Date of Award
1-23-2026
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
Mahaugenee Bonds
Second Advisor
Jodi Elder
Committee Members
Jodi Elder; Lonnie Williams; Mahaugenee Bonds; Timberly Baker
Abstract
The purpose of this qualitative phenomenological study was to explore the lived experiences of high school seniors attending a socioeconomically disadvantaged high school as they navigated the process of applying for postsecondary education. Grounded in Social Cognitive Theory (Bandura, 2001) and Achievement Motivation Theory (McClelland, 1968), the study examined the barriers and motivators influencing students’ pursuit of higher education. Despite national efforts to improve college access, significant gaps persist for students from low-income households due to limited financial resources, inadequate guidance, and minimal exposure to postsecondary options. The study was conducted at a rural high school in western Tennessee where all students qualified for free or reduced lunch. Eight 18-year-old seniors or recent graduates participated in two rounds of semi-structured interviews. Using interpretative phenomenological analysis (IPA) and NVivo assisted thematic coding, the study identified key themes reflecting both motivation and constraint. Students expressed strong aspirations but faced barriers including financial strain, limited access to information, lack of guidance, and emotional stress. Intrinsic and extrinsic motivators, career goals, role models, and a desire to break cycles of poverty, were central to persistence. Findings supported SCT and AMT by illustrating how self-efficacy, environmental influences, and achievement motivation interact to shape educational outcomes. The study recommends earlier and more personalized postsecondary planning, culturally responsive mentoring, and stronger community partnerships. Results highlight the need for equity-focused interventions that move beyond generalized college readiness efforts to address the unique challenges faced by socioeconomically disadvantaged students.
Rights Management
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
Price, David Marlow, "The Impact of Applying for a Post-Secondary Opportunity When Coming from a Low Socioeconomic Status" (2026). Student Theses and Dissertations. 1158.
https://arch.astate.edu/all-etd/1158
