How can the problem of low graduation rates among Division I conditional admit s

How can the problem of low graduation rates among Division I conditional admit student-athletes be solved at Tennessee State University in Tennessee?
The information in the theoretical framework must present the theory and theorist, coordinating concepts, and rationale for utilizing the theory for the research, with a clear connection drawn between the theory and the proposed research.
Theoretical Framework
a. Importance of a Theoretical Framework
i. Relevance in Educational Research
b. Social Learning Theory
i. Core Principles
ii. Application to Conditional Admit Student-Athletes
Albert Bandura Social Learning Theory
Seminal Article:
Bandura, A. (1971). Social Learning Theory. Retrieved from Social Learning Theory: http://www.asecib.ase.ro/mps/Bandura_SocialLearningTheory.pdf
Instructions
Apply the information from the textbook reading chapter 7 in this module to develop a theoretical framework for your study. Your voice, as the researcher, must be evident in explaining how the theory is appropriate for your research. Select one theory to explain and support your research.
This is a 3–4-page assignment:
· The first page should be a correctly formatted (current APA 7th ed style) title page that includes the title of your study.
· The subsequent 1–2 pages should be a well-written theoretical framework for your research. Write concisely; stay within the two-page maximum and write at least one full page. Your paper must have Level 1 and Level 2 headings and should cite at least five peer-reviewed scholarly sources. One source should be a seminal source and may be non-peer-reviewed to account for the original theorist.
· The last page should be the references page.
Current APA 7th edition formatting is expected throughout your paper.
The reference page must have DOI or website for all articles !!

Note: The assignment will be checked for originality via the Turnitin plagiarism tool, AI and CHAT GPT. Do Not post, reuse or sell the research,
Level one and two headings are coherently aligned with the theory and research and are supported throughout the body of the paper using scholarly literature and written in a scholarly tone.
The theory and theorist are included Albert Bandura Social Learning Theory
. One theory is well-developed. An explanation for how the theory is appropriate for the research is clearly described. The author’s voice is heard throughout the paper.
Paper is free of mechanical and current APA errors. 100% of the length requirement is met. All five sources are peer-reviewed and clearly related to the topic. One source may be non-peer reviewed to account for the original theorist.
APA 7th edition Scholarly
Book Chapter 7
As you read the example that follows, look for the concepts and note how they are intertwined within the theory. Also note how the theory and concepts are intertwined with the research topic. After reading the example theoretical framework, you should be able to determine the theory, perceive how the concepts are related, and note the rationale (or connection) to the research study. This section of the theoretical framework should contain all following three elements:
Theory and theorist(s)
Related concepts
Rationale to research
For the example theoretical framework, one theory is described in relation to the problem statement: The problem is that 58% of students with an autism spectrum disorder in higher education failed to graduate from a university in central Texas. See the theoretical framework example.
Example
Theoretical Framework
The theoretical framework for this study includes the disability theory (Barnes, 2003; Denhart, 2008; Oliver, 1990; Oliver & Barnes, 2012). According to Yin (2014), having theoretical propositions helps to guide the research and plays a key role in advancing analytic generalizations resulting from this study. Yin stated that there may be a large range of theories available for guiding a case study, and it is important to be aware of that possibility. Additionally, a theoretical framework might be either descriiptive in that expected circumstances or outcomes are hypothesized or it may be explanatory in that how and why questions are conjectured. In addition to guiding the planning phase of the research, theory or theoretical propositions are important for guiding the analysis of the information obtained during the data collection process of the research (Yin, 2014). Having a solid theoretical basis prior to and during the entire research process grounds the research.
The social model of disability was developed by Oliver (1990, 1996) and posits that disability is a socially constructed concept and attributes any difficulties and limitations experienced by individuals with disabilities to obstacles placed on individuals by society. Initially, this theory was used in training professionals and social workers who worked in the field of disability (Barnes, 2003). The theory was later adapted to academics and refined by both Oliver and Barnes separately, and they joined forces to further refine and define the disability theory (Oliver & Barnes, 2012).
Disability is viewed as being the result of society creating barriers that prohibit individuals with disabilities from accessing a variety of aspects of society. Disability theory is defined by Barnes (2003) as having three main points. The first is that it is an attempt to shift the focus away from physical or intellectual limitations of impaired individuals to the limitations placed on them by society. Denhart (2008) described this shift as being socially constructed and further stated that disability theory reveals how “social intolerance of human variation creates disability” (p. 493). Students with ASD may choose not to seek higher education opportunities to avoid socially constructed discrimination. Additionally, students with ASD who seek higher education may choose not to seek academic supports for the same reason, which emphasizes the importance of universities understanding of student perceptions of disability and how to best meet their academic and social needs without perpetuating further disability upon them. Further research was needed to reveal student and faculty perceptions of disability to try to narrow the gap between students and services.
