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In this dissertation, I present readers with three studies about the ways in which science, technology, engineering, and mathematics (STEM) research experiences impact undergraduate learning, perspectives, and academic/career activities. In the first two studies I focus on this topic by investigating the ways in which undergraduates were impacted by completing a STEM internship. The first study is unique in focusing on an understudied population: community college students interested in STEM fields. Both the first and second studies make a novel contribution to the STEM education literature by investigating U.S. Department of Energy (DOE) national laboratories as learning environments. These institutions are largely missing from the wealth of academic literature about undergraduate education in STEM disciplines. In the third study I define teaching and mentoring in STEM research experiences, which are terms that are often used, but rarely defined by scholars. In the third study I apply these definitions and a new instrument to determine which teaching and mentoring practices graduate students used when working with undergraduates on STEM research projects, and produce a set of practices that both scholars and practitioners can use in the future. Study 1 focuses on the perspectives of individuals who were taking STEM coursework while enrolled in community colleges. The majority of undergraduates who enroll in community college and/or begin their studies in STEM to obtain a degree do not meet this goal. Previous studies have shown that participation in technical and research internships can increase undergraduate academic achievement, graduation rates, confidence, and STEM persistence. However, very little is known about the benefits of these activities a) for community college students, b) when hosted by DOE national laboratories, and c) beyond the first few years after the internship. I applied the Social Cognitive Career Theory (SCCT) to investigate alumni perspectives about how the Community College Internship (CCI) at a specific DOE national laboratory -- Lawrence Berkeley National Laboratory (LBNL) -- impacted their academic/career activities. Specifically, I collected survey and interview data from 43 "CCI alumni," most of whom majored in civil engineering, mechanical engineering, or chemistry as undergraduates. Analysis of this data revealed that CCI alumni had low confidence and expectations of success in STEM as community college students, and were negatively impacted by the stigma associated with community colleges. Participation in CCI increased their professional networks, expectations of success, and STEM skills, identity, and self-efficacy/confidence. Hispanic/Latinx alumni recalled the positive impact of mentors who prioritized personal connections, and women valued "warm" social environments. These findings highlight program components and mentoring practices that had long-lasting effects on these individuals. Additionally, I propose several additions to the SCCT model, to better reflect the supports and barriers to STEM persistence for community college students. Future studies could build on this work to expand what is currently known about the impact of STEM educational opportunities at DOE national laboratories for community college students. Study 2 is closely related to Study 1 because of its focus on DOE national laboratories as learning environments, which is a topic with very little representation in academic literature. For students attending baccalaureate granting institutions, it is well-established that participation in research experiences or internships hosted by colleges and universities can support retention in STEM degree programs. However, limited research has been published about these opportunities for community college students and/or hosted by the DOE national laboratories. Data was collected from individuals who participated in the Community College Internship (CCI) and Science Undergraduate Laboratory Internship (SULI) programs between 2009 and 2016, at Lawrence Berkeley National Laboratory (LBNL). The CCI and SULI programs are part of a suite of programs hosted at DOE national laboratories designed to expose students and recent graduates to career opportunities at these institutions. Of the CCI alumni, 94% transferred to a baccalaureate granting institution, 90% graduated with a STEM bachelor's degree, and 88% are on a STEM career pathway. Based on what is known about graduation and transfer of community college students in the U.S., CCI alumni transferred and graduated with bachelor's degrees at higher rates than expected. Of the SULI alumni, 91% graduated with a STEM bachelor's degree, and 71% are on a STEM career pathway. These findings suggest that -- as compared to students attending baccalaureate granting institutions -- community college students who engage in STEM professional development activities are likely to persist in STEM careers at similar rates. Additionally, participation in STEM professional development activities may increase the likelihood that community college students complete their academic degrees in STEM disciplines. Shifting the focus "away" from the perspectives and activities of undergraduates, I investigate the topic of teaching and mentoring in undergraduate research experiences (UREs) in Study 3. It is common practice for undergraduates in STEM degree programs to participate in discipline-specific research experiences to gain new skills and knowledge, and to explore STEM careers. Similarly, many graduate students are expected to collaborate with undergraduates on a research project, which requires them to employ a combination of teaching and mentoring practices. Studies have shown that practices can vary dramatically between individuals, and these differences impact the overall experience for undergraduates (positively or negatively). However, the details provided in previous studies about STEM research experiences are insufficient to determine which teaching or mentoring practices are being used in a particular learning environment, by whom, and how often. Many scholars have described benefits of understanding how teaching and mentoring activities differ from each other, which supports student learning and well-being, communication between research team members (including undergraduates), and the evaluation of teaching/mentoring quality in STEM research experiences. Study 3 describes the new "Berkeley Undergraduate Research Evaluation Tools Teaching and Mentoring (BURET-TaM)" instrument, which I developed collaboratively with research team members to identify the teaching and mentoring practices used in STEM research experiences. Additionally, I provide definitions for teaching and mentoring for UREs relevant to this new instrument that are informed by the literature and can be used by educational researchers, students, and practitioners alike. I applied the "BURET-TaM" instrument to written reflections from and interviews with 46 graduate students working with undergraduate researchers in faculty-led research teams at the university and/or at the nearby DOE national laboratory, and generated a list of teaching and mentoring practices used by this group. My findings suggest that a) teaching and mentoring practices are often intertwined in this context, b) teaching scientific concepts and processes can support undergraduates to learn how new scientific knowledge is created, and c) research environments can impact student learning, well-being, and success. In the future, departments or research teams could use this new instrument to implement training sessions or materials to support scientists and professionals in learning how to teach/mentor undergraduate researchers, or to improve their skills in these areas. [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.]

The current study examined hindering factors of 2-year community college students' vertical transfer to 4-year colleges. Rational choice theory guided the study and provided the scope of the problem, which is community college students' apprehension about vertically transferring to 4-year colleges. A quantitative Likert-scale survey, which comprised demographic questions and measures of variable scales, was the data-gathering instrument. The measures of study variables were the College Persistence Questionnaire, Student Financial Wellness Survey, Academic Motivation Scale, and self-authored questions. The first three research questions sought to explore whether apprehension to vertically transfer (RQ1), financial stress (RQ2), and commitment to a 4-year college degree (RQ3) differed by participants' gender, race/ethnicity, and parental education. The fourth, fifth, and sixth research questions sought to examine the direct influence of fear/amotivation, debt/loan aversion, and extrinsic motivation on (RQ4) participants' apprehension to transfer to a 4-year college (RQ5), financial stress, and (RQ6) commitment to complete a 4-year college degree. The findings show that the outcomes by race/ethnicity were statistically significant, suggesting that, on average, apprehension to transfer vertically, financial stress, and commitment to a 4-year college degree differed by race/ethnicity. The findings also suggest that, on average, apprehension to vertically transfer, financial stress, and commitment to a 4-year college degree did not differ by participant gender. Similar differences were shown in the study outcomes by parental education. On average, parental education differed regarding concerns about vertical transfer, financial stress, and commitment to a 4-year college degree. Implications for practice include fostering improved conveyance of information, particularly to parents of Hispanic students, to better promote college education as a key determinant in less financial stress and its positive effect on income. Implications for policy include policymakers creating policy that secures and maintains each student's tuition rate upon entry for the duration of their degree, as opposed to it being raised every year. Another option is for higher education institutions to adopt a free tuition model, which several states have in place. Finally, research implications include conducting a qualitative study regarding students' failure to vertically transfer before or after completing a credential at a 2-year college. [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.]

Using narrative interviews, this study explored the experiences of belonging among eight first-generation college students (FGCS) who identify as Black, Indigenous, and People of Color (BIPOC). By applying Strayhorn's Belonging and Crenshaw's Intersectionality Framework, this study sheds light on the challenges and benefits BIPOC FGCS encounter as they strive for academic success at two-year institutions within the City University of New York (CUNY) where approximately 44% of CUNY's student body comprises FGCS (CUNY, 2019). According to participants, families and institutions played significant roles in shaping students' sense of belonging. It also highlights the intricate negotiations BIPOC FGCS undergo as they navigate their intersecting identities (e.g., age, race/ethnicity, gender, sexuality, immigration status, class) within the contexts of familial and institutional barriers and support systems. These findings underscore the importance of targeted diversity, equity, inclusion, and belonging initiatives aimed at meeting the unique needs of BIPOC FGCS. [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.]

