Authors: Ian DeVol Scott, Dr. Jason Castles

Respective Authors:
Ian DeVol Scott
921 S. Cortez Street
New Orleans, LA 70125
ian_devol9@yahoo.com
(731) 444-0356

Ian Scott is a doctoral caste candidate in college education leadership at Union University in Jackson, Tennessee. He has served in many capacities of intercollegiate athletics in higher didactics such as Associate Athletic Manager, Director of Compliance, and Head Athletic Bookish Counselor. He has over 10+ years working for historically black colleges and universities.

Dr. Jason Castles is Assistant Professor of Higher Pedagogy Leadership at Maryville University in St. Louis, Missouri. Prior to his kinesthesia appointment, Dr. Castles served in various areas of Student Life for fourteen years. Most recently, Dr. Castles was Banana Dean of Students at Union University in Jackson, Tennessee.

ABSTRACT
Based on previous research, it is axiomatic that higher students benefit significantly when they are integrated into the social and academic components of higher instruction institutions, peculiarly historically black colleges and universities (HBCUs). Pupil-athletes are often isolated from the traditional student population of the institution, mainly due to increased involvement in a sport. Yet, at that place are few studies that have researched the bear upon of grade preparedness and readiness, cocurricular activities, and type of electric current living arrangements on academic performance of educatee-athletes at HBCUs. Historically black colleges and universities are ofttimes regarded, every bit a group, equally low-performing institutions and much of this perception stems from comparisons of graduation rates between HBCUs and non-HBCUs. Therefore, the purpose of this study was to address student-athlete academic performance at the selected HBCUs, and determine strategies and programs for improved student-athlete academic performance at these institutions. The dependent variable was self-reported bookish performance of student-athletes. The independent variables included hours of preparation for grade, participation in cocurricular activities, and current living arrangements. Data from the National Survey for Educatee Date was used to respond the questions for the study. The sample consisted of 223 student-athletes at HBCUs. In that location was a meaning relationship between academic performance and electric current living arrangements. Participants that lived on campus performed better academically than those that lived in other housing arrangements. The findings indicate the demand for educatee-athletes to live on campus with all options of campus involvement available and reevaluate the importance of campus living communities and access to academic success programs and offices for educatee-athletes.

Keywords: academic performance, pupil-athletes, living arrangements

INTRODUCTION
The 21st century has increased the need for colleges and universities to put more accent on retaining their students and improving graduation rates. Colleges and universities have tried to make significant improvements through a diversity of programs and student services. Higher didactics institutions take developed offices, programs, and departments specifically designed to better retention rates. Many higher education institutions, specially Historically Black Colleges and Universities (HBCUs), are faced with a lack of financial resources to develop specialized units of operation that are imperative to pupil success.

While many institutions do not accept the financial resources to develop specialized units of performance, information technology must be imperative to encourage student success academically and socially. Having students live on campus is one function of the structure of college education that has encouraged students to exist more involved in campus life and activities. Students who reside on campus accept a more continued feeling to the whole college experience (Montgomery & Montgomery, 2012). Withal, about half of students with dreams and aspirations based on their future receipt of an earned document or degree leave with that dream either stalled or concluded. Access and completion rates for African American, Hispanic, and Native American students take always lagged behind White and Asian students, as accept those for low-income students and students with disabilities. Although postsecondary enrollment rates for students of color are at levels similar to White and Asian students, admission to iv-year colleges, specially our nation'due south most selective institutions, remains inequitable.

Historically Blackness colleges and universities are often regarded, as a group, equally low-performing institutions and much of this perception stems from comparisons of graduation rates between HBCUs and non-HBCUs (Richards & Awokoya, 2012). Some HBCU institutions have graduation rates that compare favorably with the rates of other types of institutions, while others have rates that have trailed national medians (Richards & Awokoya, 2012). Many publicly operated HBCUs have seen a decline in state appropriations and decreased funds in state financial assist for college students. Individual HBCUs have also faced declined enrollment numbers and difficulty in fundraising. This undoubtedly has afflicted these institutions' ability to retain their students and persist to graduation. Research has shown that the major reason that Black students drop out of higher is money. Many HBCU students have relied on financial assistance provided through Pell Grants, personal and family incomes, and savings. These funds oft provided just a pocket-sized and express level of the total fiscal support needed. Loans and other forms of government assist are often heavily relied upon to supplement the toll of tuition, which normally results in heavy student indebtedness upon graduation. In many cases, students take account of such potential indebtedness in making retention decisions. Inquiry indicated that even though society rewards qualifications in many cases, most minority students worry about job prospects upon college completion, and therefore tend to retrieve twice near the huge potential indebtedness and being tied down to loan payments in a earth of unsure employment status before they decided to persist in college completion (Swail, 2003). Improved retentivity rates at these schools is a first priority because educatee enrollment is the cardinal component to many of these institutions remaining open to offer students an opportunity at a college didactics.