The second aspect of disability theory is that it intends to explain specific challenges experienced by persons with disabilities such as disabling environments and cultures, which may include inaccessible education, working environments, social support services, and more (Barnes, 2003). Since students with ASD may not be prepared for the degree of self-control, diligence, decision making, and goal setting that is required for success in college (Field et al., 2003), this may lead to poor performance or failure based on disabling factors rather than the presence of ASD. However, with appropriate and effective supports through disability support service office, students may be better able to navigate the challenges and demands associated with college expectations. If the relationship between students with ASD and universities is to be beneficial, then academics and researchers must be actively involved with disabled students and understand their perspectives (Barnes, 2007) to avoid disabling environments and improve successful post-secondary outcomes.
The third aspect of disability theory is that it embraces the values of interventions and accommodations (including educational, medical, rehabilitative, or employment), and it further emphasizes the limitations imposed by non-disabled people (Barnes, 2003). Denhart (2008) expanded this by stating that it requires a “voice to deconstruct it” (p. 484), emphasizing the need for students with ASD to self-advocate to succeed. According to the literature, this does not appear to be the norm for students with ASD, as many students with ASD are unable to act as a self-advocate (Buron & Wolfberg, 2008). Additionally, Denhart added that the disability theory reflects disability based on differences, perceived or real, of individuals with disabilities by neurotypical individuals creates social intolerance that results in more of a disability than the disability itself, yet both negatively impact academic and social performance. In Denhart’s study, students with disabilities refused to ask for accommodations for fear of the stigma associated with disabilities. Brown et al. (2014) further stated that many students with documented disabilities do not seek any support, either academically or for their disability; this indicates a disconnect between student needs and the disability support service offices. To eliminate stigma and the negative feelings associated with it, students may choose to circumvent a university setting to avoid negative feelings perpetuated by society. Students must learn to self-advocate and utilize their voice to seek the supports necessary for success. Decision-making policies at disability support offices may influence whether students feel empowered to become their own advocate.
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Again, the three elements required in the theoretical framework are as follows:
Theory or theories and theorist(s)
Related concepts
Rationale to research
Let’s extrapolate the required information as written in the preceding theoretical framework.
Theory or theories
Disability Theory by Barnes (2003), Denhart (2008), Oliver (1990), Oliver & Barnes, (2012)
Related concepts
Disability is a socially constructed concept and attributes any difficulties and limitations experienced by individuals with disabilities to obstacles placed on individuals by society (Oliver, 1990; 1996).
This theory was initially used in training professionals and social workers who worked in the field of disability (Barnes, 2003).
Disability is viewed as being the result of society creating barriers that prohibit individuals with disabilities from accessing a variety of aspects of society.
It is an attempt to shift the focus away from physical or intellectual limitations of impaired individuals to the limitations placed on them by society (Barnes, 2003).
“Social intolerance of human variation creates disability” (Denhart, 2008, p. 493).
Disability theory is used to explain specific challenges experienced by persons with disabilities such as disabling environments and cultures, which may include inaccessible education, working environments, social support services, and more (Barnes, 2003).
Disability theory embraces the values of interventions and accommodations (including educational, medical, rehabilitative, or employment), and it further emphasizes the limitations imposed by non-disabled people (Barnes, 2003).
Disability theory reflects disability based on differences, perceived or real, of individuals with disabilities by neurotypical individuals creates social intolerance that results in more of a disability than the disability itself (Denhart, 2008).
Rationale to research
Students with ASD may choose not to seek higher education opportunities to avoid socially constructed discrimination.
Students with ASD who seek higher education may choose not to seek academic supports for the same reason, which emphasizes the importance of universities understanding of student perceptions of disability and how to best meet their academic and social needs without perpetuating further disability.
Further research was needed to reveal student and faculty perceptions of disability to try to narrow the gap between students and services.
Because students with ASD may not be prepared for the degree of self-control, diligence, decision making, and goal setting that is required for success in college (Field et al., 2003), this may lead to poor performance or failure based on disabling factors rather than the presence of ASD.
However, with appropriate and effective supports through disability support service office, students may be better able to navigate the challenges and demands associated with college expectations.
Brown et al. (2014) further stated that many students with documented disabilities do not seek any support, either academically or for their disability; this indicates a disconnect between student needs and the disability support service offices.
To eliminate stigma and the negative feelings associated with it, students may choose to circumvent a university setting to avoid negative feelings perpetuated by society.
Students must learn to self-advocate and utilize their voice to seek the supports necessary for success.
Decision-making policies at disability support offices may influence whether students feel empowered to become their own advocates.
This is a brief example of a theoretical framework. Some theoretical frameworks will provide more detail, but this example provides the basic idea and components of information expected in a theoretical framework for a literature review.
USE ACTUAL SOURCES APA 7TH ED