Purpose and Method of Study: This study examined the lived experiences of My Dream students, who were first-generation Latinx students at a community college in northeast Oklahoma, through the lens of Tinto's year persistence theory, CRT, and LatCrit. The My Dream scholarship program was developed to help students who are undocumented or considered a part of the Consideration of Deferred Action for Childhood Arrivals (DACA) program who do not qualify or have access to state or federal financial aid. Participants for this study were Latinx My Dream scholarship recipients at TCC: students who required financing to attend college but were ineligible for state or federal financial aid due to being undocumented or a part of DACA. A thematic analysis was used to examine the data for this phenomenological study. Findings and Conclusions: Five main themes and five subthemes were identified as factors for persistence for My Dream students at Tulsa Community College. The main themes of the study were: (a) students' support systems, especially family and friends, are crucial to their education, (b) campus climate is instrumental to the success of students, (c) effective communication emerges as a critical component in the educational outcomes amongst all participants, (d) advising plays a crucial role for Hispanic students by providing personalized support towards their academic and career goals, (e) tutoring is a critical support mechanism for Hispanic students at TCC. Based on Critical Race Theory, Tinto's Student Integration Model, and Latino/a Critical Race Theory, results from this study assert that support structures are crucial in students' academic progress, particularly those of Hispanic descent, at TCC. [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.]

Mental health is on the decline. At a community college in Southern California, 55% of students admit to suffering from anxiety, 42% have depression, and 16% have seriously considered or attempted suicide. However, less than a quarter have sought treatment due to the barriers of stigma, mental health literacy, and limited access to resources. Stigma involves hostile rhetoric, stereotypes, judgment, and a sense of undesirability that reduces self-worth, resulting in shame, inadequacy, and the discrediting belief of weakness (Brennan & Gorman, 2022; Cole & Ingram, 2019; Cuijpers et al., 2019). Limited mental health literacy encompasses misunderstandings and apprehensions about facing judgment or being misunderstood when seeking support and revealing mental health concerns (Broglia et al., 2021). Moreover, access to resources is a significant challenge; only 19.8% of 13,984 surveyed students from 19 colleges in eight countries had used mental health services in their lifetime (Bruffaerts et al., 2019).The project aims to reduce stigma, enhance mental health literacy, and improve mental health resource accessibility. A user-friendly website was developed to enhance mental health literacy and provide easy access to mental health information. On campus and through the institution's social networking sites, uniquely designed advertisements with a QR code facilitated resource access and reduced stigma. Students completed an anonymous survey assessing advertising impact, user-friendly design, and QR code utility for accessing mental health resources. Weekly visits to the mental health resources page were tracked. Appointment scheduling with counseling services was monitored. Demographic data was collected. Ultimately, outcomes confirmed the effectiveness of strategies, with significant support for advertising methods and website usability in reducing stigma, enhancing mental health literacy, and improving accessibility surrounding mental health resources for college students. [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.]

Mathematics placement and courses can be a key factor in determining the pace and success of student educational pursuits. This study delves into the potential effectiveness of Directed Self-Placement (DSP), also referred to as Guided Self-Placement or Self-Directed Placement, as opposed to traditional placement methods, in fostering successful completion of college-level math courses within two semesters at one particular institution. Using a quantitative research design, this investigation employed logistic regression analysis to compare the outcomes of students placed via DSP with those placed through more traditional procedures. The study further explored the interplay between students' demographics and their chosen level of math course. The findings reveal a nuanced landscape where, predominantly, students who engaged in DSP exhibited a higher likelihood of completing their requisite college-level math courses within the designated two semesters. However, intriguing exceptions emerged, particularly among students majoring in science, technology, engineering, or mathematics (STEM), where traditional placement methods seemed to offer an edge. Moreover, the analysis uncovered intriguing relationships between the choice of math course in the DSP process and the subsequent success rates. This research contributes to the ongoing discourse on academic placement strategies in community colleges, highlighting the potential of DSP to enhance educational outcomes while also recognizing its limitations and the need for a nuanced application. The implications of these findings are significant for educators, administrators, and policymakers striving to optimize placement processes and, ultimately, to support students in achieving their academic and professional goals efficiently. [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.]

This qualitative study delved into the student experience of Latinx STEM community college students who had successfully transferred to a four-year university. The research examined counselors' roles in their transfer and how counselors validated students' experiences. Using the institutional agent framework, this study used semi-structured interviews with 12 students to explore their transfer experiences. The thematic analysis identified three roles that counselors played that were pivotal to successful transfer: bridging agent, knowledge agent, and integrating agent. While counselors played the role of resource agents and connected students with invaluable resources during the application process, there was a significant lack of resources beyond acceptance into the university. Findings showed that students desired more intrusive counseling beyond transactional interactions and identified a lack of resources post-admission to the university. This underscores the urgent need for more resources to support Latinx STEM students. Furthermore, there was a perceived lack of validation of students' experiences by both counseling faculty and institutions. Implications from this study include counselors needing to adopt more intrusive counseling approaches, provide post-admission resources, find ways to empower students as institutional agents, validate students' experiences, and incorporate families into the institution and support network. By recognizing and reframing students' backgrounds as assets, counselors can empower Latinx STEM students to navigate challenges effectively and achieve their academic goals. [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.]

Given the current political climate of division, the study of history is important now more than ever, but the value of the study of history has been marginalized. This study used student focus groups to understand ways in which history could be taught in such a way that its importance is emphasized through relevance and connection to current social and political issues and through student-centered learning. This study also determined how history could help students evaluate and think critically about historical content. This study drew on the experiences of community college students who have taken a higher education history course with the dissertation author to determine how students might want history to be taught. Findings shed light on how to facilitate deeper student interest, engagement, and application of history. [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.]

The purpose of this quantitative study was to investigate the meaningful impacts of FYS courses on student success, academic performance, and retention rates in a large urban community college. Using quantitative research methods, the researcher compared Fall 2022 and Spring 2023 institutional data of enrollment and retention to evaluate student success and persistence relative to enrollment in FYS. The GRIT-O survey (Duckworth et al., 2007) was administered to Spring 2024 students enrolled in FYS courses. Analysis of the survey data revealed significant differences in GPA and retention rates between students enrolled in FYS courses and those not enrolled in such courses. However, the analysis also indicated that student semester persistence was not significantly related to internal persistence for FYS students based on the factors of the GRIT-O scale, unlike Duckworth's et al. (2007) analysis of other study populations. Additional research is needed on the academic composition of community college students and the effects it has on retention, persistence, and overall student success. [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.]

This qualitative case study explored the experiences of staff and student participants in a men of color program at one California community college. The research aimed to understand how program staff creates environments conducive to exploring masculine identity among men of color. Grounded in validation theory and the multiple masculinities framework, the study addressed how program staff cultivates spaces for masculine identity exploration and how their students navigate and perceive such spaces. Data collection involved semi-structured interviews with four staff members and 10 student participants and observations of two program events. Key findings reveal several themes, such as creating safe and inclusive spaces, facilitating open discussions about masculinity, providing role models and mentorship, encouraging vulnerability and emotional expression, and navigating systemic and structural challenges. The themes highlight intentional community building, culturally affirming spaces, and addressing the challenges men of color face in higher education. The study underscores the need for supportive environments in fostering positive masculine identity exploration and offers insights for enhancing similar programs in other educational settings. [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.]

Latina community college students face significant barriers in achieving their educational goals, particularly transferring to 4-year institutions. Despite comprising a large and growing demographic within community colleges, their unique needs and experiences often remain unaddressed. This qualitative study explored the lived experiences of Latina community college students in Los Angeles County aiming to transfer to 4-year universities I sought to understand their challenges, needs, and supports as community college students. Employing a counter-storytelling approach, the study utilizes "Platicas" methodology and method, informed by "Latina/o Critical Race Theory" (LatCrit) (Huber, 2010) and "Community Cultural Wealth" (CCW) frameworks (Yosso, 2005). Data collection involved in-depth "Platicas" with Latina students to capture their experiences navigating community college. Two research questions guided this research: How do Latina students reflect and describe their experiences navigating community college, particularly in relation to transferring to a 4-year institution? What do Latina students identify as their needs, challenges, and supports within their respective community colleges to facilitate successful transfer? Understanding the lived experiences of Latina students is crucial for developing student-centered policies and practices that promote their success in transferring to 4-year institutions. This research aimed to contribute to a more equitable and inclusive educational journey for Latina students pursuing higher education. [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.]

