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dc.contributor.authorFrazelle, Sarah J.
dc.date.accessioned2021-10-08T18:53:17Z
dc.date.available2021-10-08T18:53:17Z
dc.date.issued2007-05-31
dc.identifier.urihttp://hdl.handle.net/1808/32001
dc.descriptionThesis (M.A.)--University of Kansas, Economics, 2007.en_US
dc.description.abstractIn today's society earning a college education plays an extraordinarily important role in obtaining a living wage and thus is of importance for every individual. However, cross disciplinary research has found that gender, ethnicity, and academic and socio-economic backgrounds play a role in how well a student performs in college. The TRIO program is a federally-funded, national effort to help students from disadvantaged backgrounds complete their degree. Given these students are from an already disadvantaged background, this study looks inside the cohort and finds that race and gender have significant correlations with cumulative GPA for first year participants, regardless of adjusting for academic and socio-economic backgrounds. The study further examines TRIO students and their length of participation in the TRIO program and finds that participation is significantly and positively correlated with increases in cumulative GPA, especially for students from the most disadvantaged backgrounds.en_US
dc.publisherUniversity of Kansasen_US
dc.rightsThis item is protected by copyright and unless otherwise specified the copyright of this thesis/dissertation is held by the author.en_US
dc.subjectSocial sciencesen_US
dc.subjectEducationen_US
dc.titleBarriers within: Examining gender, race, and participation in the TRIO program with college successen_US
dc.typeThesisen_US
dc.thesis.degreeDisciplineEconomics
dc.thesis.degreeLevelM.A.
kusw.bibid5349276
dc.rights.accessrightsopenAccessen_US


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