Freshmen and transfer students recently admitted to certain California State Universities (CSU) during the Fall of 2017, were offered the first opportunity to pledge to graduate with their bachelor’s degree in either four or two years, respectively, due to the enactment of Senate Bill (SB) 412, the California Promise. Using both quantitative and qualitative methods, this thesis examines how state legislation and campus administrators affect students in a public institution with policies designed to control, track, and monitor student progress and achievement.
Data collection for this research includes aggregate data analysis of student grade point averages, unit accumulation, and graduation rates for the only cohort to graduate under this legislation at the time of this study. Semi–structured interviews with both students participating in the California Promise program at one southern CSU campus and the advisors that monitor their progress in the program, are also conducted. Interviews with both student participants and the advisors that are tasked to monitor their progress are analyzed and coded for emergent themes.
In addition to participant interviews, observation of advising workshops examines how policy shapes and molds relationships at the micro–level. Theories developed by Pierre Bourdieu and Michel Foucault are utilized to decipher educational discourses regarding student autonomy, surveillance, and the hegemonic belief that a bachelor’s degree should be earned in a specific time frame.
|Commitee:||Wilson, Scott, Miller, Kara|
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||MAI 82/2(E), Masters Abstracts International|
|Subjects:||Education Policy, Public policy, Cultural anthropology|
|Keywords:||Advising, Ethnography, Senate Bill 412|
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