The Ambiguous Effects of Undergraduate Debt: Extending the Human Capital Model of Graduate School Enrollment

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dc.contributor.advisor Duane Akroyd, Committee Chair en_US
dc.contributor.advisor Alyssa Bryant, Committee Member en_US
dc.contributor.advisor Audrey Jaeger, Committee Member en_US
dc.contributor.advisor Betsy Brown, Committee Member en_US Hill, Jennifer Lee en_US 2010-04-02T19:19:30Z 2010-04-02T19:19:30Z 2008-04-01 en_US
dc.identifier.other etd-03132008-183600 en_US
dc.description.abstract The study explores the acquisition of undergraduate debt and estimates the influence of this debt on graduate school enrollment. By expanding the traditional human capital frameworks utilized in existing models, the study estimates whether and to what degree undergraduate loans and graduate school enrollment are influenced by cultural capital constructs approximating the accessibility of educational and financial information. Using a national, secondary dataset (Baccalaureate and Beyond: 93⁄03), the study estimates the influence of these constructs and specific student background and institutional factors. The amount of loans acquired by college graduation is explored through a blocked, stepwise multiple regression model. The model is significant, but the strength of association between amount of loans and the set of predictors is modest. College-level factors produce the greatest improvements in the model's explanatory power. Variables representing cultural capital are meaningful predictors only when interacting with other factors. The probability of graduate school enrollment is evaluated using a blocked, stepwise logistic regression model. Though significant, the strength of the association, again, is moderate. Loan-taking is not a significant predictor of graduate school enrollment by itself, but its interactions with other factors produce varying associations with enrollment. Ultimately, college major and GPA have the most dramatic effects on graduate school enrollment. Based on these findings, the study presents suggestions for future research and recommendations for education policy. en_US
dc.rights I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dis sertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to NC State University or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. en_US
dc.subject college afforability en_US
dc.subject college access en_US
dc.subject career expectations en_US
dc.subject Pierre Bourdieu en_US
dc.subject Gary Becker en_US
dc.subject Baccalaureate and Beyond en_US
dc.subject college tuition en_US
dc.subject cultural capital theory en_US
dc.subject debt en_US
dc.subject educational investment en_US
dc.subject endogeneity en_US
dc.subject financial aid policy en_US
dc.subject graduate school en_US
dc.subject higher education finance en_US
dc.subject human capital theory en_US
dc.subject rational choice theory en_US
dc.subject risk aversion en_US
dc.subject student loans en_US
dc.title The Ambiguous Effects of Undergraduate Debt: Extending the Human Capital Model of Graduate School Enrollment en_US EdD en_US dissertation en_US Higher Education Administration en_US

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