The vast majority of studies completed on educatee retention have focused on social integration, socioeconomic values, and racial factors of students enrolled in college. Tinto (1987), Bean and Eaton (2000), Bowen and Levin (2003), and Pascarella and Terenzini (1991) have led studies that provided a great deal of work on minority student retentivity and educatee-athletes. Due to the impact these variables have on retention, the electric current study involved an analysis of student-athletes, bookish performance, hours spent during the week preparing for class, hours spent during the week on cocurricular activities, institutional type, sex, and living arrangements. A second level of analysis was conducted on living arrangements while enrolled to encounter if there was whatsoever significant impact on student-athletes academic performance. Therefore, the purpose of this study was to address student-athlete academic functioning at the selected HBCUs and determine strategies and programs for improved educatee-athlete academic performance at these institutions. The research besides analyzed whether bookish performance, athletic participation, hours spent during the week preparing for class, hours spent during the calendar week on cocurricular activities, and living arrangements fabricated a pregnant difference in academic performance. Analysis of the results will hope to increase awareness of educatee-athlete bookish performance and give feedback on suggestive practices.

Issues for HBCU Institutions
Student retentivity is an of import affair that impacts all students and not merely a certain percentage of those who fall short academically. The increased sensation on the topic of memory is affected past the characteristics of the educational settings of an establishment. Depression student retentivity rates are a direct loss of tuition income for higher education institutions. Public and private HBCUs are more vulnerable to student retention bug because of socioeconomic backgrounds of students and depleted funding to support student services and activities. The problem with researching retention rates of whatever cohort of African American higher students is complicated by the diverse kinds of institutions in which these students are enrolled.

Campus Interactions
Campus integration is important in retaining college students and then they complete a degree. The campus climate mediates undergraduates' academic and social experiences in college (Swail, 2003). Minority students inadequately prepared for the nonacademic challenges that college brings often feel civilisation shock (Swail, 2003). The lack of diversity in the student population, kinesthesia, staff, and curriculum many times restricts the nature and quality of minority students' interactions in and out of the classroom. The lack of interaction becomes a major factor in threatening minority students' academic performance and social experiences.

Pupil-Athletes
The assumption for many years has been that student-athletes only attend school to play the sport that they want and love. The National Collegiate Athletic Association (NCAA) requires that each student-athlete brand satisfactory progress towards earning his or her caste to remain eligible to participate in NCAA intercollegiate athletics. The responsibility of making sure the pupil-athlete remains eligible, academically, is up to the student. Athletic programs at all levels of the NCAA are growing prominently and intercollegiate athletics is a vital component of recruiting and retaining talented students.

Academic Functioning
In this section, pupil-athlete academic functioning and other distinct variables will be discussed. The understanding of Blackness educatee-athletes within higher teaching has been filtered through data and studies primarily focused on Blacks at predominantly White and NCAA-affiliated higher education institutions (Horton, 2015). Black student-athletes versus their peers oft times rely on athletics as an avenue to access college educational activity and for future earnings. As a result of these heavy expectations on athletics, student-athletes are expected to balance their academic studies besides equally game and exercise schedules, and they are often overburdened with loftier expectations from family and close friends for a professional sports career after higher. The NCAA introduced Proposition 48 in 1984 to increase graduation rates for student-athletes. Proposition 48 altered the landscape of the hereafter of intercollegiate athletics, especially for those students of colour (Reynolds, Fisher, & Cavil, 2012). Proposition 48 mandates that student-athletes have a minimum Deed score 17 or Saturday score of 700 and a minimum loftier schoolhouse GPA of ii.00 or amend. Before the enactment of Proposition 48, many HBCUs were operating with an open up admissions enrollment policy (Reynolds et al., 2012).

