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Most applications of think-aloud protocols have been conducted from theoretical perspectives that prioritize knowledge that is predictable and controlled by the researchers. In this article, we present an augmented form of the think-aloud method in which we aim to gain situated and participant-generated knowledge. The context for our study is examination of the problemsolving processes used by engineering students. We illustrate how our adaptation of traditional think-aloud protocols provides insights into participants' thoughts and beliefs and how such thinkalouds can increase social scientists' understandings of complex phenomena such as learning or problem solving. In contrast to a typical focus on researcher-defined processes or an analysis of the products generated by students, our approach to think-aloud utilizes think-aloud procedures in combination with follow-up interviews to expand participants' perspectives and investigate their experiences more deeply. Keywords constructivism, problem solving, think-aloud methodologyThe fields of social research and qualitative research include various methodological and theoretical traditions, many of which have been developed in different disciplines (see e.g.

Using a longitudinal, state-wide dataset, this study assessed the effect of financial aid on the persistence of full-time students in associate's degree programs at the Oklahoma community colleges. Three financial-aid sources were examined: the Oklahoma Higher Learning Access Program (OHLAP), Pell grants, and Stafford loans. Results indicate that these forms of financial aid, alone and in combination, were predictors of persistence measured in terms of the student progressing from 1st-year status to 2nd-year status. The effect of financial aid, however, was moderated by ethnicity and income.Access and affordability have traditionally been concepts affiliated with the culture and inherent mission of community colleges (Bragg, 2001;Cohen & Brawer, 1996). Because of their relatively low costs, community colleges have been heralded as a viable path to higher education for many financially challenged student populations

Afro-Caribbean international students (ACIS) often become engrossed in a complex racial and ethnic dialogue wherein they are thrust into homogenous categorizations forcing them to negotiate their Afro-Caribbean self with other identities perceived by others such as African American, first- and second-generation Caribbean immigrant, African, and Latin American. This tendency to homogenize ACIS overlooks their experiences and development, and so their issues become essentially invisible for administrations and in the literature on student identity development. Therefore, higher education stakeholders are unaware of the needs unique to these students (Lacina, 2002; Szelényi & Chang, 2002). This is particularly problematic given that ACIS students are less likely to have high-quality educational and social experiences impacting their development (Anderson, Carmichael, Harper, & Huang, 2009). The purpose of this study is to investigate the ethnic identity development of ACIS at a public research-intensive university in the US Southeast with particular attention on how these students negotiate their identities given the current homogenized discourse on ACIS.

This paper examines how federal financial aid packages affect college persistence of Native Americans including packages with the Oklahoma's Promise grant. Using a state dataset that includes student-level data for the 2002-2006 time span in the state of Oklahoma, this study showed that motivated Native American women with income above $40,000 thrive in postsecondary education. In addition, students with financial aid packages that included the Oklahoma's Promise grant had the highest probability of retention.