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The test-optional movement in American college admissions emerged as a response to the challenged notion that standardized tests, such as the SAT and ACT, predict student success. Research has shown that the tests may be discriminatory towards students from disadvantaged racial and ethnic backgrounds. This study examined two cohorts of incoming first-time, full-time, undergraduate, under-represented minority (URM) students from a 4-year, public, research university in New Jersey; one cohort was test-required, and one was test-optional. The study examined whether there were significant differences in the persistence, academic standing, and cumulative grade point average (GPA) from Year 1 to Year 2 of the students admitted with test scores, compared to those admitted without test scores. Both the persisting and the non-persisting students from each cohort were compared. The results of the analysis indicated no significant differences in persistence, two of the four categories of academic standing, and the cumulative GPA of the persisting URM students from the test-required cohort, compared to those from the test-optional cohort. Also, there were no significant differences in attrition, all categories of academic standing, and the cumulative GPA of the disenrolled URM students from the test-required cohort, compared to those from the test-optional cohort. Furthermore, a test-optional college admission policy, in combination with gender, race/ethnicity, Educational Opportunity Program (EOP) enrollment, or dormitory living, had no impact on the cumulative GPA of either persisting or disenrolled students. Lastly, consistent with the literature, the study found that the test-optional cohort had a higher percentage of female students and first-generation students, compared to the test-required cohort. [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 investigates first-year college students' academic, personal, and spiritual expectations at a Utah university, focusing on the available resources to help them meet these expectations. Using a qualitative descriptive approach, the study highlights the gap between students' anticipated and actual experiences, significantly contributing to higher attrition rates. It explores three main questions: students' perceptions of their expectations, the resources that assist them in navigating these expectations, and ways to enhance support systems to improve persistence and reduce attrition. Data collected through semi-structured interviews and questionnaires with twelve participants aged 18-24 undergo thematic analysis. The findings reveal that discrepancies between expected roles and actual experiences significantly affect students' academic performance, social integration, and spiritual health. The study urges educational leaders to create comprehensive support systems addressing the holistic needs of first-year students, providing valuable strategies to enhance their experience and improve retention and 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.]

Nontraditional students make up a majority of post-secondary online learners in the United States. The development of online learning modalities continues to grow and transform the educational landscape, providing expansive options and vastly improving student access to completing an undergraduate program. Unfortunately, with this growth, online degree programs continue to experience rates of attrition significantly higher than those of classroom-based programs. This qualitative general inductive analysis study explores the lived experiences of eleven adult learners who attempted to complete an online undergraduate degree at one or more higher education institutions. These students were enrolled in an online undergraduate degree and dropped out before completing their first year. Participants were interviewed in face-to-face video meetings, with each sharing a recollection of their lived experience as they explored degree options, enrolled in their program, completed required coursework, and ultimately withdrew from a degree. The theoretical framework used for this study is Rovai's (2003) Composite Persistence Model (CPM). The stories told by each participant reveal a diverse and expansive set of challenges encountered by undergraduate online adult learners. The student stories show the ongoing struggle to balance the costs and benefits associated with persistence in an online degree program. The variety of challenges and support systems present in each student's life illuminates the critical importance of focused institutional engagement and involvement in the student's journey. This support is crucial to a student's ability to successfully manage their coursework with other life priorities and maintain motivation to persist in an online undergraduate degree 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 problem addressed in this study was the high rate of student nursing attrition. The purpose of this qualitative single case research study was to identify perceived barriers to program completion for registered nursing pre-licensure students to determine ways to help students overcome these challenges. The conceptual framework for this research study was based on the Nontraditional Undergraduate Student Attrition Model developed by Bean and Metzner. This model focused on the nontraditional commuter student believing that, generally, this type of student is less connected to the college and environmental or social determinants, which, along with the student's level of self-efficacy as described by Bandura, could be contributing factors to student attrition. Using purposive sampling, 11 former nursing students who enrolled in, but did not complete, the registered nursing pre-licensure program, were interviewed using in-person or Zoom interviews. The interviews were recorded, transcribed, member checked to verify accuracy, and then the transcripts were uploaded into Dedoose. Through the application of Braun and Clarke's six steps for reflexive thematic analysis, six themes emerged related to the two research questions. The findings indicated there were social determinants and self-efficacy barriers to completion for some registered nursing students. The implication of these finding could be used by registered nursing pre-licensure programs to develop ways to assist students in overcoming these barriers, thereby, lowing their nursing student attrition rate. The three recommendations for future practice are based on the six themes that emerged during this study and from existing literature: (a) create an in-depth nursing-specific orientation class, (b) design a more stringent nursing student screening process, and (c) establish a nursing step-down program. This study contributed to the existing body of literature by examining and adding to the knowledge base regarding registered nursing students' perceived barriers to 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.]

