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With the increase of technology in day-to-day lives, online college education is sweeping the nation as numbers of students enrolling online is consistently on the rise. Unfortunately, because of the nature of open enrollment at the community college level, students often enroll without necessary skills to be successful at the college level, opening the door to the need for developmental education, and students in online classes are no exception. While online education can be incredibly convenient for students, especially those unable to come to campus, retention of these students is lower than those in face-to-face classes, especially when combined with developmental skill levels (Bos & Shami, 2006). The purpose of this quantitative study was to identify relationships in predictability factors of student retention throughout the English course progression, from Beginning English through Composition II for remedial students in a community college. Using archived data at a local Mississippi community college, data for 231 students enrolled in Beginning English and Reading, both on campus and online, was analyzed to determine patterns of retention and to identify factors that may impact the success of the students throughout the course progression. When looking at the relationship of high school GPA, ACT composite and course format (online or face-to-face) with student success through the course progression, the mixed liner effects model analysis showed that while there was no correlation between high school GPA and student success, evidence suggested that the higher the ACT score the more likely students were to complete the four-course progression. Additionally, a strong correlation between course method and student success was evidenced. While online education is not going away soon, greater measures to remediate and retain online students, developmental students, and online developmental students should be made through greater training, improved course design, and enhanced student services. [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.]

Population dynamics modeling using stage-based transition matrices has been used in ecology for six decades. However, the data analysis method has never been used for students in higher education. This applied doctoral project used the principles of population dynamics to assess two student populations at an institution of higher education separated by the COVID-19 pandemic. The analysis revealed that not only is this method appropriate to use for student populations, but it also showed that the students in the junior academic stage have a larger impact on the success of the student population than any other academic stage. [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 examined the factors that predict the likelihood of a first-time freshman (FTF) student retaining and graduating in a timely manner at the University of Kansas (KU) based on their perceptions of the frequency and quality of student-faculty engagement, with an emphasis on exploring differences between underrepresented minority students (URM) and non-URM students. Using FTF survey responses from the National Survey of Student Engagement (NSSE) at KU and institutional student data (demographic information, academic preparedness details, and outcome measures of retention and completion), this study uses a scaffolded quantitative research design. This study finds that FTF students, regardless of URM status, perceive activities of student-faculty interaction to be occurring infrequently, while they perceive instructors to be utilizing effective teaching practices frequently, and are satisfied with the quality of interaction with faculty. Perceptions of the frequency and quality of student-faculty engagement are not related to retention and timely graduation for FTF URM students. However, perceptions of the frequency of certain student-faculty interactions and effective teaching practices do demonstrate a relationship with retention and timely graduation for all FTF students and non-URM students specifically. In particular, there is a negative relationship between the frequency of feedback on draft assignments and works in progress and student retention to the second year. This study finds that cumulative GPA in the first year of college, above all other factors, is positively related to student retention and timely graduation of all FTF 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 industry of higher education has consistently grappled with the issue of student persistence and institutional retention efforts due to the failure to improve student completion rates. Nationwide, only four out of every ten students graduate. According to the Completions Report by the National Center for Education Statistics, between 2006 and 2013 the graduation rate for public two-year colleges varied between 32% and 42% (Shapiro et al., 2019). Furthermore, according to the National Center for Education Statistics, for the cohort year of 2016, 17.2 % of students enrolled at public two-year institutions graduated on time while 30% graduated within 150% of normal time and 35.4 graduated within 200%. Utilizing data from a cohort of 12,966 newly enrolled students from the fall, 2017 academic session, this secondary data analysis study aimed to ascertain if a relationship existed between the participation in the First Year Experience (FYE) Program with or without an included Student Life Skills (SLS) course and student academic outcomes as measured by credits and GPA. The study found that participation in the FYE with SLS course offered by student affairs had a significant impact on academic outcomes. However, not all populations under study enjoyed an outcome with sufficient significance to render the results actionable for student types and ethnicities. In addition, there was a significant difference in academic outcomes for students based on Pell status suggesting the need to examine external factors impacting academic performance. This study contributes to the body of knowledge needed to address the problem of student retention rate by providing greater clarity on the benefits of a First-Year Experience Program with an emphasis on the cumulative engagement arising from attending a Student Life Skills course and/or specific FYE programming. It is suggested that Higher Education administrators consider the inclusion of program faculty in the First-year Engagement Program to bridge a student's occupational or academic interest to the general education curriculum. [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 the trend of students completing health sciences stackable credentials not pursuing the related health sciences associate degree after completing the stackable credential, despite the availability of the streamlined pathway. The purpose of this qualitative exploratory case study utilizing semi-structured interviews and thematic analysis was to understand the effectiveness of community college leadership in the health sciences by applying multi-dimensional leadership qualities for improving student development practices that guide students to complete an associate degree in the health sciences through streamlined pathways of stackable credentials. The study participants were health sciences students enrolled in stackable credentials. They participated in two semi-structured interviews, where they shared their academic and career goals, the challenges they faced on their academic journey, their specific needs, and the kinds of leadership qualities they believed would be necessary to address their needs. This qualitative exploratory case study determined, through thematic analysis of the collected data, that health sciences students enrolled in stackable credentials needed increased engagement opportunities, where student development was the focus. The recommendation for systemic change was that leadership, faculty, and staff develop, implement, and provide ongoing structured mentoring services to health sciences students directly in the health sciences center. Through the recommended mentoring services, students enrolled in stackable credentials would develop much-needed critical thinking and self-efficacy skills for goal development and decision-making. Recommendations for future research include repeating the study with a larger sample across multiple community colleges, learning more about designing a robust health sciences mentoring center, and gaining a better understanding of student development experiences among different demographic populations. [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.]

African American students make up approximately 13.1% of all students enrolled in postsecondary institutions across the United States (Hanson, 2023). African American students overwhelming, approximately 68%, attend public institutions. Further, approximately, 72% of African American students are enrolled at 4-year institutions. African American students enrolled at these institutions face challenges that their peers who are not African American do not such as feelings of isolation, microaggressions, and less-than-welcoming campus climates. These factors often prevent African American students from fostering a sense of belonging to and on their campuses. Using Critical Race Theory (CRT) and the theory of Double Consciousness as theoretical frameworks, this study sought to evaluate the sense of belonging of third-year undergraduate students enrolled at a Predominately White Institution (PWI). Further, my dissertation sought to uncover the effect, if any, student engagement had on developing sense of belonging for the study participants. This study aimed to examine African American students' engagement in extracurricular activities that may foster their sense of belonging in PWI. Data was collected via a pre-interview survey, followed by seven 1-hour semi-structured interviews with 31 respondents. This study identified four themes: Campus Climate, Student Engagement, Belonging, and Why Am I Still Here. The findings showed that race had a significant impact on the participants' sense of belonging and the activities they were able to engage in on campus. Despite the challenges they faced, the participants showed resilience and motivation to persist. The study concludes with implications for higher education professionals and recommendations for future 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.]

