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ERIC Number: ED547554
Record Type: Non-Journal
Publication Date: 2012
Pages: 166
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2674-6331-9
Faculty Perceptions of Their Role in the Academic Success of Community College Students from Underrepresented Racial and Ethnic Groups
Rodgers, Jo Rainie
ProQuest LLC, Ed.D. Dissertation, Alliant International University
The purpose of this study was to examine the perceptions of California community college faculty regarding their role in the academic success of students from underrepresented racial and ethnic groups. This exploratory research employed a mixed methods design. Quantitative and qualitative data were collected from faculty at 10 California community colleges (N = 77) through an anonymous online survey. Additional qualitative data was gathered through interviews with a small number of faculty from two additional community colleges (N = 6). Inductive analysis was applied to online survey responses. Open-ended question responses were compared to closed-ended question responses to check for consistency and to explore related themes. Interviews were audio recorded and transcribed. Excerpts of meaningful text were then coded and grouped into categories, which enabled the researcher to identify salient themes. Themes from each interview were compared across all interviews, and themes generated from the online survey were added to interview results. This study identified several trends in faculty perceptions of their students from underrepresented groups. Faculty from colleges that provided faculty development programs related to intercultural skills and multicultural curriculum development recognized the influence of faculty on student success and attempted to view the student experience from the perspective of the "other." They discussed their efforts to improve their teaching skills and create curriculum that went beyond traditional dominant culture content and pedagogy. Faculty from colleges that did not offer faculty development related to intercultural skills and multicultural curriculum were less likely to acknowledge the influence of faculty and curriculum on student success, placing greater responsibility for academic success on students and their academic skill sets. This study also revealed a lack of dialogue between college administrators, who track student success rates, and faculty, who directly influence those rates. Findings from this exploratory study could benefit state legislatures, college administrators, and faculty as they work to increase the academic success rates of students from underrepresented racial and ethnic groups. [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:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education; Two Year Colleges
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California