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ERIC Number: ED523674
Record Type: Non-Journal
Publication Date: 2010
Pages: 200
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1241-1796-6
ISSN: N/A
Students' Persistence in a Community College Setting
Kingsley, Edna L.
ProQuest LLC, Ed.D. Dissertation, Sam Houston State University
Purpose: The purpose of this study was to compare the perceptions of second-year community college students regarding barriers to education completion based on Padilla's (1998) Local Model of Minority Student Success. These barriers include: (a) discontinuity, (b) lack of nurturing, (c) lack of presence, and (d) lack of resources. This study will examine differences among student perceptions based on ethnicity (African American, Hispanic, and White). Subjects: The population for this study consisted of undergraduate sophomore students at two Southern Regional Education Board Two-Year Tier1 institutions. The rationale for selecting these institutions in Texas was based on a high minority population of African American and Hispanic students at one SREB Two-Year Tier1 institution as opposed to a high population of White students at the other institution. Purposeful sampling was used to ensure voluntary participation by students in the SREB Two-Year Tier1 institutions. Methodology: The survey instrument for this study was based on the four barriers from Padilla's (1998) Local Model of Minority Student Success. The survey consisted of nine demographic questions, 16 Likert-scale questions, eight check-off questions concerning accessibility to services, and nine open-response questions to obtain qualitative data. Findings: Community colleges must ensure that there is an "institutional fit" for minority students, along with integrating them into the campus life until degree completion. Furthermore, institutions should be obligated to make certain that they have (a) a diversified administration, (b) a diverse faculty/staff members, (c) visibility of minority support programs, visibility of minority issues/materials in the curriculum, and (d) faculty interactions with students in the classroom, as well as outside of the classroom; these important factors may result in for greater institutional commitment and student persistence. [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.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Two Year Colleges
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A