{"id":{"repo_id":"ohiolink","oai_identifier":"oai:etd.ohiolink.edu:toledo1364825158"},"canonical_url":"https://search.dev.ndltd.org/etd/ohiolink/oai:etd.ohiolink.edu:toledo1364825158","repository":{"repo_id":"ohiolink","name":"OhioLINK","base_url":"https://etd.ohiolink.edu/acprod/odb_etd/ws/oai/oai"},"display":{"title":"The Relationship between Policies, Practices and Institutional Trends in the Awarding Of Doctoral Degrees to Hispanic Students","abstract":"According to the United States Census Bureau (2005), Hispanics are the youngest and largest minority group in the country. Unfortunately, Hispanics have the largest drop-out rates of any major ethnic group in the US, which will result in fewer Hispanics entering Ph.D. programs (Yosso & Solorzano, 2006). Because of this doctoral achievement gap among Hispanic students, this dissertation investigated how higher education administration, educational policies, and programs for doctoral students can help address the obstacles and promote retention and graduation of Hispanic Ph.D. students. A 14-question survey addressed the independent variables related to perceived influence of use, perceived frequency of use, and perceived importance of use of social, support, financial, and other institutional programs that either directly or indirectly address Hispanic doctoral students. According to a Pearson correlational analysis of the data collected, no relationship existed between the independent variables and the dependent variable, percent change in doctoral degrees awarded to Hispanic students. Follow-up questions provided qualitative data that were analyzed through coding, from which the major themes of geographic location, differences in general diversity programs versus Hispanic-focused policies and programs, public versus private control, and issues of adequate versus inadequate funding. Suggestions for future research and implications follow from these findings and themes. Based on the results, the dissertation concludes that in contrast to what some models suggest and what many administrators believe about the value of programs for recruitment and admissions, academic services, curriculum and instruction, student services, and financial aid, the existence and perceived importance, influence, and frequency of use of such programs did not actually correlate with a positive change in the percentage of Ph.D. degrees completed by Hispanic doctoral students.","abstract_html":"According to the United States Census Bureau (2005), Hispanics are the youngest and largest minority group in the country. Unfortunately, Hispanics have the largest drop-out rates of any major ethnic group in the US, which will result in fewer Hispanics entering Ph.D. programs (Yosso & Solorzano, 2006). Because of this doctoral achievement gap among Hispanic students, this dissertation investigated how higher education administration, educational policies, and programs for doctoral students can help address the obstacles and promote retention and graduation of Hispanic Ph.D. students. A 14-question survey addressed the independent variables related to perceived influence of use, perceived frequency of use, and perceived importance of use of social, support, financial, and other institutional programs that either directly or indirectly address Hispanic doctoral students. According to a Pearson correlational analysis of the data collected, no relationship existed between the independent variables and the dependent variable, percent change in doctoral degrees awarded to Hispanic students. Follow-up questions provided qualitative data that were analyzed through coding, from which the major themes of geographic location, differences in general diversity programs versus Hispanic-focused policies and programs, public versus private control, and issues of adequate versus inadequate funding. Suggestions for future research and implications follow from these findings and themes. Based on the results, the dissertation concludes that in contrast to what some models suggest and what many administrators believe about the value of programs for recruitment and admissions, academic services, curriculum and instruction, student services, and financial aid, the existence and perceived importance, influence, and frequency of use of such programs did not actually correlate with a positive change in the percentage of Ph.D. degrees completed by Hispanic doctoral students.","abstract_has_math":false,"creators":["Dunlap, Rosalinda Cadena, Dr."],"institution":"University of Toledo","degree_name":"Doctor of Philosophy","degree_level":"doctoral","degree_discipline":"Educational Administration and Supervision","degree_department":null,"school":null,"contributors":["Poplin Gosetti, Penny"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013-07-11","date_published":"2013-07-11","updated_at":"2026-07-24T03:37:01Z","subjects":["Higher Education Administration","Hispanic Americans","Hispanic","Higher Education","Doctoral degree"],"languages":["English"],"rights":["unrestricted","This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://rave.ohiolink.edu/etdc/view?acc_num=toledo1364825158","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Poplin Gosetti, Penny"]},{"key":"dc:creator","label":"Author","values":["Dunlap, Rosalinda Cadena, Dr."