Bowen and Levin (2003) constitute that because educatee-athletes spend considerable time together, they inevitably develop very tight-knit communities inside the general pupil population. Athletes spend fourth dimension living, eating, studying, partying, practicing, traveling, and competing amongst ane another all year, which inevitably develops strong bonds of association and connectedness. A educatee's participation in athletics can offer challenges that may interfere with retention. Educatee-athletes become isolated within their own athletic subgroup and often find information technology difficult to adjust to institutional life if and when sports participation ends. Some student-athletes detect it impossible to be involved in other cocurricular activities compared to other active students on campus, given the loftier level of involvement in their respective sport.

Student-athletes as a whole graduate at higher rates than students of the full general population, just success in graduation rates is not consistent across gender, race/ethnicity, and sport (Bowen & Levin 2003). Compared to the federal graduation rates, educatee-athletes who entered college in 2004 at institutions with the largest athletic programs graduated at rates higher than students in the full general population at those institutions. The NCAA uses a different method of calculating graduation rates that does not penalize institutions for educatee-athletes who transfer to another institution in practiced continuing. Between 1999 and 2003, the graduation success charge per unit used past the NCAA indicated that over 80% of student-athletes graduated within six years (Bowen & Levin, 2003).

At that place are many factors that affect the bookish performance of student-athletes at the college level. Demographic variables, family structure, and socioeconomic status are amongst many factors that have a significant impact on academic performance of Blackness student-athletes.

African American and Minority Educatee-Athlete Factors
African American educatee athletes are often recruited from many of the larger American cities to play their corresponding sports, namely basketball and football, on the collegiate level. These athletes pursue or are amassed in majors in the social sciences and general studies, are unremarkably recruited on athletic scholarships, and are often the showtime in their families to attend a college or academy. Reynolds et al. (2012) focused their study on African American pupil-athletes using the variables of family structure, socioeconomic status, and sex activity to examine the relationship of these variables on academic performance. Family structure plays a neat part in the life of student-athletes, but it does non ascertain their career aspirations. Family unit structure is some other demographic variable that significantly impacts the academic preparation of minority students. For example, Blackness children are significantly less likely than other children to exist living with two married parents. Athletes who come up from two-parent homes and those who come from single-parent homes take the aforementioned or equal chance of becoming successful in the classroom. Socioeconomic status can play a very valuable part in the growth of educatee athletes' academic operation and athletic endeavors. The socioeconomic statuses of student athletes are reflected past their families' income state of affairs. Sure levels of socioeconomic status have affected the accomplishment gap in pedagogy. A great number of African American student athletes indeed come from lower socioeconomic backgrounds. Notwithstanding, other African American student-athletes have attained loftier socioeconomic levels in recent decades. Title IX opened the doors for new women's sports teams. Over 30 years ago, fewer than xxx,000 female athletes competed at the collegiate level. In 2003, in that location were approximately 150,000 collegiate female student athletes. Every bit Title Nine celebrates its 40th anniversary, women now account for 41% of all intercollegiate athletics (Clopton, 2012).

Reynolds et al. (2012) used the Morris Rosenberg Self-Esteem Calibration, Student Athletes' Motivation toward Sports and Academics Questionnaire (SAMSAQ), and a demographic survey. The Morris Rosenberg Self-Esteem Scale consists of 10 items, each of which is rated on a four-point Likert calibration ranging from 1 (strongly agree) to four (strongly disagree). The Rosenberg Self-Esteem Scale (1965) was used to measure levels of motivations of student-athletes (Rosenberg, 1965). The SAMSAQ was developed to measure out bookish and able-bodied motivation of student-athletes. Enquiry on the demographic variables of African American student-athletes related to gender, family unit structure, and socioeconomic condition revealed that female person student athletes are progressing and working harder than they have before to see the rigor of both their academic performance and able-bodied responsibilities. The demographic variable of family unit construction had a significant linear relationship with academic performance along with gender and socioeconomic status.