The United States higher education system has developed strategies to prepare students for Science, Technology, Engineering, and Math (STEM) careers as the STEM labor market expands. One set of educational interventions, known as STEM Intervention Programs (SIPs), employs extracurricular activities to engage and retain STEM major students. These SIPs often target underrepresented racial-ethnic minority (URM) students, low-income students, and women to reduce social disparities in STEM education. However, studies assessing the effectiveness of SIPs in improving STEM retention, graduation, and career outcomes have produced inconsistent results. Another area of racial-ethnic inequality in STEM education is the faculty roster, particularly in terms of representation, hiring, and promotion practices. Increasing the number of URM STEM faculty members addresses two main issues: equitable representation and providing URM STEM students with race-matched instruction, mentorship, and role models. Extracurricular SIPs and Diversity, Equity, and Inclusion (DEI) hiring initiatives for URM STEM faculty are common strategies for promoting racial-ethnic equity in STEM education. However, these efforts, along with other DEI campaigns, have shown limited success in improving academic experiences and outcomes for marginalized groups, including URM STEM students. Some of the implicit bias in STEM education can be categorized as institutional racism, which is perpetuated through the policies, practices, and structural elements of organizations. These institutional features create barriers for URM STEM scholars and faculty during their education, hiring, and promotion, limiting race-matched learning opportunities for URM STEM undergraduates. This dissertation seeks to advance the literature by investigating the relationship between institutional racism and SIPs: does underrepresentation of Black and Hispanic/Latino STEM faculty undercut the intended benefits of SIPs on academic and career outcomes of URM participants? Using a quantitative research design, this study examines the impact of SIPs and the underrepresentation of URM STEM faculty on individual and cohort outcomes. Analyzing institutional datasets of three complete, consecutive cohorts of undergraduates from a predominantly white higher education institution, this study examines how SIP participation and URM faculty exposure relate to the success of URM STEM students. As previous research has found the long-term benefits of SIP participation to partially depend on other student characteristics and experiences, the present study also explores whether the benefits of URM-targeted SIPs differ from other SIPs and how these benefits compare with exposure to URM faculty in the classroom. I analyzed how these practices and their associated outcomes relate to the persistence of institutional racism in STEM education. To contextualize and validate the quantitative findings, I triangulated my findings with my advisor and committee members with substantive expertise, teasing out the details and broader meanings of the quantitative results. Ultimately, the strongest positive relationships observed between inputs and desired STEM graduation outcomes was between URM STEM faculty exposure and timely STEM graduation. Increasing URM STEM faculty exposure may improve timely graduation outcomes, reduce student loan debt, and prepare URM STEM graduates for the workforce. In contrast, high-cost extracurricular programming may not move the needle URM STEM students' graduation goals. In sum, this case study provides insights into the limited benefits of programs that many universities have implemented to retain URM STEM students and interprets those lackluster results as demonstrating the key tenet of Critical Race Theory known as "interest convergence." [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 rates are considerably lower for students attending two-year postsecondary institutions when compared to their counterparts at four-year postsecondary institutions. This disparity may stem from the greater number of nontraditional students at two-year postsecondary institutions, who often struggle to balance their studies and non-academic responsibilities. In order to enhance the academic performance and persistence of students at two-year postsecondary institutions, educators have offered course formats that are more flexible than the traditional face-to-face format. This study compared student retention and academic performance across the following three course formats: traditional (16-week face-to-face), online (16-week online), and online compressed (5-week online). This study also investigated if the effects of six student and course characteristics (gender, ethnicity, age, cumulative GPA, enrollment status, and STEM) varied across the different course formats in terms of student retention and academic performance. Multilevel modeling was used to analyze the persistence and academic performance of 22,280 students attending seven community colleges in Hawai?i. Results demonstrated that the 5-week online course format yielded higher academic performance than the traditional course format. However, there was no significant difference between the 16-week online and traditional course formats in terms of academic performance. For student retention, the 5-week online course format produced the highest retention rates, followed by the traditional course format with the 16-week online course format producing the lowest retention rates. Overall, the effects of the six characteristics on student outcomes varied across the different course formats. This study concluded that 5-week online courses had the potential to enhance student retention and academic performance at two-year postsecondary 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.]

Community colleges struggle with enrollment and student success challenges to enhance student experiences and improve completion through various initiatives. Despite efforts, many lack long-term sustainability efforts, leaving colleges seeking solutions. The Guided Pathways framework leverages a college's existing practices and restructures campuses for equitable, targeted student success. In California Community Colleges, the Guided Pathways framework was adopted across the system. This qualitative case study examined a college's implementation in a large multi-college district to understand practice changes and challenges experienced. The findings uncovered are significant to the college and yielded insight into the implementation approach for future colleges or districts. [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 Participatory Action Research (PAR) study, conducted at the University of Georgia, delved into the experiences of Hispanic students within the Latinos/as Invested in the Students of Tomorrow (LISTo) student organization. Central to the study was familismo, a crucial Hispanic cultural construct, and its role in fostering ethnic identity and bicultural orientation. The research illuminated the psychosocial stressors associated with the acculturation process in higher education, particularly their impact on the academic progression and degree completion of Hispanic students. It emphasized the significance of bicultural competence, highlighting the use of cultural adaptation strategies like familismo and identifying a gap in existing research on its effects on academic and psychosocial adjustment. The study uncovered familismo's role as a source of emotional support for students within LISTo. This finding was key in understanding how the community within this group bolsters cultural identity exploration and enhances a sense of belonging. Employing PAR, the research facilitated a comprehensive examination of Hispanic students' challenges, leading to the development of an actionable intervention. Data was collected through diverse methods, including personal journals, meeting notes, and reflective conversations, with an analysis that involved breaking down the data into significant themes. The investigation revealed four primary themes: cultural representation, familismo, challenges and barriers for Hispanic students, and LISTo mentorship. A notable outcome was the identification of a disconnect between the University and LISTo's Hispanic members, with an emphasis on the role of Hispanic alumni history in fostering familial pride among students. Conclusively, LISTo's emphasis on familismo and cultural representation proved instrumental in aiding Hispanic students to navigate the complexities of a predominantly White institution (PWI). The study highlighted the indispensable role of peer mentorship in enriching the academic and social experiences of these students. The study also utilized the Bicultural Orientation Model by Torres (1999) as its theoretical framework, which scrutinized acculturation and ethnic identity development in Hispanic students, emphasizing the balance between adopting the dominant culture and preserving heritage culture. This research offers a profound understanding of Hispanic students' experiences, providing valuable perspectives for enhancing support mechanisms in higher education 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.]

