Inequities in Higher Educations' DEI Integration: A Quantitative Analysis of Federal Pell Grant Recipients' Graduation Outcomes by Demographics

The purpose of this quantitative study is to investigate the relationship between federal Pell Grant status, campus diversity statistics, and their influence on graduation rates within higher education. This study focuses on higher education institutions in the state of Texas and adopts a quantitative design that utilizes a regression analysis to test the relationships and prepares an evidence-based foundation to predict graduation success among minority, and non-minority student populations and Pell Grant recipients and non-recipients. Theoretical frameworks such as social identity theory, conflict theory, and intersectionality, will analyze any intersections of racial and socioeconomic diversity within student and faculty populations, by uncovering how these factors influence graduation rates. Furthermore, the research will address the following questions: what is the correlation between the demographic composition of students in higher learning institutions and graduation rates among minority students, what is the correlation between the diversity of full-time faculty at higher learning institutions and graduation rates among minority students, what is the correlation between Pell Grant status and university graduation rates among white recipients, and what is the correlation between Pell Grant status and university graduation rates among minority recipients. The findings for this study reveal that there are statistically significant disparities between enrollment rates and graduations rates, graduation rates for Pell Grant recipients and non-recipients, and for representation of minority students on college campuses. Future recommendations consist of conducting longitudinal analysis, joining qualitative research designs with quantitative, and conducting comparison studies across different states. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]