This case study examines the transfer experiences and sense of belonging in STEM among historically marginalized and excluded students transitioning from Pima Community College to the University of Arizona. Utilizing mixed methods, survey data from two student cohorts are analyzed to gain insights into their transition process. The study contributes to existing literature by developing a model for STEM transfer experiences and recommends policy changes for enhancing STEM accessibility. [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.]

This qualitative study aims to establish a knowledge base and learn about the experience of first-generation transfer students who have completed their Associate in Art (AA) degree from a community college and have transitioned to a four-year public university. The study aims to examine first-generation transfer students' sense of belonging and transition at a four-year public university. A qualitative case study was conducted to learn about the experiences of first-generation transfer students who transferred from state community colleges and are currently enrolled at a four-year university in a bridge program. This study was driven by two theoretical frameworks: Schlossberg's transition theory and Strayhorn's sense of belonging theory. The data collection method included three document analyses, eight individual interviews, and two focus groups. Four themes and eight subthemes emerged. This study concludes with recommendations for faculty, staff, administrators, and policymakers to support transfer students and address barriers within higher education. [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.]

Community college students who are juggling busy lives may be drawn to enroll in self-paced online courses. Shorter, eight-week versions of online courses are an option for these students instead of taking full sixteen-week versions. However, because eight-week courses cover the same amount of material in half the time, student success may be affected. This study compares student success rates in selected eight- and sixteen-week online versions of three key community college courses: English 101, Math 120 and Biology 101. The success rates for each length of course were also compared with demographics: race/ethnicity, age, gender, and incoming college-level GPA. Findings indicate that while there is no statistically significant overall difference in performance between students in the eight- and sixteen-week versions there are important differences. Students enrolled in Math 120 courses had over 50% withdraw rates for both the sixteen-week and eight-week versions, indicating that students who are not strong in Math may not be successful in any version of an online Math course. Black/African American students were more likely to pass eight-week courses than sixteen-week courses. Non-traditional age students were more likely to pass eight-week courses than traditional-age students. Women were more likely to pass eight-week courses than men. Students with a passing incoming GPA and no incoming GPA were more likely to pass both sixteen-week and eight-week courses than students with a failing incoming GPA. Both sixteen-week and eight-week course types had an over 30% withdraw rate, which may be cause for concern for all online students. [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.]

Increasing student retention is one of the greatest challenges faced by community colleges. First-year community college students face a complex set of issues in grappling with their new academic roles and identities. Therefore, there is a need for effective retention efforts that support students during this time of transition. First-Year Experience (FYE) courses designed to support academics, social development, persistence, and degree completion have been found to be high-impact practices that affect positive differences in student engagement, college-readiness, and sense of belonging. Much of the data used to evaluate the effectiveness of FYE programs has been quantitative and focused on four-year institutions. This study seeks to address the gap in qualitative data on community college FYE students. The purpose of this study was to discover the essence of the lived experiences of first-year community college students with the intent of shedding light on the potential for the first-year seminar (FYS) course to function as a ritual space that supports students in their work to develop their identities as members of a college community. The data collected for this study were interviews of seven FYS students at midterm and at the end of their first semester of college and reflective writing and/or videos they did as part of the major assessments for their FYS course. I employed a hermeneutic phenomenology approach in that I sought to uncover the essence of the participants' lived experiences as first-year community college students and understand them within the social contexts that shaped those experiences. Using a ritual and critical empathy lens, I interpreted their everyday lived experiences of self-efficacy, academic self-concept, and belongingness during their first semester. Through my engagement in the critical reflection of hermeneutic phenomenological analysis, I sought to understand the complex experiences of the participants and the underlying phenomena that structured those experiences as they grappled with their new academic roles within the lifeworld of the community college. The following major themes emerged from the study: (1) Need for Belonging and Community; (2) Borders Between Anxiety and Hope; (3) Sense of Awakening and Becoming; and (4) Movement Toward Active Engagement. [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.]

The purpose of this quantitative study was to use Social Learning Theory to explore perceptions of community college dental hygiene students and the differences between their perceptions of student incivility versus their perceptions of faculty incivility. The researcher also investigated which interventions community college dental hygiene students perceived would significantly improve civility in dental hygiene education programs. The participants in this study were dental hygiene students from three community colleges in a Mid-Atlantic state. This quantitative study employed correlational methods to analyze data from the Incivility in Nursing Education-Revised Survey, which was modified to fit the depth and breadth of this study. Program year was a significant predictor of the extent of overall civility, perceptions of lower and higher levels of student incivility, higher levels of faculty incivility, frequencies of student incivility, and frequencies of faculty incivility. The results presented in this study have contributed new information to the literature about how community college dental hygiene students in a Mid-Atlantic state perceive incivility. [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.]

Rural Canada is in decline, and as such has begun recruiting immigrants to rural areas to fill crucial labour gaps. This study explores the ways in which rural community colleges can best support immigrant women in Canada. Using narrative inquiry, it captures the voices of women who successfully completed programs in a rural community college in the prairies. The study reveals best practices in supporting immigrant women and highlights the importance of creating programming that is tailored to student needs to ensure success. [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.]

The purpose of this action research was to evaluate the effect of instructional scaffolding on information literacy skills of college students in an English Composition I (ENG 101) course at Urban Community College in the Southeast. Information literacy is defined as a set of skills to recognize an information need as well as locate, evaluate, and effectively use information (American Library Association, 2021). Community college students may have insufficiencies in their information literacy skills due to lack prior information literacy experience in academic libraries or completing research projects (Head, 2013; Hincliffe et al., 2018). I developed an intervention that involved instructional scaffolding to help the information literacy skills of community college students. This study focused on three overarching research questions. The first question sought to explore how instructional scaffolding affects community college students' information literacy skills at Urban Community College in the Southeast. The second question explored community college students' perceptions towards information literacy after attending an information literacy instruction with instructional scaffolding. The third question explored how community college students describe their experience with the instructional scaffolding on information literacy. The study involved online tutorials and class discussions that utilized instructional scaffolding strategies. The estimated number of participants was 15 to 20 college students who enrolled in each English Composition I (ENG 101) course. A convergent mixed methods approach was applied to collect both qualitative and quantitative forms of data at relatively the same time (Creswell, 2014; Rademaker & Polush, 2022), but the data was analyzed separately and then the results were compared to see if the findings confirm or disconfirm each other (Creswell & Creswell, 2018). Data collection consisted of Open Test of Information Literacy (OTIL), Perceptions of Information Literacy Skills (PILS) surveys, and student interviews. I analyzed the quantitative data with descriptive statistics and a paired samples t-test. I analyzed the qualitative data with inductive analysis. Quantitative findings revealed that there was no significant change in students' information literacy skills from before the information literacy intervention to after the information literacy intervention. Quantitative findings also revealed that students perceived themselves to have developing information literacy skills where they are applying information literacy practices but are still learning. Qualitative findings revealed that students perceived the information literacy instruction to be helpful, students' search process changed to include more information literacy skills learned from instruction and resources from the library, and students gained more confidence in their searching. It is difficult to conclude the impact of the information literacy intervention from one semester's worth of interactions and further research needs to be conducted. More research about information literacy in the community college environment in general needs to be conducted as it is an academic area that lacks research on. [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.]