This study examined graduate students' perceptions of academic bullying and its influence on their mental health and academic success. Graduate students are critical to higher education institutions for research and teaching. Student retention is essential to post-secondary education because it reassures a continued flow of revenues and institutional support (Scott, 2016 & Isaac, 1993). Bullying creates several mental health obstacles affecting graduate students, which could lead to them potentially dropping out and not earning their degree. There is a gap in research focusing on academic bullying in higher education institutions as well as its impacts on the educational journey for graduate students. This study aimed to understand graduate students' perceptions and experiences of academic bullying and explore graduate students' needs in overcoming the challenges of academic bullying. The overarching question for this study was: "What are model policy components that support graduate students in overcoming the challenges associated with perceived academic bullying?" [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.]

Objective: Accelerated Second-Degree (ASD) programs play a crucial role in addressing the nursing shortage. However, when ASD students drop out, it negatively impacts all involved parties. Despite facing similar challenges as adult learners, some ASD students successfully graduate while others do not. By comparing and contrasting these two groups, we can explore their similarities and differences, support future students' success, and ultimately alleviate the nursing shortage. Participants: For this study, we purposefully selected 17 cases of ASD students with information-rich backgrounds. These participants attended seven different universities across three states and either completed or dropped out of the ASD program within two years of the study. Study Method: We conducted a qualitative comparative cross-case study using semi-structured interviews to retrospectively explore students' experiences and outcomes. Findings: Our analysis revealed five overarching themes: the complex interrelationship of factors, the non-binary definition of success, and 17 factors grouped into external, institutional, and personal categories. Conclusions: Each of the 17 external, institutional, and personal factors is critical to students' experience and outcome. However, assigning supportive and impeding values requires examining them within the context of their interrelationship with other factors on a case-by-case basis. By leveraging supporting factors against impeding factors, stakeholders can increase students' chances of success. Simply counting impeding factors cannot predict failure, while multiple supporting factors do not guarantee success. Ultimately, students personally define success according to the context of their lives without limiting it to the duration or completion of the program. [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 ever-increasing costs and debt incurred by US college students is a hotly contested issue. In March 2022, The Texas Higher Education Coordinating Board (THECB) released a refreshed strategic plan for the state's higher education: Building a Talent Strong Texas. The refreshed plan concentrated on access for minority populations, enhanced student completion goals, and expanded the focus on reducing student debt. Texas set out to lead the nation in the least college student debt reported. One of the least examined or understood college costs is student mandatory fees (Arnott, 2012; Black & Taylor, 2018; Kelchen, 2016; Reinagel & Cooper, 2020). This study sought to examine the rising costs associated with student mandatory fees at four-year public institutions in Texas. The quantitative study used six years of publicly available national panel data to determine a) by what magnitude required fees were increasing, b) whether fees were becoming an increasing proportion of the price of attendance (PoA) for in-state and out-of-state students living off campus without family, and c) to examine the relationship between student fees and institutional fall-to-fall retention rates. Findings included a $488 mean average increase (20%) in-state fees and $591 mean average increase (24%) out-of-state fees at public, four-institutions in Texas (n=32). Despite increases over the six years, fees did not represent a greater proportion of the price of attendance reported. The study also found that rate term for both in-state and out-of-state fees did explain statistically significant variance in institutional student retention rates, but upon further examination no specific variables in the proposed models were significant. Institutional variability did account for over 90% of variance in the proposed model which has implications for the THECB to intervene around institutional flexibility in determining student fees as a component of higher education costs. [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.]

Metacognition involves the monitoring, regulation, and evaluation of one's own cognitive processes and is known to enhance educational outcomes and retention in students (Bruin & Van Gog, 2012). This study assessed metacognitive practices among college students at the University of Puerto Rico, Rio Piedras Campus, by administering existing metacognitive questionnaires and conducting follow-up semi-structured interviews with a subset of participants. Through methods triangulation, the study sought to provide insights into the metacognitive characteristics of these students. The findings contribute to the limited field research on metacognition in Puerto Rico and indicate an adequate level of metacognitive awareness and responsiveness, with areas for improvement in sub-components such as evaluation. [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 employs a mixed-methods approach to explore perceptions of academic advising among faculty, advisors, and undergraduate students at an urban university in the Midwest, focusing on its implications for student success. Utilizing Creswell's research design framework, the research integrates quantitative and qualitative data collection methods to understand the relationship between academic advising and student outcomes. Informed by Bandura's Social Cognitive Theory, the study examines how beliefs, behaviors, and environmental factors shape academic experiences and success. It employs the National Survey of Student Engagement (NSSE) from George Kuh's student engagement framework as a quantitative tool to measure student engagement and perceptions. The research aims to investigate differences in perceptions of student success among stakeholders, understand factors influencing academic challenges, and examine the impact of interactions between faculty and advisors on student success. The study involves analyzing NSSE survey data and conducting qualitative exploration through a custom-designed instrument, gathering insights from both students and advisors. Thematic analysis is used to identify patterns and themes, enriching the understanding of academic advising dynamics. Ethical considerations, including participant confidentiality and compliance with data privacy regulations, are prioritized throughout the research process. The combination of quantitative and qualitative approaches aims to enhance academic advising practices and student success initiatives. The findings are intended to support evidence-based decision-making and improve the educational experience for undergraduate students. This study highlights the complex interplay of perceptions among faculty, advisors, and students regarding academic advising and its effects on student success. By integrating quantitative data with qualitative insights, the research illustrates how these varied perceptions impact student engagement and retention strategies. The findings emphasize the need for tailored advising approaches that meet the diverse needs of the university community, aiming to boost student outcomes and institutional effectiveness. [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.]

