Degree Name
EdD (Doctor of Education)
Program
Educational Leadership
Date of Award
5-2017
Committee Chair or Co-Chairs
Dr. Donald Good
Committee Members
Dr. Virginia Foley, Dr. Susan Graybeal, Dr. James Lampley
Abstract
The purpose of this quantitative study was to examine relationships between gender and race, disability status, single parent status, and economically disadvantaged status of students enrolled in Tennessee Colleges of Applied Technology advanced manufacturing skills programs. Furthermore, this study determined if there were significant relationships between race and disability status, single parent status, and economically disadvantaged status of students enrolled in Tennessee Colleges of Applied Technology advanced manufacturing skills programs. Finally, differences in completion rates between female and male students as well as differences in completion rates between white and nonwhite students enrolled in Tennessee Colleges of Applied Technology advanced manufacturing skills programs.
Archival data from Fall 2014 were collected from the Office of Research and Assessment at the Tennessee Board of Regents for each student at the point of enrollment. Chi-square tests of independence were used to determine if significant relationships existed between demographic variables and completion rates.
Significant relationships were found between gender and race where there more white females and males than nonwhite females and males. Significant relationships between gender and disability status were discovered where there were more students of both genders who were not disabled than were disabled. Significant relationships between race and single parent status were found in that more nonwhite students were single parents than white students. Significant relationships between race and economically disadvantaged status indicated more nonwhite students were economically disadvantaged than white students. Significant differences between gender and program completion rate were realized in that more males completed their programs of study than females. Finally, significant differences were discovered between race and program completion rate revealing more white students completed their programs of study than nonwhite students. However, there were no significant differences found between race and disability, between gender and economically disadvantaged status, and gender and single parent status.
Document Type
Dissertation - unrestricted
Recommended Citation
Wilson, Timothy N., "Tennessee Colleges of Applied Technology: Student Demographics and Completion Rates" (2017). Electronic Theses and Dissertations. Paper 3189. https://dc.etsu.edu/etd/3189
Copyright
Copyright by the authors.
Included in
Adult and Continuing Education Commons, Secondary Education Commons, Vocational Education Commons