{"id":{"repo_id":"texas-state","oai_identifier":"oai:digital.library.txst.edu:10877/17715"},"canonical_url":"https://search.dev.ndltd.org/etd/texas-state/oai:digital.library.txst.edu:10877/17715","repository":{"repo_id":"texas-state","name":"Texas State University","base_url":"https://digital.library.txst.edu/server/oai/request"},"display":{"title":"A Longitudinal Analysis of a Geography-Based Minority Recruiting Model","abstract":"The dissertation presents a study of a geography-based minority recruiting program and its participants. The study investigated the postsecondary goals and commitments of participant-students and their knowledge and understanding about geography as major discipline and career path. In addition, differences between and among the participant-students were analyzed. Theories of student departure, socio-cultural learning, and professional development provided the theoretical framework for the study. An increased understanding of how and why students make institutional and goal commitments coupled with hands-on learning essential for minority student success enabled the project to investigate discipline specific content and skills. Results indicated that while students did not select geography as a major discipline, all students reported a greater propensity to attend college after high school graduation. In addition, the mixed methodology revealed that students learned more about geography concepts and retained that knowledge over time, especially in those areas where the MRM presented information in hands-on and/or field activities. Future research should include a closer follow-up on participant-students throughout the postsecondary decision-making process, an extension of the program to include a teacher and peer-counselor mentor program for MRM alumni, and a test for replication and success of other MRM programs.","abstract_html":"The dissertation presents a study of a geography-based minority recruiting program and its participants. The study investigated the postsecondary goals and commitments of participant-students and their knowledge and understanding about geography as major discipline and career path. In addition, differences between and among the participant-students were analyzed. Theories of student departure, socio-cultural learning, and professional development provided the theoretical framework for the study. An increased understanding of how and why students make institutional and goal commitments coupled with hands-on learning essential for minority student success enabled the project to investigate discipline specific content and skills. Results indicated that while students did not select geography as a major discipline, all students reported a greater propensity to attend college after high school graduation. In addition, the mixed methodology revealed that students learned more about geography concepts and retained that knowledge over time, especially in those areas where the MRM presented information in hands-on and/or field activities. Future research should include a closer follow-up on participant-students throughout the postsecondary decision-making process, an extension of the program to include a teacher and peer-counselor mentor program for MRM alumni, and a test for replication and success of other MRM programs.","abstract_has_math":false,"creators":["Foster, Ellen Joan"],"institution":"Texas State University-San Marcos","degree_name":"Doctor of Philosophy","degree_level":"Doctoral","degree_discipline":"Geography","degree_department":null,"school":null,"contributors":[],"advisors":["Boehm, Richard G."],"committee_chairs":[],"committee_members":["Blanchard-Boehm, R. Denise","Dixon, Richard W. (Richard Wayne)","Payne, Emily Miller"],"year":2006,"date_issued":"2006-05","date_published":"2006-05","updated_at":"2026-07-27T21:22:41Z","subjects":["geography","minorities","motivation in education","learning strategies"],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/10877/17715","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Boehm, Richard G."]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Blanchard-Boehm, R. Denise","Dixon, Richard W. (Richard Wayne)","Payne, Emily Miller"]},{"key":"dc:creator","label":"Author","values":["Foster, Ellen Joan"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2023-12-15T23:57:59Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2023-12-15T23:57:59Z"]},{"key":"dc:date.issued","label":"Date","values":["2006-05"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Geography"]},{"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":["Texas State University-San Marcos"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["geography","minorities","motivation in education","learning strategies"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10877/17715"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The dissertation presents a study of a geography-based minority recruiting program and its participants. The study investigated the postsecondary goals and commitments of participant-students and their knowledge and understanding about geography as major discipline and career path. In addition, differences between and among the participant-students were analyzed. Theories of student departure, socio-cultural learning, and professional development provided the theoretical framework for the study. An increased understanding of how and why students make institutional and goal commitments coupled with hands-on learning essential for minority student success enabled the project to investigate discipline specific content and skills. Results indicated that while students did not select geography as a major discipline, all students reported a greater propensity to attend college after high school graduation. In addition, the mixed methodology revealed that students learned more about geography concepts and retained that knowledge over time, especially in those areas where the MRM presented information in hands-on and/or field activities. Future research should include a closer follow-up on participant-students throughout the postsecondary decision-making process, an extension of the program to include a teacher and peer-counselor mentor program for MRM alumni, and a test for replication and success of other MRM programs."]},{"key":"dc:format","label":"Dc Format","values":["Text"]},{"key":"dc:format.medium","label":"Dc Format Medium","values":["1 file (.pdf)"]},{"key":"dc:title","label":"Title","values":["A Longitudinal Analysis of a Geography-Based Minority Recruiting Model"]}]}],"canonical_facts":{"dc:contributor.advisor":["Boehm, Richard G."],"dc:contributor.committeemember":["Blanchard-Boehm, R. Denise","Dixon, Richard W. (Richard Wayne)","Payne, Emily Miller"],"dc:creator":["Foster, Ellen Joan"],"dc:date.accessioned":["2023-12-15T23:57:59Z"],"dc:date.available":["2023-12-15T23:57:59Z"],"dc:date.issued":["2006-05"],"dc:description.abstract":["The dissertation presents a study of a geography-based minority recruiting program and its participants. The study investigated the postsecondary goals and commitments of participant-students and their knowledge and understanding about geography as major discipline and career path. In addition, differences between and among the participant-students were analyzed. Theories of student departure, socio-cultural learning, and professional development provided the theoretical framework for the study. An increased understanding of how and why students make institutional and goal commitments coupled with hands-on learning essential for minority student success enabled the project to investigate discipline specific content and skills. Results indicated that while students did not select geography as a major discipline, all students reported a greater propensity to attend college after high school graduation. In addition, the mixed methodology revealed that students learned more about geography concepts and retained that knowledge over time, especially in those areas where the MRM presented information in hands-on and/or field activities. 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