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UNDERGRADUATE SINGLE MOTHERS’ PERCEPTIONS OF THE
IMPACTS OF COLLEGE ON THEIR COGNITIVE AND
PSYCHOSOCIAL DEVELOPMENT
by
Tony Arguelles
__________________________________________________________________
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
August 2008
Copyright 2008 Tony Arguelles
Object Description
| Title | Undergraduate single mothers' perception of the impacts of college on their cognitive and psychosocial development |
| Author | Arguelles, Tony |
| Author email | arguelle@usc.edu |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education |
| School | Rossier School of Education |
| Date defended/completed | 2008-02-20 |
| Date submitted | 2008 |
| Restricted until | Unrestricted |
| Date published | 2008-06-27 |
| Advisor (committee chair) | Rodney Goodyear |
| Advisor (committee member) |
Hocevar, Dennis Tuitt, Don |
| Abstract | This mixed-methods study examined the sources of impact that single mothers perceived to have affected their sense of self and how they conceptually organized those impacts. Seventy-one undergraduate single mothers (mean age 22 years) participated in the first phase of the study by completing a variant of Flanagan’s Critical Incident Technique to report a college-related experience that had affected their sense of self. A team of three doctoral students identified 12categories of impact from those incidents. In the second phase of the study 12 women who had participated in the first phase rated the degree of similarity between the items in each possible pair of those 12 categories.; Those similarity data were analyzed using multidimensional scaling (MDS). A two-dimensional solution was used to graphically represent the results. After naming the dimensions, the data were analyzed using hierarchical cluster analysis. A four-cluster analysis best represented the data. Those clusters were overlaid graphically on the MDS solution.; The 12 themes that emerged during the analysis of the first phase data were associated with particular factors that theory and previous research had identified as influencing personal identity development and demonstrated the profound effect of college on the study participants' personal identity development. The clusters and dimensions illustrated the importance of relationships, especially student-faculty relationships, to the women. The clusters and dimensions were consistent with prior theory and the current research provided validation for the results. Limitations of the study, suggestions for future research, and implications for higher education practitioners were discussed. |
| Keyword | nontraditional students; community colleges; single mothers; higher education |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Type | texts |
| Legacy record ID | usctheses-m1304 |
| Rights | Arguelles, Tony |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | http://www.usc.edu/isd/libraries/services/ask_a_librarian/email/ |
| Filename | etd-Arguelles-20080627 |
| Archival file | uscthesesreloadpub_Volume26/etd-Arguelles-20080627.pdf |
Description
| Title | Page 1 |
| Full text | UNDERGRADUATE SINGLE MOTHERS’ PERCEPTIONS OF THE IMPACTS OF COLLEGE ON THEIR COGNITIVE AND PSYCHOSOCIAL DEVELOPMENT by Tony Arguelles __________________________________________________________________ A Dissertation Presented to the FACULTY OF THE ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION August 2008 Copyright 2008 Tony Arguelles |
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