Our co-authored research 'Steminism: Analyzing Factors That Improve Retention for Women as STEM Majors' analyzed factors that contributed to the retention of women in science, technology, engineering, and mathematics (STEM) programs at Missouri University of Science & Technology (Missouri S&T). Women make up half of the US population, and while careers in (STEM) are an integral part of the US economy, women are underrepresented in these career fields. The purpose of our dissertation is to address the underrepresentation of women in STEM majors. Our methodology included homogeneous sampling to collect qualitative data. More specifically, we consulted with academic advisors and admissions staff to identify women with at least 48 credit hours and completed four semesters of STEM majors at Missouri University of Science and Technology (Missouri S&T). We then conducted a basic qualitative study using a purposeful sampling approach. We examined the student's perceptions of (1) early access programs, (2) the importance of arts integration, (3) and the impact of extracurricular activities as tools for retention and found that the major factors that inhibit the retention of women in STEM is the shortcoming of achieving communal goal congruence. All interviews were conducted with Zoom, and Ottr software was used to transcribe the data. Solution-focused, our research affirmed that to achieve communal goal congruence, students participated in extracurricular activities, student life, and work-study. As practitioners, we used our co-authored research to develop "EmpowHer: A Steminist Guide to Cultural Border Crossing," a manual for administrators in higher education and prospective STEM 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.]

Latine/x are the second largest ethnic minority group nationwide with the highest rate of undergraduate enrollment (NCES, 2020). While that is true, Latine/x students are also retained at much lower rates in comparison to their White and Asian counterparts (Banks & Dohy, 2019). Diversity Equity and Inclusion (DEI), a model adopted by many colleges and universities following the pandemic, is intended to address the lack of institution-wide feelings of belonging and implement necessary change to support diversification, including ethnic diversity (Meyer, 2021). While the model intends to support university diversity, a limitation in the literature of Latine/x students and First-Generation College Students (FGCS) is the lack of inclusion of familismo as a form of cultural and familial wealth recognized in academia (Marquez, 2017). Familismo suggests that you cannot understand Latine/x student needs without considering their culture (Tello & Lonn, 2017). Latine/x students who feel culturally incongruent on their campuses usually struggle with their sense of belonging because it differs from their own values and or belief systems embedded in their family system (Tello & Lonn, 2017). Meanwhile, DEI strives to create a sense of belonging, familismo identifies cultural values that are critical for retention and college/university completion specifically to those that identify as first-generation college students (Tello & Lonn, 2017). The study explored the larger issue of cultural incongruence between Latine/x student culture and that of university/college culture and collected how LFGCS balance the discord. Including, the role of familismo, environmental factors, and education policies found in the literature that inhibit and support LFGCS success. This data is extremely important because it aids the important work social workers are doing at the college and university level as counselors, administrative staff, policy advocates, professors, and campus programming all critical to student success. This data is also useful in partly serving to close the gap between Latine/x students being the second largest minority group seeking postsecondary options, but beyond accessing college, Latine/x students are not making sizable strides in postsecondary completion (Laureano, 2022). [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.]

University owned FM radio stations, once a cornerstone of many prestigious American colleges and other non-for-profit educational institutions, are currently being sold to non-educational entities and religious broadcasting organizations at an increasing rate every year. While the factors that trigger the sale of a university owned terrestrial broadcast license are diverse and often motived by short term financial goals, there is almost no research on the impact that the sale or loss of the license has on the reputation of the university, enrollment and retention rates of students participating in the college radio program, impacts on potential fundraising losses from station alumni and damage to the prestige of the associated school of communication, where applicable (Merrill, 2008). While the general consensus among university administration considers a college radio station move to an internet-only streaming channel to be lateral in terms of organizational scope and reach, limited information on the after-effects of university station license sales could potentially cause educational governing bodies to be unaware of the importance, impact and value of maintaining ownership and operation of their heritage FM license (Raymond, 2013). The purpose of this dissertation was to measure and evaluate stakeholder perceptions of FM broadcasting at three active, student-run college and university owned FM radio stations. The student participants in this study included undergraduates enrolled at the universities that owned the radio stations and participated in the student-run FM college radio programs. The researcher also interviewed administrators and faculty at each station to gain their perspective of the educational and institutional value of the license and associated radio program. This study examined whether the student participants perceived that the presence of the FM radio station had a positive impact on their decision to attend the institution, as well as measured the perceived influence that the presence of the FM license had on their pre-professional development within the framework of the station enterprise and their social experience at the station. This study also analyzed the way students interpreted the presence and transmission effects of the terrestrial FM license and whether the student's ability to broadcast on "traditional" OTA (over the air) radio made a difference to their overall university experience. The results of this study were intended to assess the value that the university FM broadcast license provided to the students enrolled in the station and the level of impact the presence and operation of license had on student recruitment and retention within the institution, as well as the reputation of the institution's school or program of communication. [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 research study examined the impact of negative behavioral consequences on the academic achievement of 9th-grade students from three rural high schools in South Carolina before and after COVID-19 and by gender. The researcher used a comparative research design to examine achieved data of different genders, incidents at school, actions taken by the school for the incident, and duration of the incident related to academic achievement in mathematics. The findings of this research study were aligned with other research studies in the past. This research study showed that school discipline consequences impacted the academic achievement of 9th-grade students. Data suggested that negative behavior consequences lead to decreased academic performance, but many factors go into negative behaviors of students' control. This research study showed that high schools' actions for students' behavior not only impacted algebra scores, but COVID-19 had an impact in most cases. Lastly, this research can be used by schools and school districts as a foundation to explore their policies and practices to minimize exclusionary practices and implement policies and programs to keep students in school and improve academic performance in EOC exams. [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 are facing significant challenges to enrollment due to the COVID-19 pandemic and the impending enrollment cliff which will require higher education administration to adapt, get creative, and lead change in recruiting and retention strategies. Using the Sense of Community Theory (Serason, 1974) and the Involvement Theory (Astin, 1984), this study aims to evaluate student success, engagement, and sense of belonging. Through a qualitative comparative case study, students in a Men of Color (MOC) cohort, a pre nursing (NUR) cohort, and a baseline group of students in the standard college success seminar course enrollment were evaluated using in vivo, value and pattern coding of course assessments, reflections, and semi-structured focus groups. To provide more detailed and rich comparisons, course completion, course success, and student retention quantitative data were incorporated into each case analysis. The research findings indicate that the cohort model two-semester course format had a positive impact on student success, engagement, and sense of belonging. From this the researchers propose several recommendations for community colleges. First, it is recommended community colleges use a cohort model in assigning students to first year experience programs that are either career focused for students who identify a discipline of study or some other affinity for students who do not identify a discipline of study. Second, it is recommended that community colleges incorporate campus engagement activities within the first-year experience program and incentivize students to attend the activities. Third, it is recommended students receive ongoing follow-up not only during the first year at the college but through their credential completion to encourage retention. Fourth, it is recommended the instructors for the college success seminar course be well-trained, vetted, and highly engaging individuals to achieve the 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.]