Despite increasing interest in broadening diversity, equity, and inclusion (DEI) efforts in engineering, its student population remains relatively homogenous. Across higher education, disabled people continue to be a largely ignored and marginalized population. The experiences of the disabled community are notably absent from DEI efforts in engineering education, with existing research often treating this group as a monolith and overlooking the complex, individualized ways that disabled individuals navigate their educational environment. This dissertation explores the experiences of disabled students in their undergraduate engineering degree programs and systemically examines the perpetuation of institutional harm on disabled students. A multi-phase, three-study qualitative research approach was taken for this dissertation. The first study focuses on how intentionally crafted power structures in higher education and the culture of engineering coincide to impact disabled students' navigation of their engineering degree pathway. Semi-structured interviews were conducted with ten disabled students enrolled in engineering degree programs at a single institution. Findings reveal the breadth of marginalizing experiences that disabled students encounter along their engineering degree pathways, suggesting that disabled student attrition cannot be linked to a marginalizing single event, but the culmination of experiences. The second study uses narrative inquiry and semi-structured interview data to better understand the intersectional perspectives within the disabled community. The stories of two disabled, Black international women are shared, highlighting the complex interplay of disability, race, gender, and nationality within the engineering education landscape. The third study leverages content analysis to analyze the current state of disability-related policies and practices across five U.S. higher education institutions with high engineering enrollments. The findings help elucidate the state of public-facing, disability-related policies and practices at large U.S. higher education institutions with high engineering enrollment and graduation rates. [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.]

Although there is a growing body of research on retention of higher education students, there is a constant need for more because of ever-changing variables that affect attrition. With dynamic retention issues changing, new empirical research such as this study can be used to keep up with higher education attrition. The specific purpose of this study is to investigate how factors of belongingness included with being a scholarly Division I athlete can lead to higher graduation rates compared to non-athletes. The positive descriptive analysis of graduation success for student athletes will be measured by using retrospective public survey and interview results comparing them to students that do not participate in scholarly sports. Both quantitative and qualitative data are used in this study to formulate a Grounded Convergent Mixed Methods analysis study that leads to useful empirical data. It was found that the graduation rates were overall equal despite the scholarly athletes engaging in many characteristics of belongingness. However, there are certain subgroups of student athletes found to have higher graduation rates than those not involved. One example is the fact that female athletes are more likely to graduate than females included in the general student body, particularly reflected by the characteristics of well-being. While minority athletes also seem more likely to graduate than other minority students not involved. [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 Texas community college systems served culturally diverse students in asynchronous courses. However, attrition rates remained low for culturally diverse students. Instructors had the potential to increase attrition rates of culturally diverse students. However, there was limited research exploring the implementation of such approaches by community college instructors. This qualitative exploratory case study aimed to identify factors contributing to improved attrition rates for culturally diverse students in asynchronous Texas community college courses. Piaget's constructivist learning theory provided the theoretical framework for this study. The study used a qualitative approach and collected data through interviews with 9 Texas community college instructors who taught asynchronous online courses. Data analysis involved thematic analysis to identify common strategies employed by instructors. The findings included a significant relationship between professional development training opportunities for Texas community college instructors and their preparedness to implement student-centered approaches effectively. The findings also indicated that instructors could enhance attrition rates and promote student success in asynchronous college courses by addressing the unique needs of culturally diverse students. These findings suggest further research to determine other variables that might influence such outcomes. The study contributes to the understanding of strategies employed by Texas community college instructors to improve attrition rates among culturally diverse students. The results underscore the significance of implementing student-centered approaches and highlight the need for instructor training and professional development to support the success of culturally diverse students in asynchronous Texas community college courses. Future research should be conducted on the kinds of instructional strategies that can improve attrition rates for culturally diverse 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.]

