positive experience. Three students confirmed they were still enrolled the following semester.

The field of student affairs strives to support the growth and development of college students, and a comprehensive understanding of their needs and experiences is pivotal for its success in this endeavor. There is a limited amount of literature on the experiences of transgender collegians, a student population that is becoming more visible on today’s college campuses. Many of the scholarly works on trans issues in higher education have positioned transgender students within the larger grouping of LGBT individuals. This grouping is problematic, as it does not distinguish between gender identity and sexual orientation identity, two separate and distinct constructs. This study seeks to contribute to the small body of literature dedicated to the unique experiences and identity development processes of transgender college students. I utilize the qualitative research methodology of Photovoice in this study, which allows participants to tell their story through photography and personal narratives. The findings drawn from participant interviews and photographs are encompassed in the following six themes: (1) Isolation and Emotional Turmoil, (2) Defining a Transgender Identity, (3) Creating a Cohesive Sense of Self, (4) Transitioning, (5) The Importance of Support, and (6) Lack of Awareness.

The purpose of this qualitative study is to create a comprehensive contextual record of the personal and professional experiences of Latinas administrators of Mexican descent at four year public universities in the Southwest region of the United States. This study hoped to give voice to this subset of Latinas by collecting interviews that focused on their self-reported experiences and provided an opportunity for these Latinas to add their experiences to the current literature. These Latinas as an ethnically diverse group were explored using a Latina Feminist Theory framework, a Critical Race Theory framework and a Latino Critical Race Theory framework. The success of these women in reaching their administrative levels provides valuable insight into the struggles and success of other Latinas especially those of Mexican descent in similar leadership positions. This research will provide a deeper understanding of how these women used their personal and professional experiences to negotiate higher education to advance into administrative and leadership positions in their respective institutions.

Self-harm within the college population has been growing over the last few decades, as more students are coming to college with diagnosed mental illnesses. Many studies have examined self-harm behaviors among clinical and non-clinical adolescents (Cross, 2007; Hall & Place, 2010; Janis & Nock, 2008), but few studies have taken the additional step to examine the college population, thus creating a gap within the research. More information and education is needed for higher education administrators concerning self-harm to understand the behavior and how to treat individuals who currently utilize this coping mechanism if administrators want to encourage these students to be successful in their academic pursuits. This study examines the relationship between college students and self-harm behavior – specifically, perceived climate within residence halls. A sample (N=41) was drawn from a large research institution in the southwest, and participants were asked to self-disclose information regarding self-harm behavior and residence hall climate; the Deliberate Self-Harm Inventory (Gratz, 2001) and the Residence Hall Climate Scale (Kaya, 2004) are the instruments used. Results indicated insignificant relationships between residence hall climate and self-harm behaviors.

State normal schools were sites of and contributors to a major shift in American society from 1870 to 1920. At the beginning of the period, women’s role in society was legally, socially, and educationally enforced to be separate from and subservient to men’s role. The literature focuses on social movements, women’s roles, and histories of women’s colleges and state universities. However, very little exists exploring state normal schools, let alone the connections between state normal schools, women, and society. This study, therefore, addresses to what extent state normal schools contributed or reflected women’s advancement in education and society. Colorado State Normal School and the University of Colorado provided a case for investigating the experiences of women students and extrapolating larger patterns. State normal schools, although established to address practical needs for additional, better-prepared teachers across the country, fostered a growing challenge to social mores by women students and faculty. Throughout the period, the state normal schools provided the space and resources for women to learn, share, and connect with one another. Compared to state universities, state normal schools provided more enrollment and employment opportunities, developing a sense of group consciousness. Created to enforce and continue the assumed role of women as teachers (and only that), state normal schools significantly contributed to the overall advancement of women in education and society.

Lesbian, gay, bisexual, and transgender (LGBT) students in college navigate multiple aspects of identity development, particularly faith and sexual identities. There is a significant gap in literature about the faith experiences of LGBT college students and the resources they need for identity development and success. This study describes the experiences of three LGBT students at faith-based institutions. The participants describe the integration of multiple identities while attending college. The study describes five main findings about the experiences of LGBT students. These findings include the implications of coming out to a student’s communities, the impact of intimate relationships on LGBT student development, the concept of language as an indicator of community acceptance of LGBT students, mentorship, and the importance of college administration’s support in faith development.

