Murray State Theses and Dissertations

Abstract

ABSTRACT This study explored the extent to which socioeconomic status (SES) impact students of color in New York in their pursuit of higher degree attainment. Recognizing the multifaceted challenges faced by these students, the research aimed to provide a comprehensive understanding of how socioeconomic factors influence educational outcomes. To confirm the proposed hypotheses, linear regression analysis was employed, allowing for a quantitative examination of the relationship between SES and higher degree attainment among students of color. The synthesis presented in this study contextualizes various aspects that underscore the need for this research. The study highlights existing disparities in educational access and success rates, emphasizing the critical need for targeted interventions. Furthermore, the study details various initiatives and institutional efforts aimed at promoting educational measures that enhance access to higher education for marginalized groups. These initiatives are often contingent on effective policy implementation, innovations, and leadership that prioritizes diversity and the potential inferences of P-20 integration.

Year manuscript completed

2024

Year degree awarded

2024

Author's Keywords

Keywords: SES, (Socioeconomic Status), PLE (Parents Level of Education), PLS (Parent Level of Support), and FTIPM (Family Total Income Per Month), performance-based learning (PLE), Elementary and Secondary Education Act (ESEA)

Degree Awarded

Doctor of Education

Department

Educational Studies, Leadership and Counseling

College/School

College of Education & Human Services

Dissertation Committee Chair

Dr. Teresa Clark

Committee Member

Dr. Brian Bourke

Committee Member

Dr. Landon Clark

Document Type

Dissertation - Murray State Access only

Additional Files
Persaud_Rajendra.DissertationManuscript (Main).docx (1554 kB)
Final Manuscript
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