Higher education is experiencing a mental health epidemic (Venit, 2022). There is unprecedented student demand for psychological services that colleges are unable to meet (Lipson et al., 2019a), leading to high rates of mental illness-related attrition (Koch et al., 2018). Two groups of students at particularly high risk of mental illness-related attrition are students with historically marginalized identities, whether by race, gender, income, or another factor (Eisenberg et al., 2013), and music majors, a group that has been shown to have greater rates of mental illness than students in other majors (Lipson et al., 2016; Spahn et al., 2004). While many quantitative studies have captured the widespread prevalence of mental illness in music majors (e.g., Koops & Kuebel, 2019; Payne, 2023; etc.), the existing literature cannot adequately explain why mental health problems are more common in music students, or how these mental health challenges connect to and intersect with other identities that may also be held by music majors. To address this gap, this study sought to investigate: 1) music majors' experiences with mental health prior to, as well as during, college; 2) aspects of college most challenging for music majors' mental health; and 3) supports that successfully reduce music majors' mental health challenges. Using intersectionality as critical social theory as a framework (Collins, 2019), this study centered the voices of diverse music majors with mental illness through arts-based and qualitative participatory action research methods--specifically, photovoice (Wang & Burris, 1997) and narrative inquiry (Connelly & Clandinin, 1990). Eight diverse undergraduate music majors who have experienced mental health challenges at two different postsecondary research institutions were recruited to participate in this multi-institutional study. Data was collected via: 1) two separate focus group interviews with each institution-specific cohort; 2) participant-created photographs/art and participant-written commentaries; and 3) one individual interview with each willing participant. Co-construction of themes during focus group interviews contributed to data analysis of participants' photographs/art (Wang, 1999), and focus group interview transcripts were also analyzed by the researcher using multiple thematic coding strategies (Merriam & Tisdell, 2015). The three-dimensional space approach to restorying (Ollerenshaw & Creswell, 2002; Connelly & Clandinin, 2000), combined with member checks, supported the development of participant narratives, and convergences and divergences across participant narratives were then explored. Findings suggest a possible link between childhood histories of mental health challenges or trauma and music majors' mental health concerns in college. Findings also highlighted a frequent student distrust of university counseling services and showed specific areas within postsecondary music spaces that contribute negatively to mental health, such as oppressive policies, curriculum, and social hierarchies. Conversely, participants also cited interpersonal support, an enduring love for music, and optimism for the future as factors contributing positively to their mental health. This research has meaningful practical implications for higher education policy through the development of strategies that can support greater retention of marginalized students and students in a high-attrition major, leading to better graduation rates and a more prosperous future for 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.]

For nearly 60 years, doctoral student attrition has been a cause for concern (Berelson, 1960; Council of Graduate Schools, 2010; 2015). Studies have shown that approximately 40-70% of doctoral students do not finish their degree, and 20% of those who advance to candidacy do not complete the dissertation phase (Lovelace, 2016). Additionally, retention rates for online students are another 10 to 20 % lower than students who attend in-person (Rovai & Wighting, 2005; Patterson, 2009). While previous research exists on the topic of doctoral student retention or doctoral student persistence, those studies have been mostly quantitative in nature, used a deficit mindset when examining the problems rather than potential, or approached the study from the perspective of benefiting the university, not necessarily the student. In addition, those studies were missing the story of an important population of doctoral students, a population whose voice is often left out of the story -- Black women. To fill the gap in research, the purpose of this qualitative narrative inquiry was to understand and illuminate the story of persistence of four Black women in an online doctoral program. In this study, four women shared their unique experiences in their early educational endeavors, the motivation to pursue a doctoral degree, and ultimately, how they were able to persist through to graduate with a doctorate. I aligned my interview questions with the three zones of the student motivation and persistence framework (a) self-efficacy, (b) sense of belonging, and (c) the curriculum (Tinto, 2017) and applied the lens of intersectionality (Crenshaw, 1989) as a method of investigation, centering the participants as the storyteller of their own lived experiences (Cho et al., 2013). The narrative analysis of the data highlighted several themes that connected directly to the framework across all four participant's stories including self-efficacy, motivation, sense of belonging, persistence, and intersectionality. In addition, several emerging themes were identified. This study provides the opportunity to not only learn about the motivational influences necessary for student persistence but also to better understand the lived experiences of Black female doctoral students in online doctoral 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.]