Within the CCC system, mathematics has been identified as the most considerable barrier to persistence, transfer, and degree completion (Cooper et al., 2022). Recent research corroborated the notion that mathematics serves as a gatekeeper for Black and Latinx students; historically, this subject has impeded students of color from accessing educational opportunities in science, technology, engineering, and math (STEM; Joseph et al., 2021). Consequently, mathematics has evolved into a racialized impediment for students and, by extension, STEM graduates. Recognizing mathematics' critical role in shaping students' future prospects, the state legislature introduced "California Assembly Bill 705" (AB 705; California Assembly Bill 705 [AB 705], 2017) to provide an intervention implemented in the fall of 2019. The purpose of this study was to examine how Black and Latinx working-class STEM students interpret and derive meaning from their mathematics trajectories, as well as the strategies they develop to navigate transfer-level mathematics environments in post-AB 705 (2017) contexts. Utilizing critical race theory (CRT) as a framework, the research documented students' counter-narratives with the aim of enhancing transfer rates and STEM transfer readiness for students of color in STEM fields. Additionally, the study established connections between the policy and existing research on STEM momentum and transfer success through the voices of students of color. Five self-identified Black and Latinx students who enrolled at a CCC in the fall of 2019 or later and transferred to either a UC or CSU in the fall of 2023 as a STEM major were interviewed. Additionally, all participating students received the California Promise Grant (California Community Colleges Chancellor's Office, 2017) at some point in their CCC careers, which served as a proxy for their socioeconomic status. To further provide context, one STEM counselor and one CCC math instructor with at least 5 years of experience supporting Black and Latinx working-class STEM students were interviewed. The counter-narratives reveal systemic flaws in the education system, from secondary education through community college. Their stories identified systemic barriers primarily in secondary education that hinder the recognition and development of working-class Black and Latinx students' potential. Additionally, as the student participants transitioned to college, structural racism and classism continued to create barriers to success in transfer-level math courses in community colleges. Concurrently, student narratives highlighted the pivotal aspects at community colleges that contribute to their success, including supportive academic environments, culturally responsive teaching, and inclusive communities, thereby highlighting the barriers and challenges that arise when such aspects are absent in transfer-level math and the STEM pipeline. [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.]

Much public discourse surrounds the intractable problem for some community college students in attaining a bachelor's degree through vertical transfer. Scholars have found 80% of entering community college students plan to transfer, yet this intent to transfer is somehow diverted for most (Jenkins & Fink, 2016). Although a new report showed an increase in vertical transfer for community college students (Dembicki, 2024), previous statistics have remained stubbornly fixed, with only 17% of community college students transferring and attaining a bachelor's degree within 6 years successfully (Jenkins & Fink, 2016). Broken transfer pathways disproportionately affect low-income and underrepresented students who populate U.S. community colleges (Jenkins & Fink, 2016). Scholarship has similarly aimed at understanding the barriers for low-income and underrepresented students who, despite evidence of academic ability, are less likely to transfer to selective colleges than their peers (Dowd et al., 2008a; Glynn, 2019; Rosenberg & Koch, 2021). Recognizing the role advisors play in supporting transfer student success, this qualitative study sought to understand how community college advisors cultivated practices that saw them considering power, privilege, and bias in themselves and others. Using Brookfield's (2017) theory of critical reflection, this study considered how community college transfer advisors' social identities (i.e., positionality) informed their advising interactions; how community college transfer advisors cultivated critical reflection in their advising interactions; and how community college transfer advisors understood the connection between critical reflection, advancing social justice, and emancipatory thinking in advising interactions. [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.]

This study focused on Hmong male participants from a California Community College. The Hmong males are from an indigenous ethnic group uprooted from their agrarian living as a hilltribe in Laos to different parts of the world because of a war that involved the United States government. White Supremacy and Whiteness are the leading cause to the racialized labeling of Hmong as Asian American and masking them as the model minority. The Hmong male participants identified familial support, study habits, academic support, and self as factors contributing to their transfer success to a 4-year university. In addition to their success are the obstacles they encounter in finance, college and career readiness, and accessing campus services. Asian Critical Theory was utilized as the theoretical framework to provide critical lens to the experiences for Hmong male participants in the United States educational system. Recommendations and implications were suggested for equitable policy and practices in education towards social justice and disaggregating data for Hmong male college students. [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.]

The problem addressed in this study was nontraditional community college students were at-risk of not completing their degrees. The purpose of this study was to explore the first-year completion strategies of nontraditional students at an urban Louisiana community college through the lens of their self-efficacy beliefs. I employed qualitative methodology and a case study design because they allow the participants to assign meaning to their own actions. The theoretical framework was largely based on self-efficacy, Bandura's social cognitive theory and models of student motivation and persistence that were based on self-efficacy. I had 15 participants and each self-identified as nontraditional. I ultimately included information from only 12 of the 15 interviewees. The first research question was about students' first-year experiences. The second research question was about the task-completion strategies used to meet the challenges of their first year. I analyzed the data from participants' semi-structured interview responses and conducted a document review. My data analysis revealed three themes related to research question one about their experiences: goal setting, resilience/perseverance/grit, and motive. Data analysis revealed three themes related to the second research question: instructional efficacy, self-regulated learning, and support systems. Recommendations for future practice included providing educational opportunities based on local employment opportunities and increasing institutional efficacy. Recommendations for future research included replicating this study with larger sample sizes and in populations with the same nontraditional trait. [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.]

The low academic learning outcomes and persistence rates among students starting in developmental mathematics at community colleges are concerning. Improving the teaching and learning of developmental mathematics is imperative. This Action Research study aimed to investigate and improve developmental mathematics students' low retention rate and mediocre academic achievement at a large urban community college. Participants and data collected in Cycle 1 consisted of interviews and surveys of intermediate algebra instructors and students. Action steps, including collaboration amongst instructors, motivation for students' engagement, and corrective actions throughout the process, were designed, implemented, and evaluated in Cycle 2 to ensure intrinsic and lasting motivation to learn. Findings included resistance to change, the need to ensure administrative support, and the development of learning to learn strategies. Implications for the organization included acknowledging that financial support was needed, developing adaptive curricula, recognizing the catalysts for improvement, and setting clear achievement goals. Cycle 2 consisted of setting up a group of instructors working within a community of practice. The instructors met weekly for about two months, discussed and developed strategies for learning to learn in four specific topics of intermediate algebra, and implemented these strategies in their classes. Concurrently, students took surveys to collect learners' teaching evaluations. The research study concluded with the college report on the academic and persistence outcomes for the treatment group versus the control group. These results showed a double-digit percentage higher for the treatment group when compared to the control group. [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.]

The advising experience of adult learner's academic and social engagement at community colleges. Based on the literature, it was not known how adult learners in an associate's program describe their advising experience with respect to social and academic engagement at community colleges in the southern United States. The purpose of this qualitative descriptive study was to explore how adult learners in an associate's program describe their advising experience with respect to social and academic engagement at community colleges in Georgia. The theoretical foundation was Tinto's student integration model. The research questions asked how adult learners in an associate's program describe their advising experience with respect to academic engagement at community colleges and how adult learners in an associate's program describe their advising experience with respect to social engagement at community colleges. Participants were 13 students at least (a) 25 years of age or older, (b) having completed at least one term at the college, (c) having used support services at least once, (d) being currently enrolled in an associate degree at one of the two community colleges. The qualitative descriptive study employed interviews (n=10) and a focus group (n=3). The findings of the study supported Tinto's student integration theory that adult learners' social engagement at community colleges was impacted and that advising plays a crucial role in supporting adult learners' academic engagement, contributing to improved academic success and lower attrition rates among non-traditional students or learners in community colleges. [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.]

Adult learners in community college encounter barriers in a world that does not recognize their needs. This action research investigation explored the barriers adult learners faced in a community college in California and examined how targeted academic counseling interventions informed the students about essential supports and services available at the research site. Cycle 1 data collection included interviews with the adult learners, administrators, and faculty to identify what barriers these adult learners faced and what resources were available to help them. The participants identified four barriers: conflicting responsibilities, inadequate access to resources and information, feelings of isolation, and limited academic skills. The participants identified three supports and services: flexible class options, individualized services, and opportunities to connect with the school community. The Cycle 2 research process examined the use of one-on-one counseling, telephone outreach, and group information sessions as vehicles to inform students experiencing barriers of the recommended supports and services. The outcomes showed that these counseling interventions improved student familiarity with campus supports and services, increased students' feelings of connectedness to the campus, acknowledged their need for customized engagement, and provided just-in-time information. The success of these interventions suggests that the research site could improve outcomes for this group by providing regular access to these counseling interventions, increasing opportunities for students to connect with each other and the campus community, training instructors on the unique needs of adult learners, and streamlining the distribution of critical information. Further research should focus on the exploration of comprehensive guidance models to deliver services specifically tailored to adult learner needs. [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.]

