Browsing by Author "Deenanath, Veronica"

Now showing 1 - 5 of 5
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    The Children's Garden in Residence Grocery Garden Project Evaluation Results_2018_Long Report
    (2018) Deenanath, Veronica; Marczak, Mary; Wunderlich, Marijo; Alba, Anna; Cronin, Sarah; Peralta, Alejandro
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    The Children's Garden in Residence Grocery Garden Project Evaluation Results_2018_Short Report
    (2018) Deenanath, Veronica; Marczak, Mary; Wunderlich, Marijo; Alba, Anna; Cronin, Sarah; Peralta, Alejandro
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    Evaluation of City Communications Efforts
    (Resilient Communities Project (RCP), University of Minnesota, 2014) Rosas-Lee, Maira; Deenanath, Veronica; Moon, Douglass
    This project was completed as part of the 2013-2014 Resilient Communities Project (rcp.umn.edu) partnership with the City of North St. Paul. In 2013, the North St. Paul City Council identified improving communication with residents as a priority. Project lead Laurie Koehnle collaborated with students in OLPD 8595: Evaluation Problems, taught by Dr. Jean King, to conduct an evaluation of the city’s existing communication efforts. Students prepared and implemented a survey to assess resident awareness and use of existing City communication tools. The students' final report and a poster are available.
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    Financial Concerns and Financial Stress: Factors Influencing First-Generation College Students' Success
    (2017-12) Deenanath, Veronica
    Using the Double ABCX model, this dissertation involved two studies that investigated the financial realities of first-generation college students (FGCS) by examining factors influencing the level of financial concern about paying for college, financial stress, financial coping strategies, and low-income status, and how those factors predicted graduation at six years post matriculation. Student Experience in Research University (SERU) data matched with institutional records were used for both studies. Study 1 examined demographic characteristic differences between the sample’s FGCS and non-FGCS and compared factors that contributed to each group’s financial concern using a sample of 4,439 students, 27% of which were FGCS. Results showed that FGCS were statistically different from non-FGCS peers based on age, age when they learned to speak English, race/ethnicity, immigrant status, low-income status, job, financial independence, and whether or not they lived in a residence hall. Using step-wise multiple regression, the model predicted 54% of the variance in the level of financial concern about paying for college. Being a FGCS, low-income, age when one learned to speak English, having an off campus job, and the level of financial stress experienced increased the level of financial concern about paying for college, while not living in a residence hall decreased their financial concern. Study 2 predicted the graduation of FGCS at six years (N=565) using step-wise binominal logistic regression. Approximately 32% of the sample was non-White, and 57% had jobs. The variance (Nagelkerke R2) explained by the model was 18%. Factors that predicted graduation at six years were being Black and GPA. Implications for the findings are discussed.
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    First-generation immigrant college students: an exploration of family support and career aspirations
    (2014-07) Deenanath, Veronica
    Although there is a large body of literature on first-generation college students and an emerging literature on immigrant college students, research focused on the combined experiences of college students who are both immigrant and first-generation is limited. College students who have the combined status of being first-generation and an immigrant are burden with additional challenging navigating the college process, finding resources and balancing their dream and goals with those of their family to name a few. These students pursue higher education as a means to improve their family's socioeconomic status (Suarez-Orozco, Suarez-Orozco, & Todorova, 2008), which makes choosing a college major and career path an important decision. The purpose of this study is to understand how do first-generation immigrant college students decide on a college major, make career decisions, and receive support from their parent(s) and family. Guided by Symbolic Interaction Theory and Phenomenology, fourteen semi-structured interviews were conducted with first-generation immigrant college students. Two super-ordinate themes emerged from the data: What I Want as a Student and What I Need to Succeed, from these there were four themes and twelve subthemes. The results of this study can be used to help advisers understand this student population and how to better work with them.