Alive on Campus
Student-athletes should exist encouraged to live on campus at least the first ii years of college (Bowen & Levin, 2003). Student-athletes have many goals and time constraints involving academic, social, and able-bodied demands. Living on campus will allow student-athletes to spend more than time on campus. The idea of spending time on campus will increment the likelihood of pupil-athletes engaging with their peers, faculty, and staff (Purdie & Rosser, 2011). Pupil-athletes should be encouraged to live on campus with not-athletes (Bowen & Levin, 2003). According to Alder and Alder (1991), athletes who manage to residue their able-bodied and academic lives usually take a solid group (i.e., educationally supportive individuals who are concerned about the athletes time to come) of parents and friends who actively supported academic success within the academy (Simons, Van Rheenen, & Covington, 1999). On-campus students were more likely to return to college the post-obit twelvemonth, were more likely to persist at college until they graduated, had a higher degree of satisfaction with their college experience, participated in more extracurricular activities on campus, and had more interpersonal, informal interaction with kinesthesia and peers. NCAA rules prohibit special housing arrangements for student-athletes such equally residence halls occupied solely by pupil-athletes or residential hall blocks if such policies are non in place for students in the general campus population. Throughout a collegiate career, athletes prepare their trunk and heed to meet the challenges of competition as well as their academic requirements. In large and minor institutions alike, the demands for athletic operation can identify academics as an junior component of a student-athlete's college feel. This growing gap betwixt college athletics and educational values is a major effect. The future of university athletics must require athletes, parents, coaches and administrators to work together in providing the proper learning and living environment to ameliorate an athlete's success (Snyder, 2009). The NCAA encourages that educatee-athletes make up no more than than 50% of a residence hall's occupants. The recommendation hither is for the per centum of pupil-athletes who make up a single residence hall to exist as low equally possible to increase opportunities to collaborate with their peers who are not pupil-athletes.

METHODS
The data for this study were collected through purchase from the National Survey of Student Engagement (NSSE) organization. Data was collected based on the HBCUs that were located in the southern region. Results were collected to clarify data for student-athletes who participated in the written report in the year 2012. The NSSE measured two critical features of the collegiate experience. First, it measured the amount of time and effort students put into their studies and other educational activities. Second, the NSSE measured how the institution facilitated its resources and organized curriculum and other opportunities for student learning. NSSE annually collects information at hundreds of 4-year colleges and universities about commencement-twelvemonth and senior students' participation in programs and activities that institutions provided for their learning and personal evolution.

Participant Population
For this written report, secondary data were used from the NSSE. The population of student-athletes for this study was taken from the 82 HBCUs located in the southern region. The student-athletes were examined through their preferences of type of electric current living arrangements while enrolled in school. The population of the study was approximately 225, which was big enough to produce significant results that determined validity of the enquiry questions. The participants of the study were not prescreened in any mode or required to sign whatsoever consent form. Participants remained bearding due to the nature of this study and use of secondary data. The participants of the written report did non receive any bounty for their services. The characteristics of the participants were varied. The historic period range of the participants was betwixt xviii to 24 years old. The sex specification of the participants consisted of both male and female students. The majority of the ethnicity of the participants were African American students.

Variables
Equally described previously, the variables of the study were academic operation, the number of hours spent preparing for class, the number of hours spent on cocurricular activities, and blazon of current living arrangements while enrolled at the institution. There are many variables that are considered when evaluating educatee-athlete academic performance in college didactics. The independent variables of the current written report were type of electric current living arrangements, number of hours spent preparing for class, and number of hours spent on cocurricular activities. The dependent variables of this study included athletic participation and academic performance. The assay of this study was examined through the results of senior year pupil-athletes from the 82 HBCU institutions located in the southern region during the 2012 academic year.

Statistical Design
The Statistical Package of Social Sciences (SPSS) Version 21 was used to analyze the data of the study. The values from NSSE and the coded designs of the independent variables were entered into the statistical software programme. The results were given after numerous unlike statistical designs had been run to test the research questions.

  • Research Question 1. Descriptive statistics (Mean, Median, and Mode) and a two-mode chi-square were used to determine relationships of academic performance and hours spent during the week studying of educatee-athletes at HBCUs.
  • Research Question ii. Descriptive statistics (Mean, Median, and Mode) and a two-way chi-square were used to determine relationships of academic functioning and cocurricular activities of pupil-athletes at HBCUs.
  • Research Question 3. Descriptive statistics (Hateful, Median, and Mode) and a two-way chi-square were used to decide relationships of academic operation and living arrangements of pupil-athletes at HBCUs.

RESULTS
The purpose of this written report was to (a) address bookish functioning of student-athletes at the selected HBCUs (b) recognize factors that are influencing academic functioning of student-athletes at HBCU institutions, and (c) recommend strategies and programs for improved student-athlete academic performance at these institutions. HBCUs are often regarded, as a group, equally depression-performing institutions and much of this perception stems from comparisons of graduation rates between HBCUs and non-HBCUs (Richards & Awokoya, 2012). The understanding of Black student-athletes inside higher education has been filtered through data and studies primarily focused on Blacks at predominantly White and NCAA-affiliated college education institutions (Horton, 2015). Black student-athletes versus their peers often times rely on athletics equally an avenue to access college education and for time to come earnings.