The purpose of this study was to describe the lived experiences of Belizean junior college students who are on or have experienced academic probation at junior colleges in Belize. A qualitative narrative inquiry research design was implemented to carry out this study. To understand the experiences of students who are or have overcome academic probation, the study was guided by Alexander Astin's theory or student involvement as well as Nancy Schlossberg's Transition Theory. The nine participants who were interviewed, were eighteen or older, registered student at one of the eleven junior colleges in Belize, and were either on or had been on academic probation. No research on academic probation in junior colleges in Belize is found in the literature, therefore this study will help fill the gap in the literature by providing a description of the essences of lived experiences related to academic probation in Belize. The study aimed to educate scholars and practitioners about the underlying challenges faced by students on academic probation and detailed the effective use of internal and external resources and strategies by these students to overcome academic probation and successfully complete their studies. [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.]

This qualitative narrative study aimed to explore the impact of the tutor-student relationship on students' perceptions of belonging in community colleges. This study employed a qualitative narrative approach to understand a distinct phenomenon: the influence of the student-tutor relationship on the sense of belonging among community college students. This study examined students at community colleges who utilized their college's learning assistance center to access tutoring for at least one semester and used semi-structured interviews and focus groups as well as a researcher's journal to gain understanding of how the students made sense of their roles as students as a result of their learning assistance experiences. The following research questions guided this qualitative narrative study: 1. What stories do community college students share about their relationship with their tutors? 2. How do community college students describe the impact of their relationship with their tutors on their sense of belonging within their college community? 3. What, if any, resources do community college students share would be useful to enhance their relationship between them and their tutors? The gathered data was codified and analyzed into a compelling narrative structure. Three themes during the data analysis process: 1) Navigating Challenges and Cultivating Personal Growth, 2) Finding Community, and 3) Growth as Scholars through Mentorship. The findings from this study may be used to inform community college administrators and executives about the impact of the tutor-student relationship on community college students' sense of belonging and how that can improve student outcomes, such as retention and graduation rates. Structural and programmatic recommendations for community college learning assistance centers are provided, as well as suggestions for future research. [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.]

Advocates for marginalized students have worked to understand the equity implications of public policy and its application on educational performance gaps. This study investigated equity policies in a southern California community college intervention program: the Extended Opportunity Programs and Services (EOPS). EOPS is an equity program created to provide equal educational access for financially and educationally disadvantaged (i.e., marginalized) students. Since 1969, EOPS students have outperformed their non-EOPS peers, proving the program to be successful; however, due to strict admissions policies that dictate requirements of enrollment status, financial disadvantage, and educational disadvantage, not all marginalized students are eligible for EOPS. Moreover, non-EOPS marginalized students are consistently at the bottom of the performance gap. This quantitative study used archived data for success indicators (i.e., course completion, persistence, graduation, and transfer) from 2017 to 2019 to explore ways to close the educational performance gap. Through the lens of three equity-based frameworks--equity as equality, equity versus equality, and opportunity pluralism--this study critically investigated equity policies in the EOPS program and their influence on the performance gaps of marginalized students. In addition, the Reid equity versus equality conceptual framework added another perspective on investigating structural barriers in equity policies. The particular barrier selected to focus on in this study is the full-time unit enrollment requirement that, for some, impedes access to support services offered for success in the Southern California Community College District (SCCCD). [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.]

Nursing educators are challenged to find strategies that will develop critical thinking and clinical judgment abilities in students. As technology has advanced, the use of virtual simulation platforms has increased in use in nursing courses. This study examined the effect of a pilot virtual simulation intervention on critical thinking and clinical judgment abilities in Associate Degree Nursing students. A convenience sample of thirteen students from a community college in Northern New Jersey participated in this pre-test, post-test study. The increase in critical thinking and clinical judgment test scores were not statistically significant, yet there was a noted increase in group mean and several individual scores. No noted correlation was observed in the critical thinking and clinical judgment test scores post virtual simulation cases. Age, gender, ethnicity, and prior experience in healthcare were not significant predictors of critical thinking and clinical judgment abilities post virtual simulation cases. The increase in mean and individual test scores showed promise for feasibility for testing this intervention on a larger scale. As virtual simulation is being used more in nursing education, additional research is warranted to examine the impact of this teaching strategy on critical thinking and clinical judgment abilities. [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.]

The challenges facing higher education institutions across this country continue to increase, becoming more and more complex with each passing semester. Higher education administrators and those who aspire to be such must constantly stay abreast of all potential adverse issues, but especially those that affect the educational success of our students. The importance of student success is invaluable to students and society, alike, as their educational achievements enable the growth of both social efficiency and social mobility. Therefore, higher education institutions and their administrations must constantly assess and attempt to mitigate the many challenges and barriers to these important accomplishments. Consequently, this dissertation in practice (DiP) carefully considers a potential student achievement barrier of non-continued enrollment at one of Mississippi's 15 community colleges, Holmes Community College (the College). Specifically, this DiP explores a link between the financial aid metric of expected family contribution (EFC) of first-time enrollees and continued enrollment across four specific Fall to Spring semesters at the College in an attempt to identify the potential causes and provide possible mitigation. [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.]

Retention, persistence, and academic achievement for first-generation students have become increasingly prevalent with increasing access to higher education. Beyond access, the most discernible challenge relates to their identity as a first-generation college student and the lack of mentorship from their parents in navigating the college experience. While research promotes the positive impact of faculty-student mentoring programs for the success of the traditional student, more work is needed to analyze the effects on first-generation community college students. The purpose of the present study was to investigate if there was a relationship between faculty-student mentoring and student success, as defined by persistence, retention, and grade point average (GPA) for first-generation community college students. Utilizing secondary data collected from National Community College (NCC), a pseudonym for a public two-year institution in a major U.S. city, multiple analyses, including chi-squares and multiple regression, were conducted to explore first-generation student retention and academic achievement for participants in the faculty-student mentoring cohort program during the 2017-2018 and 2018-2019 academic years, as compared to their first-generation peers who did not participate in the program. The results of the analyses show that a marginally statistically significant relationship existed between race/ethnicity, program participation, and persistence to graduation and/or transfer. Furthermore, there were statistically significant relationships between participation in the faculty-student mentoring program and one-year (fall to fall term) retention as well as cumulative GPA for first-generation community college students. Ultimately, the results indicate that faculty-student mentoring programs are an effective intervention that can be utilized to support the overall student success of first-generation community college students. [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.]

The purpose of this qualitative narrative inquiry is to explore how first-generation community college students perceive major and career goals, the factors that impact career decision-making and the development of key employability skills. It is important to understand how to develop or promote programs that can help expose students to various career paths, broaden their career options, and develop competitive candidates for future employment. Colleges, especially community colleges, in the Unites States have continued to evolve to include workforce development as central to their mission and vision (O'Banion, 2022). Thus, as institutions continue to explore career and identify resources to help connect students to various internal and external professional skill development opportunities through academic curriculum, internship, experiential learning, and mentorship experiences, the first-generation college students (FGCS), population must not be left behind. However, Maietta (2016) in an article for the National Association for Colleges and Employers (NACE) described the FGCS as the "hidden minority" due to the different challenges they may face. There may need to be a specifically tailored approach to reach this population effectively. This study will use convenience sampling to identify and select eight participants for a qualitative, narrative study of XYZCC Partner program alumni, currently enrolled at a four-year higher education institution or currently employed. The study will use three open-ended interviews, participant's co-curricular transcript and/or college resumes to collect participants' stories. Through multiple rounds of inductive coding, an examination of participants' narratives, community college administrators, faculty, and staff, will gain deeper insight into creating experiences, resources, and policies that better support FGCS at their institutions. [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.]