The purpose of this study is to look into the intersection and impact of philanthropy, education, and women in higher education. Ruth Carter Stevenson is a philanthropist in the State of Texas whose life fits this intersection. Existing research in the areas of philanthropy, education, and women are discussed to support the overall arching theme, as well as the importance of each to history. This work uses historical methodology to study the aforementioned intersection, as well as the interpretivist qualitative approach. Both archival documents (Ruth Carter Stevenson’s correspondence paperwork, and newspaper clippings) available at the Special Collections Archives at Texas Christian University, and an oral history of Ruth Carter Stevenson were utilized for the study. The research findings suggested that the Carter family and Ruth Carter Stevenson contributed to philanthropy, education, and women throughout their lives and their impact on the Fort Worth community will be remembered forever

College and university student unions are multi-million dollar investments that began to emerge on the campuses of institutions in the early 20th century. These investments are not only facilities that provide utility, but they represent an institution’s commitment to community. The concept of the “third place” developed by Ray Oldenburg is used to describe locations that serve as an alternative to a home or work environment where individuals spend most of their social time. Utilizing this concept, this study analyzed participants’ use and behaviors within six public spaces within the Texas Tech University Student Union.These six public spaces were the Gathering Pavilion, Student Union Courtyard, West Basement, Union Plaza Food Court, East Basement, and the Student Organization Cubicle spaces. The research questions that guided the study sought to address to what degree participants utilized the Student Union facility as a third place, whether or not there were relationships between the physical characteristics of a public space and the types of behaviors participants demonstrated there, and whether or not the way the facility was currently utilized aligned with the intentions of the facility renovations of the six public spaces in 2006. A researcher-developed survey was used for data collection. Descriptive statistics were used to address the research questions. The results of the analysis indicated that student participants believed that the Texas Tech University Student Union contains the qualities that make it an environment suitable to serve as a third place. The results also revealed that it serves as a third place for many of the participants of the study. Participants indicated they utilized three of the public spaces, the West Basement, Union Plaza Food Court, and the Student Organization Cubicle spaces, in ways that mirrored their intended purposes. Three spaces, the Student Union Courtyard, Gathering Pavilion, and East Basement, were not utilized in a manner congruent with the intentions of the renovations. There is limited comparative research on student union facility design and actual student use. College administrators and those that operate student unions can benefit from the results of this research study. The results contribute to the literature on the design and intentions of college and university student union facilities.

College and university student disciplinary processes have been, and continue to be, a significant and essential component of the higher education endeavor. Campus student discipline programs and processes serve to protect the persons and property of the college community, to develop and educate students in community living, citizenship, and future behavior, and to create and maintain an overall campus community conducive to the learning mission of the institution. Existing research on the student disciplinary process is primarily focused on large, research institutions, leaving the majority of small, private colleges and universities unexamined. Seventy-seven percent of colleges and universities in the United States enroll less than 5,000 students; sixty-two percent of institutions enroll less than 2,500 students (NCES, 2008), positing this subfield of institutions of higher education worthy of inquiry. Using a naturalistic, qualitative approach, I examined the purpose, nature, and perceived educational outcomes of the campus discipline programs at four small, private, institutions of higher education in the Southwestern United States. The four institutions served as the research participants in this study. Data collection included in-person interviews with ten discipline administrators at their home campus and document analysis of published campus discipline literature. Research findings suggested that the student discipline processes at these small colleges contributed to a holistic approach to student formation and learning outside of the classroom. This student formation took place in intentional campus communities through deep, complex relationships with faculty, staff, and fellow students. These relationships informed the campus communities that ultimately depended on the student discipline processes for development and support. Beyond simply responding to student violations of community standards, these four colleges reported using the campus discipline processes to positively change the futures of students. The colleges’ perspective on student formation and learning was much greater than specific, episodic education. In these unique communities, student formation in the discipline process was purposed to transcend an isolated incident or occurrence to inform how students and their behavior relate to and engage with the entire college community. The researcher found that the student discipline process at the small, private college or university was a critical component of the educational mission of the institution, integral to community development, purposed for student formation and learning, and made up of multiple highly complex relationships.

The exploration of Summer Entry Programs in Texas Law Schools provides qualitative research focusing on the law students and the manner that the SEP has dealt with the emerging American law school philosophy of helping law students graduate, not simply weeding out students that cannot succeed in law school. The status of the Summer Entry Programs (SEPs) at three Texas law schools (one public and two private) was explored. The research offered insight and relevance into how SEP students perceive SEPs. Additionally, it described the lens through which the Secondary Respondents (Administrators) viewed the SEPs. The study revealed perceptions of the SEP students and how they handled going through the program and finally their reflections on its effect on their law school career. It is recommended that a study be conducted on the success rate of the SEP participants in comparison to regularly admitted students through graduation, bar examination passage and career placement. Research on faculty attitudes and perceptions within and outside the state of Texas is needed. The faculty reactions would be helpful to SEP program administrators and admissions personnel. Findings from the Texas faculty and the faculty outside of Texas could be compared and contrasted bringing the research to a national level. The additional research may help both existing and new SEPs to flourish.