The relationships were examined through the number of hours spent during the week preparing for class and student-athlete academic performance, the number of hours spent during a typical week in cocurricular activities and student-athlete academic performance, and the blazon of living arrangements and student-athlete academic operation. On-campus students were more likely to return to higher the post-obit year, were more likely to persist at college until they graduated, had a higher degree of satisfaction with their college feel, participated in more extracurricular activities on campus, and had more interpersonal, informal interaction with kinesthesia and peers. The future of university athletics must require athletes, parents, coaches, and administrators to piece of work together in providing the proper learning and living environs to meliorate an athlete's success (Snyder, 2009).

The NCAA encourages that student-athletes make upward no more than fifty% of a residence hall's occupants. High-achieving Black male person pupil-athletes in Martin et al'southward (2010) written report reported that coaches prioritized athletic accomplishment over academic engagement and discouraged participation in activities across their sport of choice (Harper et al., 2013). Student-athletes at larger institutions, mainly predominantly White institutions, have athletics integrated into their daily lives on campus and are submerged in an athletic subculture. Student-athletes tend to be extremely isolated from the larger community and their social lives are dominated by interactions with other educatee-athletes (Henry & Closson, 2010).

Number of Hours Spent Preparing for Class
A two-way chi-square test was used to examine the relationship between the two categorical variables, number of hours spent preparing for class and academic performance. The exam compared the observed frequencies or proportions of the cases in each category, with the values that would be expected if at that place were no association between the two variables being measured. The two categorical variables of the test were independent. The analyzed results derived from Question 1 comparison the number of hours spent during the week preparing for class and academic performance from the two-fashion chi-square test indicated no meaning relationship. A total of 225 student-athletes was identified from the NSSE survey in 2012. Of the 225 student-athletes identified, 223 were valid responses with a 99.1% validation rate and 0.ix% indicating missing. Data were analyzed for a sample of 223 (north = 223) useable responses.

Number of Hours Spent on Cocurricular Activities
A two-way chi-square exam was used to examine the relationship between the two categorical variables, the number of hours spent during the week on cocurricular activities (organizations, campus publications, pupil government, fraternity or sorority, intercollegiate or intramural sports, etc.) and academic performance. The statistical test compared the observed frequencies of proportions of the cases in each category with the values that would exist expected if there were not any association between the two variables beingness measured.

The comparison of academic functioning (What accept about of your grades been upward to now at this institution?) and the number of hours spent during the week participating in cocurricular activities (organizations, campus publications, pupil government, fraternity or sorority, intercollegiate or intramural sports, etc.), which was the cantankerous-tabulation, yielded a 95% confidence interval. The Pearson Chi-Square value was 26.790 and the p-value was (.967), which was greater than or equal to .05. Therefore, with the p-value (.967), information technology was concluded that the variables remained independent in the population and that at that place was not any statistical relationship betwixt academic performance and the number of hours spent during the week participating in cocurricular activities of male and female student-athletes at HBCUs.

Blazon of Current Living Arrangements
A two-fashion chi-foursquare statistical test was used to examine the human relationship betwixt the two chiselled variables, type of current living arrangements (on-campus, off-campus, fraternity or sorority firm) and academic functioning (What have most of your grades been up to now at this institution?). The ii-manner chi-square test compared the observed frequencies or proportions of the cases in each category. The values from the test would be expected if in that location was no clan between the two variables measured. With both of the categorical variables of the test being independent, the analyzed results derived from Research Question 3 comparing the type of current living arrangements and academic performance from the 2-way chi-square examination indicated a significant relationship. Data were analyzed from a sample of (due north = 223) useable responses.

The comparison of academic functioning (What take most of your grades been upward to now at this institution?) and the type of current living arrangements at present while attending college (dormitory, fraternity or sorority business firm, or residence off-campus) yielded a 95% confidence interval. The Pearson Chi-Square was 39.722 and the p-value was (.023), which was less than or equal to .05. With the indicated p-value (.023), it was concluded that the variables were dependent in the population and at that place was a significant relationship between academic performance and the type of current living arrangements while attending college of male and female student-athletes at HBCUs.