Entrepreneurship education (EE) is a hot topic and has gained the attention and interest of scholars in the United States and globally. Despite the growth of EE, scholars have been marginalizing the impact of EE at the community college level and there is a dearth of studies in this area (Liguori et al. 2019; Mars & Ginter 2012). Therefore, I conducted this study to bridge this indicated gap and contribute to the EE literature through exploring the entrepreneurial learning and practical experiences of community college student entrepreneurs. The purpose of this qualitative narrative inquiry was to better understand the lived entrepreneurial learning and practical experiences of 2-year community college students who have completed entrepreneurship training bootcamps and started their businesses in South Texas. In addition, I explored and narrated the participants' training bootcamps experience and its impact on their entrepreneurial journeys based on the Social Cognitive Career Theory (SCCT). I used a narrative inquiry design to explore the entrepreneurial learning and practical experiences of community college student entrepreneurs. Narrative inquiry is a common qualitative research approach (Merriam & Tisdell, 2015) and researchers use it to make meaning of human experiences (Clandinin & Connelly, 2000; Merriam & Tisdell, 2015). Therefore, using a narrative inquiry was an appropriate approach and it served the purpose of this study (Lichtman, 2012; Merriam & Tisdell, 2015). I used a triangulation strategy to collect data from four participants, which enabled me to incorporate a variety of data collection methods (Creswell, 2002; Merriam & Tisdell, 2015; Tracy, 2010). I used in-depth semi-structured interviews as the primary method; additional methods were incorporated to collect rich data such as: (a) artifacts, (b) interview observation notes, (c) post-interview conversations, (d) follow-up questions via email, and (e) member checking. I presented the findings in two forms, which are narratives (stories of student entrepreneurs) and thematic analysis. Four major themes emerged from the analyzed data which are: (a) entrepreneurial self-efficacy, (b) entrepreneurial outcome expectations, (c) entrepreneurial learning journey, and (d) social support. Part of the findings of this study was a significant positive impact of entrepreneurship training bootcamps on participant entrepreneurial learning and practical experiences. Finally, in this study I present the impact model of the entrepreneurship training bootcamps based on SCCT. I conclude from my study's findings that the staff of the entrepreneurship training bootcamps incorporated a variety of educational approaches, techniques, and tools (e.g., hiring mentors and teaching important business concepts) to provide student entrepreneurs with a holistic and optimal entrepreneurial learning experience. These findings reveal a significant positive impact of the entrepreneurship training programs and its staff on the participants' entrepreneurial learning and practical experiences. I emphasize, as one of the most influential factors, the important role that mentors played in student entrepreneurs learning and practical experiences. I indicate, in addition, several limitations, the lack of consistency regarding the information about the entrepreneurship training program, and limited access to data and statistics about community college entrepreneurship programs. Furthermore, because my study was based on a small local entrepreneurship training program, generalization from the study is not intended; but the study does provide a larger picture of the experiences of student entrepreneurs. In this light, I suggest for future research further exploration of the entrepreneurial experiences of student entrepreneurs using a larger sample, diverse groups, and different entrepreneurship training programs. [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.]

The purpose of this case study was to evaluate how community college IT students interact with and succeed in virtual labs to determine the impact of these digital environments on learning outcomes. The research employed a comprehensive range of data collection methods, including pre-interview questionnaires, interviews, and observations, to gather in-depth insights from students. The results yielded key themes such as the effectiveness of virtual labs in developing technical skills, levels of student engagement, and the challenges encountered during virtual lab activities, ensuring the reliability and thoroughness of the research. These findings reaffirm the benefits of virtual labs, instilling confidence in their potential to enhance learning outcomes. This highlights the crucial role of institutions and educators in providing the necessary support and guidance for students to excel in technology. The study emphasized virtual labs' essential role in modern IT education and provides unique and valuable recommendations for educators and institutions to optimize these platforms. By addressing the identified challenges and leveraging effective strategies, the research significantly contributes to a better understanding of how virtual labs can be successfully integrated into community college IT programs to boost student engagement and academic success. [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.]

California community college data shows that most community college students will never earn a degree (The Community College Research Center, 2018) or take a long time to do so (Horn & Skomsvold, 2002; Jenkins et al., 2017). Low success holds significant impact for students of color since California community colleges serve 72% of all Latine undergraduates (The Campaign for College Opportunity, 2021b) and 64% of all Black undergraduates (The Campaign for College Opportunity, 2021a). The Guided Pathways framework comes as another response in a chain of completion initiatives. However, most research in Guided Pathways has been done from a bird's eye view and Guided Pathways has been criticized for its lack of intentionality for students of color (Rose et al., 2019). This case study provides the story of one institution's attempt to engage Latine and Black students using Guided Pathways as an opportunity to redesign learning assistance centers into Success Centers- physical spaces for an institution's meta majors. Although the study hoped to learn how Success Centers engage with Black and Latine students from the perspective of Success Center faculty and staff, the goal was not to provide a list for institutions to adopt. The case provides a lesson on how an institution with an abundance of ideas and talent struggled to create and sustain change in one area of campus. The Success Centers attempted a formal initiative to engage Black and Latine students, but it faded over time. Currently the centers utilize a mix of informal practices to build community, promote diverse tutor representation, alter their physical spaces, and outreach to other centers and students. Ultimately, due to challenges such as stakeholder involvement, unclear roles, leadership and a lack of community, participants did not feel the redesign has impacted engagement with Black and Latine students but are hopeful it may still succeed to do so. Such findings reflect a need for the adoption of methods of improvement science tethered to an equity framework, a combination of vertical and shared leadership, as well as discussing change in small, informal settings. [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.]

Higher education institutes experience lower success rates in online learning environments compared to traditional learning. Students' engagement within the learning management system (LMS) is one of the main factors affecting students' academic performance and retention. This quantitative correlational-predictive study examined if, and to what extent students' engagement frequency (SEF) and students' engagement duration (SED) collectively and/or individually predicted students' academic performance (SAP) in business courses at one community college in Arizona. The theoretical framework for this study included engagement theory and a model of student engagement, prior knowledge, and academic performance. The research questions asked to what extent the number of times a student logged into the LMS and the time student spent logged into the LMS during the course on the learning management system predicted their academic performance in multiple business courses. A multiple linear regression was performed on deidentified archival data from a sample of 80 community college students who had enrolled in multiple business classes in the Fall of 2023. The dataset included the total number of student logins, total time each student spent on the entire course, and student final grade. The results showed a nonsignificant predictive relationship between the two predictors considered together and SAP, R[superscript 2] = 0.067, adj. R[superscript 2] = 0.043, F(2, 77) = 2.762, p = 0.069, Cohen's effect size f[superscript 2] = 0.0718 (midway between small and medium). The SEF was the only individually significant predictor in the model (std. [beta] = 0.258, t =2.280, p = 0.025), which could be enhanced through the course requirements structure and LMS tracking to improve learning. [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.]

This study explored the experiences of Latina immigrant parent students enrolled in a noncredit English as a Second Language (ESL) program at a California community college. It sought to uncover how these students navigate the processes and services of community colleges to support their academic success while also examining how they draw upon their cultural wealth to devise college-going strategies for themselves and their families. Employing a mixed methods approach, I obtained questionnaire responses from 195 ESL students and conducted in-depth qualitative interviews with 12 Latina immigrant parent students. These data reveals that these students enroll at community colleges with deliberate intent, seeking to gain essential language and job skills while also nurturing ambitions for further education through certificate or degree programs. The study also describes how Latina immigrant parent students engage with college personnel and peers, access the services and programs, and share knowledge with their families. In these ways, these students leverage their aspirational, navigational, and familial capital. The findings highlight that Latina immigrant parent students are role models who are navigating their college journey and transforming themselves and their families. Latina immigrant parent students enrolled in noncredit English as a Second Language programs at Eastland Community College represent an underutilized resource and hold the potential to be significant collaborators with community colleges. They navigate college systems skillfully as adult learners, share valuable insights and knowledge with their children, and serve as a familial gateway to educational advancement. [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.]

Limited research exists on the factors that contribute to community college students' development of self-efficacy (SE) while serving as preservice teachers (PSTs) during their early childhood education (ECE) practicum. This lack of research is concerning because educators who have high SE enhance the educational well-being of all children. The purpose of this study was to understand the experiences in practicum that early childhood educators perceive contribute to the development of SE among PSTs. The conceptual framework was derived from Bandura's theory of SE. The focus of the research questions was on understanding the development of SE during practicum experiences and through coursework, and on identifying any other factors that might contribute to SE among PSTs. Nine virtual interviews were conducted with ECE teachers, college instructors and mentor teachers in Southern California with at least one year of experience in their role. Data analysis included sorting, coding, and triangulating data. A key finding is that certain tasks given to PSTs in practicum--writing lesson plans, conducting observations, and completing assessments--were helpful in building SE. Opportunities for hands-on experiences, role playing, small group work, problem solving, critical thinking, and reflective feedback were also major contributors to the development of SE. The study bolsters that PSTs need more time in the classroom observing teachers, having hands-on experiences, and engaging with families. The findings from this study could support positive social change by encouraging community college leaders to evaluate ECE programs and implement effective practicum experiences that will promote the development of SE in PSTs. [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.]

