Date of Completion

1-11-2013

Embargo Period

1-11-2013

Keywords

College Choice Theory, Individual Attributes, Institutional Attributes, Psychosocial Factors

Major Advisor

Anysia P. Mayer

Associate Advisor

Casey D. Cobb

Associate Advisor

Morgaen L. Donaldson

Associate Advisor

Richard L. Schwab

Associate Advisor

Robert M. Villanova

Field of Study

Educational Leadership (Ed.D.)

Degree

Doctor of Education

Open Access

Open Access

Abstract

This phenomenological study examined the college enrollment decisions of 20 high school students who participated in the Genesis Invitational program at the United States Coast Guard Academy. The Genesis program was designed to generate interest in postsecondary education among first generation and underrepresented minority students. I used college choice theory as a theoretical framework to analyze and understand the enrollment decisions of Genesis participants considering selective institutions of higher education. Specifically, I conducted semi-structured phone interviews during the mid-choice and post-choice phases of high school seniors’ college choice processes and examined application materials they had submitted to both the Genesis program and the Coast Guard Academy. Interview questions were mapped to four broad concepts: institutional attributes; individual attributes; obstacles and supports; and cultural capital and habitus. Following the analysis phase, I organized participants into three sub-groups according to the number of college options they had available to them—Limited Options (LO), Average Options (AO) and Robust Options (RO). I found that as enrollment options increased, so did the complexity of the enrollment decision. Family influence, academic preparation and financial considerations were compelling factors for all subjects during the choice process; however the presence of these factors varied. As students neared the end of the college search, financial need among Robust Option students was somewhat neutralized, giving way to the pursuit of enjoyment in the college experience. This finding supports the theory that psychosocial factors influence final enrollment decisions.

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