Community Colleges are facing significant challenges to enrollment due to the COVID-19 pandemic and the impending enrollment cliff which will require higher education administration to adapt, get creative, and lead change in recruiting and retention strategies. Using the Sense of Community Theory (Serason, 1974) and the Involvement Theory (Astin, 1984), this study aims to evaluate student success, engagement, and sense of belonging. Through a qualitative comparative case study, students in a Men of Color (MOC) cohort, a pre nursing (NUR) cohort, and a baseline group of students in the standard college success seminar course enrollment were evaluated using in vivo, value and pattern coding of course assessments, reflections, and semi-structured focus groups. To provide more detailed and rich comparisons, course completion, course success, and student retention quantitative data were incorporated into each case analysis. The research findings indicate that the cohort model two-semester course format had a positive impact on student success, engagement, and sense of belonging. From this the researchers propose several recommendations for community colleges. First, it is recommended community colleges use a cohort model in assigning students to first year experience programs that are either career focused for students who identify a discipline of study or some other affinity for students who do not identify a discipline of study. Second, it is recommended that community colleges incorporate campus engagement activities within the first-year experience program and incentivize students to attend the activities. Third, it is recommended students receive ongoing follow-up not only during the first year at the college but through their credential completion to encourage retention. Fourth, it is recommended the instructors for the college success seminar course be well-trained, vetted, and highly engaging individuals to achieve the 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.]

At institutions of higher education, with fewer traditional college-bound students and declining enrollment, retention of enrolled students is more important than ever. Institutions are more likely to retain students who have a sense of belonging. One avenue proven to help students develop a sense of belonging is involvement on campus. On-campus student employment is an untapped and unique type of student involvement that may lead to student sense of belonging and retention at an institution. Campus recreation departments often employ the largest number of student employees. This study aimed to understand the student employee experience with campus recreation and how they associate that experience with their sense of belonging at the institution. Further, the study sought to determine if having a sense of belonging through the employment experience leads students to decide to remain at the institution. The research study found that all study participants felt their employment experience had positively influenced their sense of belonging, and most felt it had influenced their decision to remain at the institution to complete their degree. Six themes emerged in the data and included: (1) positive peer-to-peer relationships, (2) positive relationship with supervisor, (3) recreation center as a third space, (4) rare circumstances of hindered belonging, (5) motivations to remain employed, and (6) intention to remain at the institution. [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 are facing significant challenges to enrollment due to the COVID-19 pandemic and the impending enrollment cliff which will require higher education administration to adapt, get creative, and lead change in recruiting and retention strategies. Using the Sense of Community Theory (Serason, 1974) and the Involvement Theory (Astin, 1984), this study aims to evaluate student success, engagement, and sense of belonging. Through a qualitative comparative case study, students in a Men of Color (MOC) cohort, a pre nursing (NUR) cohort, and a baseline group of students in the standard college success seminar course enrollment were evaluated using in vivo, value and pattern coding of course assessments, reflections, and semi-structured focus groups. To provide more detailed and rich comparisons, course completion, course success, and student retention quantitative data were incorporated into each case analysis. The research findings indicate that the cohort model two-semester course format had a positive impact on student success, engagement, and sense of belonging. From this the researchers propose several recommendations for community colleges. First, it is recommended community colleges use a cohort model in assigning students to first year experience programs that are either career focused for students who identify a discipline of study or some other affinity for students who do not identify a discipline of study. Second, it is recommended that community colleges incorporate campus engagement activities within the first-year experience program and incentivize students to attend the activities. Third, it is recommended students receive ongoing follow-up not only during the first year at the college but through their credential completion to encourage retention. Fourth, it is recommended the instructors for the college success seminar course be well-trained, vetted, and highly engaging individuals to achieve the 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.]

Community Colleges are facing significant challenges to enrollment due to the COVID-19 pandemic and the impending enrollment cliff which will require higher education administration to adapt, get creative, and lead change in recruiting and retention strategies. Using the Sense of Community Theory (Serason, 1974) and the Involvement Theory (Astin, 1984), this study aims to evaluate student success, engagement, and sense of belonging. Through a qualitative comparative case study, students in a Men of Color (MOC) cohort, a pre nursing (NUR) cohort, and a baseline group of students in the standard college success seminar course enrollment were evaluated using in vivo, value and pattern coding of course assessments, reflections, and semi-structured focus groups. To provide more detailed and rich comparisons, course completion, course success, and student retention quantitative data were incorporated into each case analysis. The research findings indicate that the cohort model two-semester course format had a positive impact on student success, engagement, and sense of belonging. From this the researchers propose several recommendations for community colleges. First, it is recommended community colleges use a cohort model in assigning students to first year experience programs that are either career focused for students who identify a discipline of study or some other affinity for students who do not identify a discipline of study. Second, it is recommended that community colleges incorporate campus engagement activities within the first-year experience program and incentivize students to attend the activities. Third, it is recommended students receive ongoing follow-up not only during the first year at the college but through their credential completion to encourage retention. Fourth, it is recommended the instructors for the college success seminar course be well-trained, vetted, and highly engaging individuals to achieve the 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.]