This dissertation investigates the influence of racialization on the attrition rates of African American male students in predominantly white institutions (PWIs). The study examines whether these students experience cultural shock or face more profound systemic challenges. The research explores how African American men navigate and perceive their college environments by employing Critical Race Theory and DuBois' double consciousness. The research utilizes a mixed-methods approach, combining qualitative interviews, demographic surveys, and document analysis to view these students' experiences comprehensively. The study focuses on four religiously affiliated universities, highlighting the intersection of race, identity, and institutional culture and revealing patterns of isolation, resilience, and the pursuit of belonging. The findings indicate that systemic racism and cultural misunderstandings significantly marginalize African American male students, affecting their academic performance and overall college experience. This dissertation emphasizes the need for higher education institutions to address racial biases and foster more inclusive environments. By amplifying the voices of these students, the research aims to inspire actionable strategies to improve retention and success rates among African American male students in PWIs. [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 impact of the COVID-19 pandemic on Latina/e/o/x first-year students' experiences at a public California State University and their decision to leave college between their first and second year, and how student support services professionals interpreted the role of the pandemic on their work with students and their retention. Additionally, this study sought to identify recommendations to support students better and strategies to rematriculate students who stopped out. This qualitative narrative inquiry with a "platicas" approach centered Latina/e/o/x students' voices who stopped out between the end of the spring 2020 and spring 2023 semesters. There were 18 one-on-one "platicas" with three participant groups: Latina/e/o/x students who do not plan to return to the institution, those who have already returned or will return, and student services professionals who serve these student groups. Analysis of qualitative data revealed several findings within three overarching themes. First, personal challenges and struggles contributed to students' initial stop-out decisions. Most participants perceived the COVID-19 pandemic as amplifying systemic inequities in academic preparation and finances, undermining their self-efficacy, socio-emotional intelligence, mental health capacity, and resiliency to persevere. Second, institutional challenges also contributed to students' decision to stop out. The multifaceted effects of the pandemic have not been understood fully, and faculty and staff were seemingly unprepared for students' increased range of needs and challenges, leading to burnout, turnover, service interruptions, financial aid frustrations, and navigational challenges for students. Lack of validation in students' experiences and instances of microaggressions also discouraged students, impacting their sense of belonging and mental health. Third, the findings identified participants' recommendations and strategies for rematriculating and retaining students. Participants recommended that institutions develop a strategic plan for support and outreach to students, facilitate and normalize students stopping out, and emphasize servingness by creating a student-ready campus that validates students' individual experiences and involves families more through cultural, familial experiences. This dissertation uncovered new data on an emerging field in the research on COVID-19, providing a more nuanced understanding of how the pandemic impacted students and the experiences of a population of students that is often overlooked and challenging to study. [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 examined the importance of student-faculty interactions for racially minoritized students. Persistent challenges in low retention rates for racially minoritized students have been a focal point of scholarly investigation for decades (Carey, 2004; Kinzie et al., 2008). Despite research indicating that engagement between students and faculty is crucial for improving student retention, these interactions are constrained (Cox et al., 2010). The presence of effective student-faculty engagement can foster students' persistence, while the absence of engagement can create a negative academic experience, especially for racially minoritized students. Tinto's theory of student departure (1975, 1987, 1993) is one of the most relevant college impact theories to understand student retention. Tinto's work considers retention by accounting for multiple dynamic factors, as opposed to just academic performance or exclusively student-focused concerns (Pascarella & Terenzini, 2005). Therefore, this study used this theory to develop research questions and interpret the data. The purpose of this study was to identify strategies to increase student-faculty interactions by addressing the disparity between the limited interactions and the established benefits associated with such interactions. Understanding the causes of student attrition is crucial for universities to develop and implement successful retention strategies. In this study, a qualitative semistructured interview design was employed at a medium-sized public university