Dissertation Defenses

Doctoral Dissertation Announcement

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Candidate: Colin S. McCaleb

Degree of: Doctor of Philosophy

Department: Educational Leadership, Research and Technology

Title: Differences in Bachelor’s Degree Attainment: Are College Degrees a Function of Habitus?

Committee:
Dr. Andrea Beach, Chair
Dr. Louann Bierlein-Palmer
Dr. Brooks Applegate

Date: Monday, November 5, 2007 9:00 a.m. – 11:00 a.m.
3208 Sangren Hall

Abstract:
This study sought evidence that Pierre Bourdieu’s habitus influences college graduation and college transferring patterns. It was hypothesized that low socio-economic students have to change their habitus in the elitist environment of higher education. Two research questions were advanced: the first asking if there was evidence consistent with the idea that habitus influenced graduation rates; the second question asking if there was evidence that habitus influenced transferring patterns. Income and civic participation were used as measures of habitus.
Results showed that low income students who had not civically participated in high school fared the worst in college persistence, while high income students who civically participated in high school fared the best. Low income students who civically participated tended to do as well or better in most college outcomes as high income students who had not civically participated. By the end of the survey, there was evidence that low income students who had not civically participated in high school were increasing their civic participation. These factors also predicted bachelor’s degree attainment.
Results for transfer patterns suggested that low income students who had not civically participated in high school transferred in high percentages to less prestigious universities or dropped out in the highest percentage, while high income students who civically participated in high school tended not to transfer, but if they did, their outcomes were successful. Low income students who civically participated in high school tended not to transfer, but when they did, transfer outcomes were mixed. High income students who had not civically participated in high school tended to transfer the most, and these transfers were successful overall, but these students tended to settle for lower level degrees at less prestigious institutions, and a high percentage never graduated.