Community Colleges are facing significant challenges to enrollment due to the COVID-19 pandemic and the impending enrollment cliff which will require higher education administration to adapt, get creative, and lead change in recruiting and retention strategies. Using the Sense of Community Theory (Serason, 1974) and the Involvement Theory (Astin, 1984), this study aims to evaluate student success, engagement, and sense of belonging. Through a qualitative comparative case study, students in a Men of Color (MOC) cohort, a pre nursing (NUR) cohort, and a baseline group of students in the standard college success seminar course enrollment were evaluated using in vivo, value and pattern coding of course assessments, reflections, and semi-structured focus groups. To provide more detailed and rich comparisons, course completion, course success, and student retention quantitative data were incorporated into each case analysis. The research findings indicate that the cohort model two-semester course format had a positive impact on student success, engagement, and sense of belonging. From this the researchers propose several recommendations for community colleges. First, it is recommended community colleges use a cohort model in assigning students to first year experience programs that are either career focused for students who identify a discipline of study or some other affinity for students who do not identify a discipline of study. Second, it is recommended that community colleges incorporate campus engagement activities within the first-year experience program and incentivize students to attend the activities. Third, it is recommended students receive ongoing follow-up not only during the first year at the college but through their credential completion to encourage retention. Fourth, it is recommended the instructors for the college success seminar course be well-trained, vetted, and highly engaging individuals to achieve the 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.]

Institutions of higher education continue to struggle with retaining and graduating students within 6 years, and gender and racial/ethnic disparities are apparent. Only 60% of male and 67% of female students who entered a 4-year institution in 2014 graduated within 6 years (U.S. Department of Education, 2022). In 2022, only 27.6% of Black and 20.9% of Hispanic/Latino Americans between ages 25 and 29 have completed a baccalaureate degree (U.S. Census Bureau, 2023). For those students who entered college in fall 2017, Black students had the lowest first-year retention of 52.1%, and Hispanic/Latino students were not far ahead, with a 59.5% retention rate (National Student Clearinghouse Research Center, 2019). With the increase in diverse student populations, if male/minority male students are not successfully retained, these concerns must be addressed. Academic advising as a supportive and influential factor of resilience building, achievement, and retention is a newly studied phenomenon, and no current research uses a student's resilience ability in the form of academic confidence as a predictive factor. Using the Beginning Postsecondary Students Longitudinal Study 2012/2014 (BPS:12/14) from the National Center for Education Statistics (NCES) and guided by Tinto's Theory of Student Departure, this quantitative study explored the relationship between academic advising and male students' first-year retention and understood whether their resilience and academic confidence are related to their retention. This study also examined whether these relationships varied by race/ethnicity, highlighting Black and Hispanic/Latino males who are retained and complete at lower rates. The findings indicate that academic advising and high academic confidence positively correlate with male first-year retention. Some races/ethnicities, high socioeconomic status, having Merit Aid and Direct Subsidized and Unsubsidized Loans, first-year employment, having no major listed, GPAs, sense of belonging, faculty interaction, and control and selectivity of the institution are other factors related to first-year retention of males. Recommendations and implications for policy and future research include the need to focus on academic advising and academic confidence in first-year retention literature, as well as universal/institutional definitions and models of the academic advising role. [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 explores the impact of student engagement on the success and involvement of undergraduate students. Student Engagement throughout this study includes extracurricular activities, mentoring opportunities for students, and advising experiences that students encounter during college. A further focus on the experiences of African American/Black students at Predominantly White Institutions (PWIs) were explored to increase understanding of the problems students' encounter that often led to a lack of persistence past the first year. African American/Black students are reported to be less engaged and involved on campus and have lower graduation rates than their White counterparts (Hargrove, 2013). This study examined the results of the student engagement experience, students' sense of belongingness, and student success models, which could have the ability to positively affect a student's success and persistence through a college experience. Using a qualitative method, students who identified as African American/Black attending a Predominantly White Institution (PWI) in Pennsylvania were interviewed to learn about their engagement experiences. Results from interviews conducted showed a consensus that students felt more connected to the institution when they had faculty, staff, or peers who assisted them in one-on-one settings. Additionally, students who had help navigating college prior to the start of class were more likely to persist during the first year. Understanding African American/Black students' perceptions, barriers, and level of student engagement during an undergraduate experience could help educators implement retention strategies. [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 research focuses on the critical components of caring relationships and how they relate to first-generation Black students' achievement in higher education. It will reveal how staff-led collegiate programming could benefit first-generation Black college students by allowing them to establish caring relationships and mentorships that allow them to construct a solid support system that is easily accessible to them from the moment they begin college until graduation. Using data collected from interviews with current college students enrolled in a retention program at a PWI (Predominately White Institution) and in connection with a conceptual framework informed by theorists Nel Noddings, Vincent Tinto, Terrell Strayhorn, and Albert Bandura, we will define what caring relationships looks like, how to build these relationships in programming, and how to make the experience authentic and tailored to each student's needs. By understanding the true significance of caring relationships, their essential elements, and how they relate to the achievement of first-generation Black students in higher education, organizations are forced to put their care where their money is by implementing a core of caring relationships. To protect the identities of all parties involved, pseudonyms were used for the university name, retention program, and participant names. [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 research focuses on the critical components of caring relationships and how they relate to first-generation Black students' achievement in higher education. It will reveal how staff-led collegiate programming could benefit first-generation Black college students by allowing them to establish caring relationships and mentorships that allow them to construct a solid support system that is easily accessible to them from the moment they begin college until graduation. Using data collected from interviews with current college students enrolled in a retention program at a PWI (Predominately White Institution) and in connection with a conceptual framework informed by theorists Nel Noddings, Vincent Tinto, Terrell Strayhorn, and Albert Bandura, we will define what caring relationships looks like, how to build these relationships in programming, and how to make the experience authentic and tailored to each student's needs. By understanding the true significance of caring relationships, their essential elements, and how they relate to the achievement of first-generation Black students in higher education, organizations are forced to put their care where their money is by implementing a core of caring relationships. To protect the identities of all parties involved, pseudonyms were used for the university name, retention program, and participant names. [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 research focuses on the critical components of caring relationships and how they relate to first-generation Black students' achievement in higher education. It will reveal how staff-led collegiate programming could benefit first-generation Black college students by allowing them to establish caring relationships and mentorships that allow them to construct a solid support system that is easily accessible to them from the moment they begin college until graduation. Using data collected from interviews with current college students enrolled in a retention program at a PWI (Predominately White Institution) and in connection with a conceptual framework informed by theorists Nel Noddings, Vincent Tinto, Terrell Strayhorn, and Albert Bandura, we will define what caring relationships looks like, how to build these relationships in programming, and how to make the experience authentic and tailored to each student's needs. By understanding the true significance of caring relationships, their essential elements, and how they relate to the achievement of first-generation Black students in higher education, organizations are forced to put their care where their money is by implementing a core of caring relationships. To protect the identities of all parties involved, pseudonyms were used for the university name, retention program, and participant names. [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 research focuses on the critical components of caring relationships and how they relate to first-generation Black students' achievement in higher education. It will reveal how staff-led collegiate programming could benefit first-generation Black college students by allowing them to establish caring relationships and mentorships that allow them to construct a solid support system that is easily accessible to them from the moment they begin college until graduation. Using data collected from interviews with current college students enrolled in a retention program at a PWI (Predominately White Institution) and in connection with a conceptual framework informed by theorists Nel Noddings, Vincent Tinto, Terrell Strayhorn, and Albert Bandura, we will define what caring relationships looks like, how to build these relationships in programming, and how to make the experience authentic and tailored to each student's needs. By understanding the true significance of caring relationships, their essential elements, and how they relate to the achievement of first-generation Black students in higher education, organizations are forced to put their care where their money is by implementing a core of caring relationships. To protect the identities of all parties involved, pseudonyms were used for the university name, retention program, and participant names. [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 research focuses on the critical components of caring relationships and how they relate to first-generation Black students' achievement in higher education. It will reveal how staff-led collegiate programming could benefit first-generation Black college students by allowing them to establish caring relationships and mentorships that allow them to construct a solid support system that is easily accessible to them from the moment they begin college until graduation. Using data collected from interviews with current college students enrolled in a retention program at a PWI (Predominately White Institution) and in connection with a conceptual framework informed by theorists Nel Noddings, Vincent Tinto, Terrell Strayhorn, and Albert Bandura, we will define what caring relationships looks like, how to build these relationships in programming, and how to make the experience authentic and tailored to each student's needs. By understanding the true significance of caring relationships, their essential elements, and how they relate to the achievement of first-generation Black students in higher education, organizations are forced to put their care where their money is by implementing a core of caring relationships. To protect the identities of all parties involved, pseudonyms were used for the university name, retention program, and participant names. [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 research focuses on the critical components of caring relationships and how they relate to first-generation Black students' achievement in higher education. It will reveal how staff-led collegiate programming could benefit first-generation Black college students by allowing them to establish caring relationships and mentorships that allow them to construct a solid support system that is easily accessible to them from the moment they begin college until graduation. Using data collected from interviews with current college students enrolled in a retention program at a PWI (Predominately White Institution) and in connection with a conceptual framework informed by theorists Nel Noddings, Vincent Tinto, Terrell Strayhorn, and Albert Bandura, we will define what caring relationships looks like, how to build these relationships in programming, and how to make the experience authentic and tailored to each student's needs. By understanding the true significance of caring relationships, their essential elements, and how they relate to the achievement of first-generation Black students in higher education, organizations are forced to put their care where their money is by implementing a core of caring relationships. To protect the identities of all parties involved, pseudonyms were used for the university name, retention program, and participant names. [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.]

