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1 Exploring Academic Major Choice 1 EXPLORING ACADEMIC MAJOR CHOICE AND SELF-EFFICACY IN A SHIFTING LANDSCAPE: LOW-INCOME UNDERGRADUATE STUDENTS AND PURSUIT OF THE HUMANITIES DEGREE __________________________________ A Dissertation! Presented to! The Faculty of the Curry School of Education University of Virginia _________________________________ In Partial Fulfillment! of the Requirements for the Degree Doctor of Philosophy _________________________________ by! Sarah E. Whitley, B.S., M.Ed. May 2017 2 ©Copyright by Sarah E. Whitley All Rights Reserved May 2017 3 ABSTRACT Advisor: Dr. Karen Kurotsuchi Inkelas Relying upon explanatory mixed methods (Creswell, 2002, 2003, 2007; Tashakkori & Teddlie, 2003), this study investigated the academic decision-making of low-income undergraduate students with interest in humanities majors. The purpose of this study was to consider the influences, including those internal and external to the college environment as well as occurring prior to and during college, that shaped low- income students’ self-efficacy and academic decision-making at different points in the process. Moreover, this study sought to understand the barriers encountered by students in academic decision-making and to identify the supports recognized by students as improving their confidence in successfully choosing a major. Given the negative post- Recession climate surrounding humanities study and a rise in focus on and funding for majors deemed vocational or pre-professional, this study examined why low-income students still express interest in humanities fields and whether majoring in these disciplines may be a benefit to this marginalized population. Using Social Cognitive Career Theory (Lent, Brown & Hackett, 1994, 2000, 2002) and Bronfenbrenner’s (1979, 1993) Ecological Systems Theory as frameworks for considering goals, outcomes, efficacy, and environmental influences, this study considered the following research questions: ▪ What influences low-income undergraduate students to pursue academic majors in humanities disciplines? ▪ In what ways are low-income undergraduate students' senses of academic self- efficacy regarding their choice of major shaped through experiences and influences within the college and external environments? 4 ▪ What college and external environments or experiences, specifically, shape the major choice process for low-income undergraduate students interested in humanities disciplines? Despite indicating humanities interest at the time of admission and identifying humanities-related interests in high school academic and extracurricular experiences, students were also encouraged to consider pre-professional majors by their immediate family and high school educators. The influence of parents and teachers, along with feeling connected to an academic discipline prior to entering college, improved confidence and self-efficacy in the pre-college major choice. However, upon entry, students identified multiple barriers (e.g., lack of information, poor faculty and advisor support, academic difficulties, shifting interests) that prompted a need to consider other majors and resulted in declines in decision-making efficacy. Students in the study sought mentoring relationships with older peers, returned to hobbies and interests as inspiration for major choice, and identified small, supportive academic communities as the supports necessary for regaining self-efficacy and choosing a major. Moreover, students reported finding these desired supports within humanities disciplines. Additionally, the presence of a comprehensive institutional aid model offered students unexpected freedom and flexibility in academic decision- making. The study’s findings offer support for the use of Social Cognitive Career Theory (SCCT) (Lent, Brown & Hackett, 1996; Lent, 2005) and Bronfenbrenner’s Ecological Systems Theory (1979; 1993) as frameworks for exploring academic decision-making. Suggestions are offered for extending the use of SCCT to include college, major, and career choice as well as development of a consistent adaptation of Bronfenbrenner’s model specific to higher education research. The study’s findings offer support for 5 considering how comprehensive financial aid models can be expanded to benefit students at varying types of institutions, continuing improvement in federal financial aid policies for low-income students, and reconsidering widespread funding cuts across humanities degree programs. For practitioners, the study findings suggest that students, and influential individuals, need better major choice information prior to college and for this information to be delivered with greater intention throughout matriculation. Moreover, findings support initiatives for greater awareness of faculty and staff regarding the barriers and supports identified in the major choice process for marginalized students alongside consideration of formalized mentoring programs for student support from consistent and knowledgeable resources. Recommendations are made not only for improvements in how humanities programs are marketing degree options and outcomes but, reciprocally, for non-humanities faculty to learn about ways in which the humanities foster learning environments favored by low-income students. As this study considered a specific population at a selective institution, findings are not intended to be generalizable. However, the findings presented offer significant opportunity for future research including comparison samples across institutions of varying selectivities, financial aid models, academic disciplines and peer groups. Moreover, additional research exploring the informal development of academic mentoring relationships with peers, student perceptions of humanities faculty, and reported pervasive struggles with connecting majors with personal and career goals is recommended. 6 Department of Leadership, Foundations, and Policy Curry School of Education University of Virginia Charlottesville, VA APPROVAL OF THE DISSERTATION This dissertation, “Explorating Academic Major Choice in a Shifting Landscape: Low- Income Undergraduate Students and Pursuit of the Humanities Degree,” has been approved by the Graduate Faculty of the Curry School of Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. ________________________________________ Karen Kurotsuchi Inkelas, Advisor _________________________________________ John T. Casteen III __________________________________________ Nancy L. Deutsch __________________________________________ Josipa Roksa March 31, 2017 Date 7 DEDICATION This dissertation is dedicated in loving memory of my father, Henry V. “Bubba” Whitley, Jr., who instilled in me a strong work ethic, fierce loyalty, and the strength to persist when difficult. Thank you for being my coach and champion, my consummate supporter, my unyielding cheerleader, and for sacrificing so much to allow me to pursue my dreams. Nothing would make me happier than to have you here today. Love and miss you, buddy. Okay, Okay. vii 8 ACKNOWLEDGEMENTS The completion of this task is not without tremendous appreciation to those who have encouraged me both personally and professionally and continue to be significant influences in my life. First, I must thank the students, particularly the eight interview participants, who excitedly shared their life experiences and allowed me to understand college through their eyes. Thank you to the Curry School of Education and the Higher Education program for funding my education, and the Curry School of Education IDEAs program and the American College Personnel Association Foundation for generously funding this research. I am indebted to Dr. Teresa Gonzalez, Dr. Patricia Cormier, and Dr. Ken Perkins for their mentorship in the earliest parts of my career, encouraging doctoral education, and providing pathways to empower women in our field. I chose to attend UVa for the opportunity to work with Dr. Karen Kurotsuchi Inkelas and it has been a highlight of my experience. Karen, the guidance you’ve provided is unparalleled. Not only do I walk away from this experience with an outstanding academic and professional mentor but a friend as well….and a greater appreciation for Egg McMuffins and the Cubs. Thank you. Dr. Josipa Roksa, you challenged me in ways I never knew existed. You forced me to think through a completely new lens while also being incredibly thoughtful, generous, and caring in the process. I’m so thankful our partnership and friendship will continue. It has been a privilege to learn from and with Dr. John T. Casteen III. The gracious opportunity you’ve provided in sharing your classroom and your interest in my education is eternally appreciated. Finally, to Dr. Nancy Deutsch, who sparked my interest in qualitative viii 9 methods and, without fail, made time for every question and concern. Thank you for making me a better researcher and for always advocating for what is right in this world. In addition to my committee, Dr. Amy K. Swan kindly “showed me the ropes” of doctoral education and gave me my earliest research experiences. Your patience, thoughtfulness, and friendship is so appreciated. Thank you to Dr. Christian L. Steinmetz for sharing your classroom, supporting my development, and helping me find a place in the program. However, without question, our friendship is one of my greatest gifts from this experience. To my HERS sisters, Sue Frost, Donna Hight, Julie McDonald, and Ellen Schendel, your steadfast friendship, support and empowerment is a joy and privilege in my life.
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