Racially minoritized students (RMS) face substantial disparities in college persistence and completion rates (Museus & Saelua, 2017). In particular, Black student enrollment at public two-year or community colleges has declined significantly, dipping below 13% in 2020, while for-profit institutions have maintained enrollment of Black students at roughly 28% over a 10-year period (AACC, 2023). Because community colleges have a reputation for being low-cost, high-quality institutions with more than 60% of its graduates free of student loan debt (AACC, 2019), proper attention must be given, and action taken to identify and address the needs of RMS in the community college settings to increase persistence and graduation rates. Sociological research on community colleges highlights the stratified tension between the increased provision of access as open-door institutions against low rates of successful completion (Schudde & Goldrick-Rab, 2014). While culturally relevant education practices have been most successfully implemented in the K-12 space (Ladson-Billings, 1995), an amplified call goes out to responsible community college leaders for the creation of culturally relevant campus environments. Using the culturally relevant leadership practices framework (Jones et al., 2016), this cross-case study explores the roles and practices of presidents and executive leaders within the context of their community colleges to determine how they create spaces for Black student achievement. [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.]

This study investigates the impact of mindfulness meditation practices on the mental health and well-being of a specific community college population. Inspired by studies on Mindfulness-Based Stress Reduction (MBSR) and Mindfulness-Based Cognitive Therapy (MBCT), the focus of this research is on participants who attended the free "Just Breathe Series" mindfulness meditation workshops, offered biweekly to students, faculty, and staff. The study by Waters (2015) (The School-based Meditation Model) was utilized as a theoretical framework, and a qualitative approach with a hermeneutic phenomenological perspective was used to analyze the data. The data was collected through voluntary written surveys and oral, recorded interviews. The research delves into participants' subjective experiences, providing an in-depth understanding of mindfulness practices in the educational context (Zell, 2021). Additionally, the study seeks to contribute to the theoretical understanding and practical application of mindfulness in higher education (Crane et al., 2012; Ramler et al., 2015). By exploring potential benefits of mindfulness meditation workshops, this study aims to answer specific research questions centered on the effects of mindfulness meditation workshops on participants' well-being (specifically reduction of stress and increased focus), social competence, and academic achievement, inspired by the work by Waters (2015). The investigation into well-being within the scope of this study revolves around elements such as anxiety, stress, and depression, as well as optimism, positive affect, self-concept, and self-acceptance, drawing from Waters's (2015) model. Additionally, the concept of "subjective well-being" by Diener (1984) is utilized, capturing self-reported happiness and life satisfaction. The evaluation of mood predispositions relative to well-being involves the use of "Negative affectivity" (NA) and "positive affectivity" (PA). Overall, the information provided by participants indicates a noticeable positive influence of mindfulness meditation workshops on all the areas investigated through the research questions. The written surveys provided more specific information on the participants' own ratings of their emotional state before and after the workshops, while the interviews allowed for a wider range of feedback and individual take on the effectiveness and the effects of the "Just Breathe" workshops on each of the areas investigated through the research questions. [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.]

The purpose of this qualitative descriptive study is to explore how first-year Black American students describe the role of resilience, as expressed through the components of purposefulness, adaptability, social support, and confidence, in fostering student success in online undergraduate US higher education institutions. The main theoretical foundation of this study was the Robertson-Cooper Model of Resilience. This study described how resilience was a factor in student success for Black American. There are five research questions: How do first-year Black American students enrolled in an online undergraduate program describe the role of resilience, through the components of purposefulness, adaptability, social support, and confidence in fostering student success? The population was Black American undergraduates in online institutions of higher education. The sample was 10 Black American first year undergraduate students 18 plus years old in online two or four-year institutions of higher learning. They were recruited from social media and the APA division 1 listserv. Data Analysis was done through Braun and Clarks six step thematic analysis. The researcher examined the five research question themes and determined that there are five overarching themes. These were Overcoming Obstacles and Achieving Goals, Self-belief, Implicit Bias, Adaptability, and Lack of School Support. Conclusions: The Robertson-Cooper Model of Resilience is useful in understanding the role of the factors of resilience, purposefulness, social support, confidence, and adaptability as it applies to academic success. The study gave significant insight into the components of resilience and student success of the Black American Undergraduate Student. [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.]

This phenomenological study explored the perceptions and experiences of Black men who participated in the MOCI. The study uncovered insights into what aspects of the program were effective and where improvements could be made according to the student participants. Employing a phenomenological design, the research identified commonalities among the participants' experiences (Creswell & Creswell, 2018; Moustakas, 1994; Rubin & Rubin, 2012). The structure of understanding surrounding participants in the MOCI program was meticulously facilitated using phenomenology (Creswell & Creswell, 2018). The interviews were not just semi-structured but also empathetic, with prepared open-ended questions followed by probing inquiries, all aimed at capturing the essence of the students' experiences (Creswell & Creswell, 2018; Crouch & McKenzie, 2006; Saunders & Townsend, 2016). Three research questions guided the study in elucidating the perceptions and experiences of Black men who participated in the MOCI program. This transcendental phenomenology research revealed that participants consistently expressed a sense of brotherhood, valued program activities and networking opportunities, and felt supported and cared for throughout their involvement. [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.]

There was a recognized high rate of students enrolled in technology programs who did not graduate college. Scholars who had studied predictors of college completion surmised there were several behavioral traits associated with a student achieving their college objectives through graduation; one of those factors was persistence. Persistence, the unyielding continuance to succeed despite any challenge, was one of the major factors in college completion. Traditionally, research on student persistence focused on the predictors of dropout, with less emphasis on why students changed programs to non-technology programs or why they left the technology program or college entirely. This study was conducted at a community college to examine personal and institutional factors that caused the continual decrease of program completion and graduation rate in postsecondary technology programs. This research explored coping mechanisms that technology students 18-years and older indicated were methods to help them persist in school. In addition, this study examined factors such as motivation, emotion, and economic variables that may have accounted for a lack of persistence. The methodology was a qualitative format which examined the persistence factors such as gender, age, economics, educational status, and many other factors that may have contributed to why students were not completing their technology program and not progressing in their studies, thereby stagnating their personal and financial growth. The findings of this research can be used to develop strategic initiatives that might improve 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.]

This study used an explanatory sequential mixed methods approach to compare student experience and academic performance in an asynchronous online community college course delivered in three formats: accelerated (5-week) cohort, accelerated (5-week) non-cohort, and non-accelerated (16-week) non-cohort. Quantitative results showed no significant difference in final grades, successful course completion, or withdrawals among course formats. No significant differences emerged in course learning outcome (CLO) attainment among course formats, except for the public speaking CLO, with 16-week non-cohort students performing significantly better than 5-week non-cohort students. Quantitative results also revealed that 5-week cohort students rated their course and instructor significantly higher on course evaluation surveys (CES) than 16-week non-cohort students. Qualitative findings supported quantitative results on academic performance; however, qualitative data contradicted differences identified in CES results by revealing similar student experiences across course formats. Overall, this study highlights the nuanced effects of course format on student outcomes and provides insights into online asynchronous course offerings in community college settings. Recommendations include maintaining a range of asynchronous course formats to allow students the flexibility to select the course format that best aligns with their needs, alongside the implementation of support measures such as online orientations to prepare students for asynchronous coursework. [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.]