At a community college in the state of Florida, student retention has become a critical concern because more than half of the first-year first-generation students fail to graduate. That rate is four times higher than for other first-year students. Guided by Tinto's Student Integration Model as the conceptual framework, this intrinsic qualitative case study was conducted to investigate factors that students, faculty, and staff perceive to contribute to the high dropout rates among first-generation students at the local site. Additionally, this study was conducted to identify strategies to reduce first-year, first-generation college student dropout rates. Data was collected from participants through one-on-one interviews. Participants included eight first-year, first-generation college students and nine college employees. The college employees included four advisors, two faculty, and three staff members. The analysis of the interview data revealed that most learners faced financial challenges, fell alone and unprepared, and perceived that they lacked support. These findings led to the development of a 3-day professional development workshop for faculty and staff at the local site. The goal of the professional development program is to share strategies to improve graduation and retention rates for this study population, which could benefit students and the learning institution. Such a program could have implications for positive social change by providing better support for first-year, first-generation college students, guiding them to successful degree completion, which is beneficial to the college and the community. [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.]

With community colleges struggling with the completion rates of their students, it is important to understand the social and academic integration of community college students and their relationships to retention and completion. Research focuses on the critical role of internal college actors such as faculty, staff, and students in these integrations, but a gap in the literature exists as to the role of external stakeholders, particularly scholarship donors, in these integrations. This research will use a single qualitative case study design to explore the impact of donor involvement with the students they support with scholarships in the Achieving Collegiate Excellence and Success (ACES) program at Montgomery College. The purpose of the study is to assess how and why this donor engagement with students influences their integrations and motivates them to achieve their academic goals at rates higher than other students in the program who have not received donor-given scholarships or whose donors are not engaged. The case study design will incorporate three components: interviews and focus groups with ACES students, alumni, donors, and staff, as well as document analysis of thank you letters from scholarship recipients to the donors. The research will examine this question through the theoretical framework of Tinto's Theory of Student Persistence (1993). This theory focuses on faculty, staff, and student interactions impacting academic and social integration. This research looks to expand upon the theory that external stakeholders, such as engaged scholarship donors, play critical roles in social and academic integration of community college students. The donors do not supplant the critical role of faculty, staff, and students in the integrations, as Tinto notes, but rather complement the role in various ways to enhance student academic and social integration leading to retention and college completion. If students cite the importance of donor involvement in their integrations to college life, leading to retention and completion, more programs with greater donor involvement with need-based scholarship recipients may be implemented by community colleges to increase student completion. Community colleges may be more intentional in their approach to philanthropy for scholarships, the role of donors with students, and how they complement the role of faculty, staff, and other students in the scholarship recipients' social and academic integrations. [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.]

Nationally, retaining students in adult basic education (ABE) is an ongoing challenge for numerous programs. The problem is the low retention rates among adult basic education learners in a non-profit ABE program in a large metropolitan city in Georgia. The purpose of this basic qualitative study was to explore how persistence affects student retention rates in a non-profit adult basic education program in a large metropolitan city in Georgia. Learners in adult basic education who do not complete a program typically do not obtain the certifications or high school equivalency credentials required to compete in the job market. There is little to no literature that has identified the success criteria for retaining adult learners in an adult basic education program. Therefore, the gap in the literature that was explored is how adult learners leveraged the ability to persist through an adult basic education program. Servant leadership and persistence theory provided the theoretical framework for the study. The data analysis yielded answers to the research question addressing the perceptions of adult learners on the effect that persistence has on the retention rates of a non-profit adult basic education program. Participants comprised the purposively selected student population of adult learners at a non-profit adult basic education site program. The outcomes from the data collected from 15 participants revealed adult learners with a strong drive to succeed, the ability to self-manage, are goal-setters, and have a strong support system will persist through an adult basic education program. [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.]

