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dc.contributor.authorSmith, Zachary Thomas
dc.date.accessioned2016-07-15T04:30:21Z
dc.date.available2016-07-15T04:30:21Z
dc.date.issued2015-12
dc.identifier.othersmith_zachary_t_201512_edd
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/smith_zachary_t_201512_edd
dc.identifier.urihttp://hdl.handle.net/10724/35463",
dc.description.abstractThis non-experimental, correlational research study examined perceptions of public high school principals toward racial/ethnic-based affirmative action and class-based affirmative action measures and post-secondary admissions preferences. Four research questions guided the study: (1) What are perceptions of principals toward race/ethnicity-based affirmative action measures and preferences in college or university admissions? (2) What are perceptions of principals toward class-based affirmative action measures and preferences in college or university admissions? (3) What is the best set of predictors to explain the variance in perceptions of principals toward race/ethnicity-based affirmative action measures and post-secondary admissions preferences? (4) What is the best set of predictors to explain the variance in perceptions of principals toward class-based affirmative action measures and post-secondary admissions preferences? Public high school principals in the State of Georgia were surveyed using an instrument created specifically for this study. The Theory of Reasoned Action (TRA) was used as the framework for this study and selection of predictor and criterion variables was guided by the TRA. The mean, standard deviation, and range of principals’ perceptions were reported and used to answer the first two research questions. Multiple regression was used to answer research questions three and four in this study. Major conclusions drawn from data analysis were as follows. Principals’ perceptions toward class-based measures were definitively more favorable than their perceptions toward race/ethnicity-based measures, the best set of predictors to explain the variance in perceptions of principals toward race/ethnicity-based measures were principals’ race/ethnicity and principals’ political affiliation, and the best set of predictors to explain the variance in perceptions of principals toward class-based measures were principals’ age and principals’ gender.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectAffirmative Action
dc.subjectClass-Based
dc.subjectEducational Achievement
dc.subjectEducational Attainment
dc.subjectAdmissions
dc.subjectHigher Education
dc.subjectPoverty
dc.subjectPerceptions
dc.subjectTheory of Reasoned Action
dc.subjectRace/Ethnicity
dc.titlePrincipals' perceptions of race/ethnicity-based and class-based affirmative action in college/university admissions
dc.typeDissertation
dc.description.degreeEdD
dc.description.departmentWorkforce Education, Leadership, and Social Foundations
dc.description.majorWorkforce Education
dc.description.advisorJohn Mativo
dc.description.committeeJohn Mativo
dc.description.committeeJay Rojewski
dc.description.committeeJack Parish
dc.description.committeeIn Heok Lee
dc.description.committeeKaren Jones


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