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2013-07-11"]},{"key":"dc:publisher","label":"Institution","values":["University of Toledo / OhioLINK"]},{"key":"dc:type","label":"Dc Type","values":["Electronic Thesis or Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Administration and Supervision"]},{"key":"thesis:degree_level","label":"Degree Level","values":["doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Toledo"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Higher Education Administration","Hispanic Americans","Hispanic","Higher Education","Doctoral degree"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:rights","label":"Dc Rights","values":["unrestricted","This thesis or dissertation is protected by copyright: all rights reserved. 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A 14-question survey addressed the independent variables related to perceived influence of use, perceived frequency of use, and perceived importance of use of social, support, financial, and other institutional programs that either directly or indirectly address Hispanic doctoral students. According to a Pearson correlational analysis of the data collected, no relationship existed between the independent variables and the dependent variable, percent change in doctoral degrees awarded to Hispanic students. Follow-up questions provided qualitative data that were analyzed through coding, from which the major themes of geographic location, differences in general diversity programs versus Hispanic-focused policies and programs, public versus private control, and issues of adequate versus inadequate funding. Suggestions for future research and implications follow from these findings and themes. Based on the results, the dissertation concludes that in contrast to what some models suggest and what many administrators believe about the value of programs for recruitment and admissions, academic services, curriculum and instruction, student services, and financial aid, the existence and perceived importance, influence, and frequency of use of such programs did not actually correlate with a positive change in the percentage of Ph.D. degrees completed by Hispanic doctoral students."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf","p.159","1.36 MB"]},{"key":"dc:title","label":"Title","values":["The Relationship between Policies, Practices and Institutional Trends in the Awarding Of Doctoral Degrees to Hispanic Students"]}]}],"canonical_facts":{"dc:contributor":["Poplin Gosetti, Penny"],"dc:creator":["Dunlap, Rosalinda Cadena, Dr."],"dc:date":["2013-07-11"],"dc:description":["According to the United States Census Bureau (2005), Hispanics are the youngest and largest minority group in the country. Unfortunately, Hispanics have the largest drop-out rates of any major ethnic group in the US, which will result in fewer Hispanics entering Ph.D. programs (Yosso & Solorzano, 2006). Because of this doctoral achievement gap among Hispanic students, this dissertation investigated how higher education administration, educational policies, and programs for doctoral students can help address the obstacles and promote retention and graduation of Hispanic Ph.D. students. A 14-question survey addressed the independent variables related to perceived influence of use, perceived frequency of use, and perceived importance of use of social, support, financial, and other institutional programs that either directly or indirectly address Hispanic doctoral students. According to a Pearson correlational analysis of the data collected, no relationship existed between the independent variables and the dependent variable, percent change in doctoral degrees awarded to Hispanic students. Follow-up questions provided qualitative data that were analyzed through coding, from which the major themes of geographic location, differences in general diversity programs versus Hispanic-focused policies and programs, public versus private control, and issues of adequate versus inadequate funding. Suggestions for future research and implications follow from these findings and themes. Based on the results, the dissertation concludes that in contrast to what some models suggest and what many administrators believe about the value of programs for recruitment and admissions, academic services, curriculum and instruction, student services, and financial aid, the existence and perceived importance, influence, and frequency of use of such programs did not actually correlate with a positive change in the percentage of Ph.D. degrees completed by Hispanic doctoral students."],"dc:format":["application/pdf","p.159","1.36 MB"],"dc:identifier":["http://rave.ohiolink.edu/etdc/view?acc_num=toledo1364825158"],"dc:language":["English"],"dc:publisher":["University of Toledo / OhioLINK"],"dc:rights":["unrestricted","This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws."],"dc:subject":["Higher Education Administration","Hispanic Americans","Hispanic","Higher Education","Doctoral degree"],"dc:title":["The Relationship between Policies, Practices and Institutional Trends in the Awarding Of Doctoral Degrees to Hispanic Students"],"dc:type":["Electronic Thesis or Dissertation"],"thesis:degree_discipline":["Educational Administration and Supervision"],"thesis:degree_level":["doctoral"],"thesis:degree_name":["Doctor of Philosophy"],"thesis:institution_name":["University of Toledo"]},"updated_at":"2026-07-24T03:37:01Z"}