Our co-authored research 'Steminism: Analyzing Factors That Improve Retention for Women as STEM Majors' analyzed factors that contributed to the retention of women in science, technology, engineering, and mathematics (STEM) programs at Missouri University of Science & Technology (Missouri S&T). Women make up half of the US population, and while careers in (STEM) are an integral part of the US economy, women are underrepresented in these career fields. The purpose of our dissertation is to address the underrepresentation of women in STEM majors. Our methodology included homogeneous sampling to collect qualitative data. More specifically, we consulted with academic advisors and admissions staff to identify women with at least 48 credit hours and completed four semesters of STEM majors at Missouri University of Science and Technology (Missouri S&T). We then conducted a basic qualitative study using a purposeful sampling approach. We examined the student's perceptions of (1) early access programs, (2) the importance of arts integration, (3) and the impact of extracurricular activities as tools for retention and found that the major factors that inhibit the retention of women in STEM is the shortcoming of achieving communal goal congruence. All interviews were conducted with Zoom, and Ottr software was used to transcribe the data. Solution-focused, our research affirmed that to achieve communal goal congruence, students participated in extracurricular activities, student life, and work-study. As practitioners, we used our co-authored research to develop "EmpowHer: A Steminists Guide to Cultural Border Crossing," a manual for administrators in higher education and prospective STEM 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.]

Our co-authored research 'Steminism: Analyzing Factors That Improve Retention for Women as STEM Majors' analyzed factors that contributed to the retention of women in science, technology, engineering, and mathematics (STEM) programs at Missouri University of Science & Technology (Missouri S&T). Women make up half of the US population, and while careers in (STEM) are an integral part of the US economy, women are underrepresented in these career fields. The purpose of our dissertation is to address the underrepresentation of women in STEM majors. Our methodology included homogeneous sampling to collect qualitative data. More specifically, we consulted with academic advisors and admissions staff to identify women with at least 48 credit hours and completed four semesters of STEM majors at Missouri University of Science and Technology (Missouri S&T). We then conducted a basic qualitative study using a purposeful sampling approach. We examined the student's perceptions of (1) early access programs, (2) the importance of arts integration, (3) and the impact of extracurricular activities as tools for retention and found that the major factors that inhibit the retention of women in STEM is the shortcoming of achieving communal goal congruence. All interviews were conducted with Zoom, and Ottr software was used to transcribe the data. Solution-focused, our research affirmed that to achieve communal goal congruence, students participated in extracurricular activities, student life, and work-study. As practitioners, we used our coauthored research to develop "EmpowHer: A Steminist Guide to Cultural Border Crossing," a manual for administrators in higher education and prospective STEM 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.]

Our co-authored research 'Steminism: Analyzing Factors That Improve Retention for Women as STEM Majors' analyzed factors that contributed to the retention of women in science, technology, engineering, and mathematics (STEM) programs at Missouri University of Science & Technology (Missouri S&T). Women make up half of the US population, and while careers in (STEM) are an integral part of the US economy, women are underrepresented in these career fields. The purpose of our dissertation is to address the underrepresentation of women in STEM majors. Our methodology included homogeneous sampling to collect qualitative data. More specifically, we consulted with academic advisors and admissions staff to identify women with at least 48 credit hours and completed four semesters of STEM majors at Missouri University of Science and Technology (Missouri S&T). We then conducted a basic qualitative study using a purposeful sampling approach. We examined the student's perceptions of (1) early access programs, (2) the importance of arts integration, (3) and the impact of extracurricular activities as tools for retention and found that the major factors that inhibit the retention of women in STEM is the shortcoming of achieving communal goal congruence. All interviews were conducted with Zoom, and Ottr software was used to transcribe the data. Solution-focused, our research affirmed that to achieve communal goal congruence, students participated in extracurricular activities, student life, and work-study. As practitioners, we used our co-authored research to develop "EmpowHer: A Steminist Guide to Cultural Border Crossing," a manual for administrators in higher education and prospective STEM 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.]

African American males have some of the lowest retention rates of all races and genders in higher education. First-generation African American male undergraduate students (FGAAMUS) attending a public 4-year institution located in the southeastern portion of the United States are experiencing lower retention rates than other students in the same region. The purpose of this basic qualitative study was to explore FGAAMUS' perceptions of the impact of academic and social integration on their retention rates at Waygate University (pseudonym). Tinto's student integration model provided the framework for the study. A sample of 10 FGAAMUS completed in-depth interviews. The transcripts of the interviews were coded using NVivo qualitative software analysis program. NVivo allowed for analysis of transcripts to be completed in a central location while organizing codes, categories, and themes and allowed for more in-depth interpretations and organization of the data. The data was further analyzed using thematic analysis with constant comparison. In this coding methodology, each interview was analyzed as the transcripts were received, allowing the development of codes, categories, and themes as data were collected. The project resulting from this study was developed from the findings of four emergent themes: financial aid, academic/administration, campus, and social integration. Implications for social change include strategies to improve the retention and graduation rates of FGAAMUS at the local setting with the hope that these students, because of their educational attainment, may return to serve their communities of choice. [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 increase in the number of years of school within the Jamaican school system has caused the government of Jamaica to introduce the Six Form Pathway program. The program was introduced as an intervention method for students to stay in school longer in order to acquire the requisite subject or experience to attend university or to be employable. This qualitative research study explores opportunities and challenges faced by the six form program in Jamaican schools. The researchers interviewed five education officers and five principals from different high schools across Jamaica. The questions aimed to identify factors that high school principal and teachers might find helpful as students matriculate to university and world of work. The study produced four significant themes that affect students' funding, qualification of students, transition to higher education or the workforce and teaching methods. The study's implications and recommendations can help stakeholders engage in activities that aid in students' successful matriculation from high school to university and to contribute more to the world of work. [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.]