This dissertation is composed of three studies linking general education astronomy to student performance, course-taking, graduation, and identity. The first study examined demographic and academic predictors of astronomy performance among a cohort of N=1,909 community college students enrolled in astronomy courses in a large suburban community college (2015-19). Transcript data analysis with a deconstructive approach was employed with student demographics and academic coursework and performance. A logistic regression model identified mathematics achievement, enrollment in remedial mathematics, and enrollment in multiple astronomy courses to be significant predictors of performance. The results imply a greater focus on mathematics preparation and performance may mediate astronomy outcomes for community college students. Notably, demographic variables were not significant predictors of astronomy performance, suggesting the course is a potential gateway for diversifying science, technology, engineering, and mathematics (STEM) access. The second study examined ways in which community college graduation rates may be improved. Decision trees were utilized to examine the STEM course-taking patterns of N=5,065 students who matriculated in remedial mathematics. The research was guided by Tinto's academic and social integration framework, with decision trees identifying the likelihood of graduation. Nine rules from the decision tree were identified. The most important variable predicting graduation was completing College-Level Mathematics. General education sciences courses such as Astronomy, Geology, and Environmental Science were the most important science courses predicting graduation. Results suggest the importance of College-Level Mathematics in providing the skills necessary for students to be successful in subsequent STEM coursework and persist to graduation. Designating specific academic pathways may improve social and academic integration and graduation rates, providing continuity as students plan course sequences. The third study was a qualitative phenomenological exploration of astronomy identity formation among astronomy majors and physics majors engaged in astronomy research (N=10). Social cognitive career theory and the physics identity framework guided the analysis to identify a framework for astronomy identity and examine why students choose and persist in astronomy. The astronomy identity framework included six constructs: (1) interest; (2) recognition; (3) socialization; (4) competence; (5) sense of belonging; and (6) outcomes expectations. Implications include ways to foster more inclusive astronomy departments and setting realistic expectations for students' future careers. [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.]

Community colleges serve a large percentage of historically under-represented populations including students of color, low-income, and first-generation students. Unfortunately, less than half of students who begin at a community college return the following Fall and only about one-fourth of students eventually graduate. Previous research indicates that students' sense of belonging may be a key factor in retention and completion rates. However, large-scale datasets have yet to comprehensively explore students' sense of belonging in the community college setting. To address that issue, the purpose of this quantitative exploratory study was to examine individual and institutional variables associated with a measure of students' institutional sense of belonging in their first and third years of school. Additionally, the research assessed how sense of belonging was related to measures of student academic success. The data are a subset of community college students who participated in the nationally representative NCES 2012-17 Beginning Postsecondary Students Longitudinal Study (BPS) (n = 6,700). Analyses revealed that student perceptions of faculty and peer interactions, satisfaction with academic and social experience, and academic confidence were most related to student sense of belonging. Differences were found between contributors to first- and third-year sense of belonging and between student demographic groups. Sense of belonging was found to increase the likelihood of students being retained at an institution and of completing a degree or certificate. By focusing on factors most related to community college students' sense of belonging, institutions can leverage resources to support student retention and degree completion. [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.]

Community colleges face enrollment declines, student performance, and accountability metrics, the need to support nontraditional students' career paths, and constraints imposed by limited resources. Community college leadership would benefit from empirical data on students with nontraditional GED credentials and the effects of remedial education on the time required to complete an associate degree. This information is crucial for administrators to make informed decisions to implement targeted strategies to support students, improve time to degree completion, and enhance cost-effectiveness measures for the college. This study investigates the relationship between students in Arkansas with traditional and nontraditional secondary credentials and the impact of college and career readiness on the time to complete an associate degree. Two research questions were pursued: "Do nontraditional students in Arkansas with GEDs complete their associate degree in more time than traditional students with high school diplomas after controlling for student characteristics?" and "Does being college and career ready decrease the time to completion of an associate degree after controlling for student characteristics?" Employing Bean and Metzner's (1985) model of nontraditional undergraduate student attrition as a theoretical basis, this study conducts a cross-sectional regression analysis using Arkansas Higher Education Information System (AHEIS) data. Specifically, the study looks at Arkansas community college graduates who completed an associate degree in 2021-2023 to determine if a relationship exists between secondary credential type, college and career ready status, and time to associate degree completion. [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.]

My Dissertation in Practice concentrated on sexual assault in community colleges with a focus on a mid-western community college. Sexual assault is a pervasive issue that has plagued higher education for years. The purpose of this quantitative descriptive exploratory research study was to explore students' knowledge and awareness of the policies and procedures with respect to sexual assault as well as support services available for victims of sexual assault in a community college setting. The purpose was to also to learn about students' perspectives on the usefulness of sexual assault training if they received training. The following research questions and sub-question guided the study: RQ 1: How knowledgeable and aware are the students at a Mid-Western community college of sexual assault? Sub-Question: Are there significant differences in knowledge and awareness of sexual assault based on the students' full-time or part-time status? RQ 2: What are the students' perspectives on the usefulness of sexual assault training at a Mid-Western community college? A quantitative approach was the chosen methodology for this study. The targeted participants were freshman students. The data collection method for the study consisted of a noninterventional, anonymized, web-based survey. My findings concluded that 28 students did not receive sexual assault training. Most of the students were at least moderately knowledgeable (16) about how to report a sexual assault at this school but least aware (18) of where they can find 24/7 support related to sexual assault. Findings highlighted opportunities for college officials at the mid-western community college to better explore ways to engage students' knowledge and awareness of sexual assault. [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.]

Associate in Applied Science (AAS) degree graduates often enter the workforce immediately upon graduation. This study examined the vertical transfer decision-making processes of these students as they considered whether to enter the workforce upon graduation or transfer to a four-year university in search of an applied engineering degree. The researcher gathered data from eight community college students in the second half of their two-year industrial trades degree program to understand how their perceptions of academic and social influences affected their post-graduation plans. The researcher collected the data utilizing 60-minute recorded Zoom interviews, automatically generated transcripts, and analytic memos following each interview. The researcher analyzed the data using in vivo coding methods and QDA Miner Lite software. Themes evolved from an affinity diagram which was used to synthesize the study findings. Findings indicated that academic influences, social influences, graduate choices and student self-efficacy had the greatest impact on transfer decisions. The findings identified implications for universities, community colleges, and other stakeholders. For example, community colleges should improve student knowledge of AAS degree transfer options, with particular focus on faculty advisement. Universities and other stakeholders also have responsibility to ensure AAS graduates perceive four-year program options as advantageous in meeting their career goals, including making potential transfer students aware of social learning opportunities not available at community colleges. All stakeholders share responsibility for improving articulation for traditionally nontransferable Associate in Applied Science degree graduates. The findings also suggested that students with high self-efficacy based upon their hands-on learning experiences perceived themselves to be potentially strong four-year university engineering students. However, barriers related to outcome expectations, like the expectation to enter the workforce after graduation without considering vertical transfer, were present among participants. and in need of further study. Researchers need to continue to study AAS vertical transfer, specifically community college AAS graduates and related outcome expectations. [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.]

This dissertation consists of three empirical studies that explore the educational experiences and trajectories of English learners (ELs) and students with disabilities. The first study uses longitudinal data from four large California school districts to examine the characteristics of long-term ELs (LTELs) and former ELs--those reclassified as English language proficient--with Learning Disabilities (LDs) and to explore high school absenteeism within these groups. The results indicate that LTELs and former ELs exhibit lower absenteeism rates than their non-EL peers. However, LTELs with LDs experience higher absenteeism rates than former ELs with LDs, particularly in the upper grades of high school. The second study explores heterogeneity in career and technical education (CTE) coursetaking across 16 career clusters and the associated outcomes for LTELs, former ELs, and non-ELs. Using the Texas Statewide Longitudinal Data, this study examines whether CTE concentration in high school is related to the completion of postsecondary credentials and workforce earnings and explores variation among non-college-going students. The findings reveal a nuanced effect of CTE concentration: across all groups, irrespective of postsecondary participation, health science and STEM clusters enhance credential attainment and earnings, with the manufacturing cluster yielding the highest labor market returns. While former ELs and non-ELs similarly benefit from CTE concentration across clusters, LTELs do not equally share these benefits. The third study leverages the Texas Statewide Longitudinal Data to examine the characteristics of students with non-apparent disabilities who receive disability accommodations in community college, including those with LD, other health impairments (OHI), emotional and behavioral disorders (EBD), and autism spectrum disorder (ASD). This study examines whether receiving accommodations and the timing of their initial receipt influence degree completion and vertical transfer. Findings reveal that students with LD and OHI consistently benefit from accommodations, regardless of when these supports are accessed. However, students with EBD and ASD do not uniformly benefit from accommodations; notably, students with ASD who delay accommodation requests until their fourth semester or later are less likely to complete a degree or transfer. [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.]