CONCLUSIONS
Number of Hours Spent Preparing for Class
The first research question examined analysis of the factor of the number of hours spent during the week preparing for class and its furnishings on bookish functioning. Findings from the two-way chi-foursquare analysis indicated that the majority of the pupil-athletes spent ane-5 hours per week or 6-ten hours per week preparing for class. Of the 55 student-athletes who spent i-5 hours per week, 38% cocky-reported their grades ranging between A or A-, 52% cocky-reported their grades between B- and B+, and 9% cocky-reported their grades being betwixt C and C+. The student-athletes who indicated they spent between 6-ten hours per week preparing for class reported 44% had grades of A and A-, 50% received grades between B+ and B-, and 5% self-reported their grades of C and C+.

Number of Hours Spent on Cocurricular Activities
Educatee-athletes need and should aspire to want to exist involved in other activities on campus other than their sports participation. Studies accept shown that students who are engaged, academically and socially, are more developed and persistent students. Of the 49 educatee-athletes that indicated participation in cocurricular activities ane-five hours per week, 40% self-reported grades ranging from A to A-, 53% self-reported grades between B+ and B-, and 6% indicated they attained grades between C+ and C. The 43 student-athletes out of 223 who reported they participated in cocurricular activities 6-10 hours per week, the bulk of the student-athletes self-reported attaining grades betwixt B+ and B-.

Type of Current Living Arrangements
There were 90 student-athletes who indicated they lived in on-campus housing while attention college. Fifty-7 percent of those pupil-athletes self-reported that about of their grades were A and A- at the institution. There were 125 student-athletes who indicated they lived off campus, either within walking distance or farther than walking distance, while attention college. 20-eight percent of the reported student-athletes indicated most of their grades were A- and A. There was merely one educatee-athlete who reported living in a fraternity or sorority firm while attending higher.

It is important to notation the 57% of pupil-athletes who indicated they lived in on-campus housing while attending college cocky-reported that most of their grades were A- and A, higher than any of the other living arrangement categories. These findings clearly show that student-athletes who live on campus perform meliorate than those who live off campus or in some other form of housing at the institution. These findings are not astonishing almost student-athletes. Previous research has indicated students who are non athletes who alive on campus perform better academically than others.

Implications for the Educational Customs
The findings from this study signal that the number of hours spent during the week preparing for course and the number of hours spent during a typical calendar week on cocurricular activities had a small corporeality of touch on the bookish performance of student-athletes in the study. Findings practice indicate that the type of living arrangements of pupil-athletes at HBCU institutions affect academic performance consistently and information technology should be recommended that HBCU institutions' athletic departments put in place guidelines for freshman pupil-athletes to continue live on campus throughout their iv to v years of matriculation to graduation. Furthermore, these findings could do good institutions that stress the importance of bookish operation amongst pupil-athletes enrolled and elevate the graduation rates of HBCU institutions that in previous years have been identified by having lower graduation rates than PWI institutions. Still, before making decisions based on these findings, institutions should bear farther research to investigate the affect of intercollegiate athletics on student retentivity and student engagement of student-athletes.

Recommendations for Future Research
This study considered the reactions of senior educatee-athletes at HBCUs. Future inquiry should be done on freshman educatee-athletes' responses to academic performance and amount of fourth dimension preparing for class, time spent participating in cocurricular activities, and type of living arrangements to allow for a comparing of freshman to senior year. Farther research could be considered to examine the same variables and gain assay based on sport-past-sport comparison. Lastly, researching the factors that influence academic performance of student-athletes can encourage institutions to provide a wider spectrum of student support services to not only student-athletes, only traditional students besides.

ACKNOWLEDGEMENTS
I greatly appreciate the fourth dimension and effort donated by my committee members. Your knowledge, insight, and direction were invaluable. Dr. Moses Goldmon and Dr. Matt Brunet, I volition always cherish your communication, encouragement, and motivation. Yous always had my best interest in mind and were extremely supportive and helpful throughout this entire process. Dr. Linn Stranak, give thanks you for your guidance as well. I volition forever treasure the impact you lot have had on my life. Dr. Jason Castles, you were the perfect dissertation committee chair. At that place were many days that I thanked the Lord for placing you in my life. Your strengths were the perfect complement for my weaknesses, and I volition always exist grateful for your mentorship and the countless hours you committed to this projection.

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