Doctoral Degree Attainment from Ronald E. McNair Scholars Program Alumni: An Explanatory Embedded Case Study

Autor/inn/en	Renbarger, Rachel; Talbert, Tony; Saxon, Terrill
Titel	Doctoral Degree Attainment from Ronald E. McNair Scholars Program Alumni: An Explanatory Embedded Case Study
Quelle	In: Educational Policy, 37 (2023) 3, S.624-652 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Renbarger, Rachel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-9048
DOI	10.1177/08959048211042569
Schlagwörter	Doctoral Students; Doctoral Programs; Doctoral Degrees; Educational Attainment; Scholarship; Alumni; Student Attitudes; Low Income Students; Minority Group Students; First Generation College Students; Financial Support; Teacher Student Relationship; Peer Relationship; Social Support Groups + Suchen Sie Ihr Suchwort? Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Doctoral degree; Doktorgrad; Bildungsabschluss; Bildungsgut; Scholarships; Stipendium; Schülerverhalten; Finanzielle Förderung; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Social support; Soziale Unterstützung
Abstract	Due to structural inequity, White students, those whose parents attained a university degree, and those from upper/middle class households are more likely to attain a doctoral degree. One federal program, the Ronald E. McNair Post-baccalaureate Achievement Program, provides undergraduates with academic and financial support to help marginalized students enroll and succeed in graduate school. However, little research has examined how this program has helped students attain the ultimate goal of a PhD. In this explanatory, embedded case study, 12 participants described how the program provided financial, academic, and social supports from peers, faculty, and staff during their doctoral programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01