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Pre-College Sources of Influence for Traditionally Underrepresented Students Attending College: A Social Network Analysis Approach

机译：传统上代表性不足的学生上大学前的影响力来源：一种社会网络分析方法

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摘要

This study examined a variety of sources of influence for traditionally underrepresented students at a primarily White institution of higher education. The sources of influence ranged from 2-way communications in high school to 2-way communications in the community, and from 1-way communication influences in the school such as AP courses, to 1-way communication influences outside of the school such as social media. The data were collected via an online survey distributed to first time in college freshmen in the College of Natural Sciences at the University of Texas at Austin. The survey results were analyzed using ANOVA and social network analysis (SNA). While SNA has been used in education, it has not been used in the college access discourse. Given the connection between social capital and college access, and the use of SNA to examine social capital, using SNA to examine social capital provided an interesting way to explore the influences for students in college access. The researcher hypothesized that people, in and out of school, would be more influential to traditionally underrepresented students than their traditionally represented counterparts. While some of the findings supported the hypothesis, there were significant findings in financial aid and social media platforms for traditionally underrepresented students, offering leverage points for high school, higher education, and policy makers.
机译：这项研究调查了主要是白人高等教育机构中传统上代表性不足的学生的各种影响源。影响力的来源从高中的双向交流到社区的双向交流，从学校的单向交流影响（例如AP课程）到校外的单向交流影响（例如社交）媒体。数据是通过在线调查收集的，该调查分发给德克萨斯大学奥斯汀分校自然科学学院的大学新生。使用ANOVA和社交网络分析（SNA）分析调查结果。尽管SNA已用于教育中，但尚未在大学入学语言中使用。考虑到社会资本和大学入学之间的联系，以及使用SNA来检查社会资本，使用SNA来检查社会资本提供了一种有趣的方式来探索对学生对大学入学的影响。研究人员假设，校内外的学生对传统上代表性不足的学生比传统上代表性的学生更有影响力。尽管某些发现支持了这一假设，但在经济援助和社交媒体平台上，对于传统上代表性不足的学生却有重要发现，为高中，高等教育和政策制定者提供了杠杆作用。

著录项

  • 作者

    Kester, Rebekah G.;

  • 作者单位

    University of Denver.;

  • 授予单位 University of Denver.;
  • 学科 Higher education.;Education.;Educational leadership.
  • 学位 Ph.D.
  • 年度 2017
  • 页码 143 p.
  • 总页数 143
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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