Despite college rankings’ popular yet controversial nature, there is little known about the relationship between college rankings and students. Prior literature suggests that students who make use of rankings are more privileged, yet there lacks a comprehensive analysis surrounding the types of students who place importance on rankings in more modern times. Additionally, there is a lack of information regarding how students’ use of rankings impacts their college experiences and outcomes. Using data from UCLA’s Higher Education Research Institute, this study employs logistic regression to determine the demographic characteristics and pre-college experiences of students who place importance on rankings, and this study draws on Bourdieu’s theory of social reproduction to hypothesize that valuing rankings in deciding where to attend college correlates with different types of privilege. Next, this study makes use of inverse probability of treatment weighting, t-tests, and linear regression models to determine the extent to which having valued rankings affects outcomes like sense of belonging and academic adjustment in students’ first year of college as well as overall satisfaction in both the first and senior year. This study utilizes the theory of anticipatory socialization to posit that students’ use of rankings leads to more informed college decisions, which in turn leads to stronger outcomes. Findings indicate that students with higher levels of privilege are more likely to use rankings during their college search process. Additionally, students who valued rankings in the selection of their college report slightly better outcomes in terms of sense of belonging and overall satisfaction (both first-year and upon graduation) but not academic adjustment. These findings held even after accounting for student privilege. However, students’ experiences while in college, such as interacting with faculty, play a larger role in determining their outcomes than whether the student placed importance on rankings. This study elaborates on how the findings are relevant for audiences like college counselors, higher education institutions, and researchers. All in all, this study not only provides a current look into the types of students who place importance on rankings but it also examines how importance placed on rankings influences pivotal outcomes like overall satisfaction.

Student affairs professionals (SA-pros) play a critical role throughout campus life (Gaston-Gayles, Wolf-Wendel, Tuttle, Twombly, & Ward, 2005; Hirt, 2006; 2009). Although these staff are trained and responsible for LGBQ student well-being (Kezar, 2010; Kezar, Gallant, & Lester, 2011), those serving at Christ-centered institutions are underprepared to balance professional training, campus expectations, and LGBQ student care, leading to professional tensions (Pickering, 2017; Scibetta, 2016; 2019). The following qualitative study explored the experiences of 10 student affairs staff at Christian campuses negotiating professional, institutional, and personal tensions in efforts to support LGBQ students. Findings interpreted through Schein’s (2010) levels of organizational culture and Baxter Magolda’s (2001) theory of self-authorship revealed that although campuses espoused familial, close-knit, and like-minded Christian values, when confronted with LGBQ issues daily practice was complex, confusing, silent, fearful, and political. Navigating these misalignments led to tensions of loyalty, action, trust, and faith. Participants’ negotiation of these tensions varied. Some continued to rely on external authority for direction while others encountered a crossroads that prompted a renegotiation of their relationships, practice, and Christianity. Within these campuses, affirming students’ sexual orientation identity required participants to grow in multiple ways - accepting of ambiguity, considering multiple perspectives, developing underground webs of support, and at times repositioning their faith. Self-authoring participants refused to comply with campus expectations and found new ways to support LGBQ students. Recommendations for future research and practice related to self-authorship in a Christian college context, student-staff relationships, graduate level training, and the Christian college approach to LGBQ issues are provided.

ABSTRACT OF THE DISSERTATION

A Case Study of Best Practices on High-Impact Yield with Faculty and Staff: A Focus on Underrepresented Minorities at a Public Four-Year Institution by Scott Allen Carter Doctor of Education University of California, Los Angeles, 2021 Professor Patricia M. McDonough, Co-Chair Professor Mark Kevin Eagan, Jr., Co-Chair Annually, high school graduates make an important life decision to continue their education and pursue higher learning, with the challenge of where to apply and enroll. Many underrepresented minority (URM) students who have experienced a systematic denial of resources struggle to find the proper institutional fit to meet their educational goals, academic interests, and resources. The purpose of this research study was to examine the faculty and staff role in the yield process and review how student-faculty-staff interaction contributes to the college matching process. Utilizing a quantitative analysis, this study examined undergraduate enrollment trends for URM students over 10 years at the University of California, Los Angeles, to validate the introduction of a new form of high-stakes yield programming. The study tested the validity of underlying assumptions on the impact of college choice and yield events with faculty and staff and the influence on URM student enrollment. A central outcome of my research revealed students attending high-impact yield events with faculty and staff enrolled at double the rate of those who did not participate. The study reviewed undergraduate admission data and trends for URM admitted students, the College Board Admitted Student Questionnaire outcomes for the institution, and post-event survey responses. The research produced evidence that when students have the opportunity to engage with faculty during the yield process, they are more likely to enroll, thus positively affecting an institution’s enrollment goals and outcomes. The study provides suggested best practices for developing effective partnerships and leveraging academic partnerships to support students and families at the critical period of making their final college choice decision and supporting the University’s enrollment process. This study begins to explore the impact of yield programming to support URM students in the enrollment process. It challenges practitioners to consider innovative and strategic efforts that support institutional diversity goals that promote access, equity, and inclusion.