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Publication Date

Spring 2026

Degree Type

Dissertation - Campus Access Only

Degree Name

Doctor of Education (EdD)

Department

Education

Advisor

Maria Fusaro; Leslie Williams; María Ledesma

Abstract

Student activity fees continue to increase as part of the cost of attendance at higher education institutions in the United States, and referendums serve as a policy mechanism for determining how these fees are adjusted over time. This quantitative study uses logistic regression to examine relationships between student characteristics and voting behavior in a student-fee referendum at a public four-year university. The goals of this study are to understand whether student demographic, academic, and involvement-based characteristics are related to the likelihood of participation and voting decisions in student fee referendums. Results indicated that participation in the student fee referendum was low, with approximately 10% of eligible students voting. Multiple student characteristics were significantly associated with voting participation and voting choice. Involvement-based variables were the strongest predictors, followed by academic characteristics, with demographic variables having the fewest significant associations. There were more variables associated with the decision to participate in the referendum than with the voting choice. These findings underscore the importance of understanding how institutional structures and opportunities for involvement can shape participation in student fee referendums. Universities should consider how voting processes can be better designed to expand access and reduce barriers to participation in order to enhance student success.

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