Theses and Dissertations at Montana State University (MSU)
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Item Intersectional identity: factors impacting student odds of first semester STEM major declaration(Montana State University - Bozeman, College of Education, Health & Human Development, 2023) Jacobs, Jonathan Daniel; Chairperson, Graduate Committee: Lauren DavisThough there is a large amount of literature on those who graduate from college with STEM degrees, there is a dearth of literature involving intersectional identity of college freshman who are considering entering STEM majors. This study seeks to begin the process of meeting the gaps in research. Data from the High School Longitudinal Study of 2009 (HSLS:2009) were analyzed using logistic regression; using listwise deletion, intersectional identities which impact odds of student declaring a STEM major were identified. Student race and ethnicity, student sex, student socio-economic status, teacher race and ethnicity, teacher sex, science utility, science interest, science self-efficacy, and science identity were the components of intersectional identity for this study. Student race, student socio-economic status, science self-efficacy, and science identity were statistically significant factors that increased student odds of entering college with as STEM degree (p<0.001). Students who were Asian had a statistically significant increase in odds over White students to enter college with a STEM degree. All other aspects of identity were not statistically significant. More research is needed in this field to gain a deeper understanding of how intersectional identity impacts a students' odds of declaring a STEM majors their first semester in college.Item Capturing the experience of the General Studies Freshman Seminar : a qualitative and quantitative study(Montana State University - Bozeman, 1994) Orazem, Vicki Lynn; Chairperson, Graduate Committee: Robert A. FellenzItem Comparison of descriptive characteristics of Montana State University freshmen and a nationwide sample of college freshmen(Montana State University - Bozeman, 1967) Conser, Mary JeanItem Do college freshmen attain heightened academic success after having completed a reading development program(Montana State University - Bozeman, 1968) Breeden, William P.Item A follow-up study of freshmen dropouts from Montana State University in 1963(Montana State University - Bozeman, 1969) Boyd, Jeanette JeanItem How homeschool students perceive their experiences influencing academic and social integration in college(Montana State University - Bozeman, College of Education, Health & Human Development, 2015) Shields, Lisa Ann Hauk; Chairperson, Graduate Committee: Carrie B. MyersK-12 homeschool enrollment in the United States has increased to over two million students since legalization in 1993. As more homeschoolers enroll in higher education, colleges are taking notice of potential opportunities and obstacles they bring to campus from their homeschool experience. The purpose of this phenomenological study was to gain an understanding of how homeschool students perceived their experiences contributing to academic and social integration in college. Eleven state university and nine community college students participated in personal, face-to-face interviews using open-ended questions providing opportunity for students to tell the story of their personal homeschool experiences. Two themes evolved from the interviews as influential to integration: homeschool platform and student learning characteristics. Student learning characteristics consisted of self-discipline, independence, memorization, organization, and respect functioning as both obstacles and opportunities to college integration. Homeschool platform evolved from one-on-one instruction to student self-instruction, allowing flexibility to engage in self-discovery experiences developing capital with similar and diverse individuals. These relationships helped transition to academic and social integration. A sense of belonging was a product of the relationships built through integration and contributed to student engagement and satisfaction. Data showed homeschool students come to college with student learning characteristics to self-instruct, ability to develop relationships through respect, and gain respect from peers because of their morals and values. Relationships with individuals sharing similar interests provided students confidence to enroll in early start college courses to better understand college expectations. Limitations of the homeschool experience as students transitioned to college included: working in group projects, peer relationships with diverse individuals, and college expectations. Working on group projects caused anxiety for students due to their motivation for academic excellence and lack of interpersonal trust to allow peer responsibility of projects. Uncertainty of college expectations became evident as students enrolled in college with limited experience outside homeschool education. Students lacked experience using text books, taking notes, lectures, schedules, and inability to progress at their own pace. As homeschool students enter higher education, institutions have the capacity to address obstacles and opportunities they bring to campus to enhance their college experience.Item Redshirting and academic performance : evidence from NCAA student-athletes(Montana State University - Bozeman, College of Agriculture, 2014) Wilkes, Ethan Charles; Chairperson, Graduate Committee: Randall R. RuckerRedshirting is common in National Collegiate Athletic Association (NCAA) athletics. Many student-athletes forgo playing time as true freshmen and extend their eligibility in order to develop physically before they suit up for their first game the following year. Although redshirting is widely used for athletic reasons, the academic effects of redshirting are unknown. Academic achievement is an area of interest for the NCAA. Student-Athletes in the 2007 cohort achieved a federal graduation rate (FGR) of 66 percent compared to the general student body's rate of 65 percent. Although student-athletes have a higher FGR than the general student body, athletes in the major revenue producing sports lag behind. Football players that attended Football Bowl Subdivision (FBS) schools reached a FGR of 62 percent and athletes that played men's basketball at NCAA Division I schools earned an FGR of 47 percent. This paper uses individual-level data from SuperPrep Magazine and Montana State University (MSU) to examine the relationship between redshirting and academic performance. To address potential endogeneity, this thesis considers a propensity score matching (PSM) approach when using data from SuperPrep Magazine. PSM results indicate that selection bias is present in ordinary least squares (OLS) estimates, but that there are still substantial positive impacts of redshirting on graduation. OLS estimates using MSU data indicate there may be lagged benefits of redshirting on academic performance, although these results are not robust when a fixed-effects analysis is applied.Item Educational value of residence halls : value changes in freshman students as a function of educational programming in residence halls(Montana State University - Bozeman, College of Education, Health & Human Development, 1963) Nelson, John PhillipItem Learning strategies of Bible college freshmen : a case study of Prairie Bible College(Montana State University - Bozeman, College of Education, Health & Human Development, 1994) Wallace, Lynn HeastyItem Predictors of proficiency in critical thinking for college freshmen(Montana State University - Bozeman, College of Education, Health & Human Development, 1989) Wilson, Kenneth Dale