in the Midwest. The researchers conducted a comprehensive exploration of student-faculty engagement with racially minoritized students who identified as first-time first-year college students. Through the participants' personal stories and examples, the researchers identified factors that deter student-faculty engagement and identified effective strategies to enhance such interactions. The findings revealed students desire a welcoming and comfortable learning environment and professors who exhibit characteristics and behaviors that promote relationship building. The findings also indicated students navigate through barriers that hinder academic progress. In addition, students value holistic support and personal development to enhance their educational experience. Awareness of students' needs, coupled with intentional techniques on the professor's behalf, has the potential to be transformative for students' academic experiences. The recommendations of this study can serve as a framework for institutions seeking to enhance interactions between racially minoritized students and faculty, thereby contributing to improved retention. [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 examined the importance of student-faculty interactions for racially minoritized students. Persistent challenges in low retention rates for racially minoritized students have been a focal point of scholarly investigation for decades (Carey, 2004; Kinzie et al., 2008). Despite research indicating that engagement between students and faculty is crucial for improving student retention, these interactions are constrained (Cox et al., 2010). The presence of effective student-faculty engagement can foster students' persistence, while the absence of engagement can create a negative academic experience, especially for racially minoritized students. Tinto's theory of student departure (1975, 1987, 1993) is one of the most relevant college impact theories to understand student retention. Tinto's work considers retention by accounting for multiple dynamic factors, as opposed to just academic performance or exclusively student-focused concerns (Pascarella & Terenzini, 2005). Therefore, this study used this theory to develop research questions and interpret the data. The purpose of this study was to identify strategies to increase student-faculty interactions by addressing the disparity between the limited interactions and the established benefits associated with such interactions. Understanding the causes of student attrition is crucial for universities to develop and implement successful retention strategies. In this study, a qualitative semistructured interview design was employed at a medium-sized public university in the Midwest. The researchers conducted a comprehensive exploration of student-faculty engagement with racially minoritized students who identified as first-time first-year college students. Through the participants' personal stories and examples, the researchers identified factors that deter student-faculty engagement and identified effective strategies to enhance such interactions. The findings revealed students desire a welcoming and comfortable learning environment and professors who exhibit characteristics and behaviors that promote relationship building. The findings also indicated students navigate through barriers that hinder academic progress. In addition, students value holistic support and personal development to enhance their educational experience. Awareness of students' needs, coupled with intentional techniques on the professor's behalf, has the potential to be transformative for students' academic experiences. The recommendations of this study can serve as a framework for institutions seeking to enhance interactions between racially minoritized students and faculty, thereby contributing to improved retention. [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 examined the importance of student-faculty interactions for racially minoritized students. Persistent challenges in low retention rates for racially minoritized students have been a focal point of scholarly investigation for decades (Carey, 2004; Kinzie et al., 2008). Despite research indicating that engagement between students and faculty is crucial for improving student retention, these interactions are constrained (Cox et al., 2010). The presence of effective student-faculty engagement can foster students' persistence, while the absence of engagement can create a negative academic experience, especially for racially minoritized students. Tinto's theory of student departure (1975, 1987, 1993) is one of the most relevant college impact theories to understand student retention. Tinto's work considers retention by accounting for multiple dynamic factors, as opposed to just academic performance or exclusively student-focused concerns (Pascarella & Terenzini, 2005). Therefore, this study used this theory to develop research questions and interpret the data. The purpose of this study was to identify strategies to increase student-faculty interactions by addressing the disparity between the limited interactions and the established benefits associated with such interactions. Understanding the causes of student attrition is crucial for universities to develop and implement successful retention strategies. In this study, a qualitative semistructured interview design was employed at a medium-sized public university in the Midwest. The researchers conducted a comprehensive exploration of student-faculty engagement with