A promise you can trust? a critical quantitative study on the politics of low-income college access

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dc.contributor.advisorHaslerig, Siduri
dc.contributor.authorBeam, Colbi
dc.contributor.committeeMemberHouston, Derek
dc.contributor.committeeMemberHamlin, Daniel
dc.contributor.committeeMemberHicklin-Fryar, Alisa
dc.contributor.committeeMemberYoungbull, Natalie
dc.date.accessioned2022-05-09T19:49:06Z
dc.date.available2022-05-09T19:49:06Z
dc.date.issued2022-05-13
dc.date.manuscript2022-05-06
dc.description.abstractPromise programs are a growing trend across the US that offer college assistance to low-income students. Many of these programs develop under the premise of supporting low-income students, but without policy language addressing the unique needs of low-income students in relation to race, gender, and class barriers. This study examined Oklahoma’s Promise, a statewide tuition-free program for low-income students, through a critical quantitative method and intersectional framework. It used the entire Oklahoma’s Promise population over a ten year span to ask the questions: who is being served by Promise?; when do students exit the program and what variables predict the time of that exit?; and what factors relate to the likelihood of degree completion? To answer these questions participants’ demographic data, hometown, and high school characteristics were disaggregated and analyzed to evaluate equity in the program. Additionally, statistical tests such as Cox’s Proportional Hazards model and multinomial logistic regressions were used to evaluate the validity of political narratives surrounding participant retention and completion. Findings discern Oklahoma’s Promise currently does not equitably serve students across racial, ethnic, gender, and high school characteristics but does serve equitably across hometowns. The findings in this study depart from common trends in literature showing students from underserved populations were more likely than their counterparts to persist towards a degree. However, they were less likely to attain a degree in the program. The findings validate Crenshaw’s (1989) intersectional theory relating to policy frameworks and the need for policy language and practice to consider individuals’ multiple intersecting identities to holistically and equitably serve the gamut of individuals who fall under a specific marginalized status.en_US
dc.identifier.urihttps://hdl.handle.net/11244/335641
dc.languageen_USen_US
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectHigher Education Policyen_US
dc.subjectCritical Quantitative Inquiryen_US
dc.subjectLow-Income Student Accessen_US
dc.thesis.degreePh.D.en_US
dc.titleA promise you can trust? a critical quantitative study on the politics of low-income college accessen_US
ou.groupJeannine Rainbolt College of Education::Department of Educational Leadership and Policy Studiesen_US
shareok.nativefileaccessrestricteden_US

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