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Access to Higher Education: Which Financial Factors Are Most Closely Associated with Enrollment of Students Based on Their Race or Ethnicity? Jeff Terpstra Financial access and promoting diversity within the student population at colleges and universities are ongoing concerns in higher education. Rising costs and diminished financial support are raising the financial stakes associated with investing in a higher education. Research completed by authors like DesJardins and Bell (2006), Hossler and Vesper (1993), Kim (2004), McPherson and Schapiro (1991), and St. John, Paulsen, and Carter (2005), suggests there are differences in the way students from different race/ethnic backgrounds make their decision on whether or not to attend college as well as what type of college they attend. This quantitative study addresses the problem of how the costs associated with public higher education impact the enrollment of students from diverse racial and ethnic backgrounds. Since financial resources can come in many forms and students from different backgrounds approach personal finances differently, there is a need for additional research to inform colleges and higher education policies on the best approach to making higher education accessible to all students. This study sought to fill part of this research gap by identifying financial variables associated with the enrollment of students based on their race/ethnicity. Chi-square Automatic Interaction Detection (CHAID) found that Pell Grant awards was the independent variable (of the 10 independent variables examined) most closely associate with enrollment at public four-year colleges and universities. Two additional variables of Amount of Tuition and Fees Paid and whether or not a student Worked During the Summer of 2007, were also found to be closely associated with enrollment at public four-year colleges and universities. Additionally, the study found a difference in the association of the independent variables with the dependent variable of enrollment based on the race/ethnicity of the student. ACCESS TO HIGHER EDUCATION BASED ON RACE iii Acknowledgments The journey of completing this degree has been an interesting and challenging one, and completing this dissertation study was no exception. Tackling both challenges would not have been possible without the ongoing support of family, friends, committee members, and colleagues. The following individuals provided the extra push I needed when times were tough, and without their support the completion of this journey would not have been possible. To my wife and daughters: You are more precious to me than I could ever put down into words. Your sacrifices, support, and encouragement have made accomplishing this goal possible. Thank you for coming along with me on this journey and I hope that someday I am able to show you how truly grateful I am. To the students in my program cohort: You know who you are!! I admit, there were times I wasn’t sure if any of us would make it through. In many ways I saw this as a team effort, where points were scored with each semester under our belts and the game was won with the completion of our degrees. Thanks to each of you for helping me through the process. To Dr. Sebastián Díaz: Throughout the completion of this program, every time I thought I was left to fend for myself, you were there to help see me through. Thank you for the words of encouragement and for taking the time to know me well enough to understand why completing this degree was so important. I hope to live up to the investment you’ve made in me as a student and researcher. I look forward to the time when our paths will cross again. To Dr. Allison Swan-Dagen: Your willingness to jump on to my committee and provide the support and resources needed to complete this project were truly inspiring. There were times where I wasn’t sure who was more discouraged by the setbacks and encouraged by the successes that came with this study. Thank you for providing me with an example of the type of educator I hope to be. To Dr. William Hisker, Dr. Adriane Williams, and Dr. Lauryl Lefebvre: You stuck with me despite the changes that went on with my study and within the Higher Ed program. Thank you for not abandoning ship when the going got tough. I can’t thank you enough for your kindness, patience, and input throughout this process. To Dr. Tara Sullivan: There are few people who know how close I was to scrapping this entire study. Without your help and encouragement this study would not have been possible!! To Dr. Ernest Goeres: The man behind the scenes that makes things happen!! Without your help I’m sure I would have forgotten to register for a credit, neglected to file a paper, or been without a room to defend my dissertation. People talk about the glue that holds things together, you were the glue that held our cohort together through the end. ACCESS TO HIGHER EDUCATION BASED ON RACE iv Dedication I dedicate this dissertation to my parents, James and Hope Terpstra. Your love and support throughout the different chapters of my life have been my rock and foundation. I aspire to model my life after the example you have given me on how to work hard, pray hard, love unconditionally, and stay focused on what really matters. I strive every day to make you proud. ACCESS TO HIGHER EDUCATION BASED ON RACE v