racially minoritized students who identified as first-time first-year college students. Through the participants' personal stories and examples, the researchers identified factors that deter student-faculty engagement and identified effective strategies to enhance such interactions. The findings revealed students desire a welcoming and comfortable learning environment and professors who exhibit characteristics and behaviors that promote relationship building. The findings also indicated students navigate through barriers that hinder academic progress. In addition, students value holistic support and personal development to enhance their educational experience. Awareness of students' needs, coupled with intentional techniques on the professor's behalf, has the potential to be transformative for students' academic experiences. The recommendations of this study can serve as a framework for institutions seeking to enhance interactions between racially minoritized students and faculty, thereby contributing to improved retention. [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 examined the importance of student-faculty interactions for racially minoritized students. Persistent challenges in low retention rates for racially minoritized students have been a focal point of scholarly investigation for decades (Carey, 2004; Kinzie et al., 2008). Despite research indicating that engagement between students and faculty is crucial for improving student retention, these interactions are constrained (Cox et al., 2010). The presence of effective student-faculty engagement can foster students' persistence, while the absence of engagement can create a negative academic experience, especially for racially minoritized students. Tinto's theory of student departure (1975, 1987, 1993) is one of the most relevant college impact theories to understand student retention. Tinto's work considers retention by accounting for multiple dynamic factors, as opposed to just academic performance or exclusively student-focused concerns (Pascarella & Terenzini, 2005). Therefore, this study used this theory to develop research questions and interpret the data. The purpose of this study was to identify strategies to increase student-faculty interactions by addressing the disparity between the limited interactions and the established benefits associated with such interactions. Understanding the causes of student attrition is crucial for universities to develop and implement successful retention strategies. In this study, a qualitative semistructured interview design was employed at a medium-sized public university in the Midwest. The researchers conducted a comprehensive exploration of student-faculty engagement with racially minoritized students who identified as first-time first-year college students. Through the participants' personal stories and examples, the researchers identified factors that deter student-faculty engagement and identified effective strategies to enhance such interactions. The findings revealed students desire a welcoming and comfortable learning environment and professors who exhibit characteristics and behaviors that promote relationship building. The findings also indicated students navigate through barriers that hinder academic progress. In addition, students value holistic support and personal development to enhance their educational experience. Awareness of students' needs, coupled with intentional techniques on the professor's behalf, has the potential to be transformative for students' academic experiences. The recommendations of this study can serve as a framework for institutions seeking to enhance interactions between racially minoritized students and faculty, thereby contributing to improved retention. [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.]

High attrition rates in doctoral programs have long plagued the field of higher education. Over the past half century, approximately half of all students who enroll in doctoral program at North American institutions fail to earn their degree (Lovitts, 2001; OECD, 2020; Schneider & Yin, 2011; Sverdlik et al., 2018). The purpose of this study was to identify the professional, personal, and program-related factors influencing EdD degree completion and noncompletion, as reported by students who either completed or failed to complete their EdD program. This study used interview methodology to collect twenty-five hours of data from nine completers and seven non-completers. Findings from this study generated 11 themes that influenced EdD completion. Broad themes from in the completer sample include: the ability to positively manage the dilemmas experienced throughout their EdD journey and the conditions in place allowing the completers the requisite time needed to meet their rigorous EdD demands. Additionally, findings also consider the EdD non-completer, distilling nine themes into two broad themes, including the ways that EdD program-related challenges influenced EdD outcomes and the ways competing interests impacted student academic motivation and availability of time. Two cross-over themes related to the benefits of the cohort model and importance of program coherence are also discussed. This study provided the field with updated research on the factors contributing to why students complete, or fail to complete, an EdD doctoral program in educational leadership, from a sampling of several accredited, not-for-profit colleges and universities in the United States. [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.]