Browsing by Subject "College dropouts--Prevention"
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Item A comparative analysis of African American male and female students' perception of factors related to their persistence at a Texas community college(2001-08) Ihekwaba, Remigus Herbert; Moore, WilliamThe purpose of this study was to identify and compare factors of persistence of African American male and female students within a Texas community college. This evaluative study contributed to the literature by producing 6 significant finds of African American students’ persistence at Brookhaven community college. The interactive qualitative analysis methodology (Northcutt et.al.,1998) was utilized to interview eight African American male students and eight African American female students regarding their perception of factors impacting their persistence. The results of this study contributed to theory and practice. New knowledge was added to the theory of African American male and female students’ ability to persist at Brookhaven College by comparing their factors of persistence. Finally this study contributed to practice by prescribing specific retention program to improve African American male students’ persistence. One of the major significant findings was that African American male students identified nine factors impacting their persistence, while the African American female students identified ten factors. The male students’ factors are as follows: 1) Family Influence, 2) College Resources and Services, 3) College Climate, 4) Personal Motivators, 5) Self-esteem, 6) Self-determination, 7) Seeking Assistance, 8) Goal-setting, and 9) Coping with Stereotyping. The female students’ factors are as follows: 1) Family Influence, 2) Institutional Impact, 3) Friends’ Support, 4) Faith in God, 5) Finding Funds, 6) Self-confidence, 7) Networking, 8) Skills, 9) Sense of Responsibility, and 10) Personal Motivators. Another significant finding was that the African American female students applied more relationship-type factors toward their persistence than the African American male students. While much remains to be learned about African American female and male students’ factors of persistence, this study initiated important new research. Future research should explore African American students’ persistence in different states. They may have different perceptions about their persistence based on where they live.Item The implications of persistence theory on new student orientations in community colleges(2004) McGilvray, David Harold; Moore, WilliamItem Remedial education and its relationship to academic performance and retention of students at Central Arizona College(2007-05) Gonzales, Steven Ray, 1973-; Roueche, John E.This study examined the relationship between remedial education, academic performance, and student retention. Using an ex post facto research design and the fall 2002 cohort of first-time, degree-seeking students at Central Arizona College, this study used quantitative analysis to explore how need and success varied according to select student characteristics that included, but were not limited to, gender, ethnicity, and enrollment status. Additionally, this study compared levels of academic success and student retention rates for students with a remedial background to those of students who did not require remedial education. This study also identified which select student characteristics served as predictors of academic performance in remedial courses. Finally, this study examined whether grades earned by students in exit remedial courses were predictors of academic performance in subsequent college-level courses. This study had several major findings. First, Hispanics represented the largest percentage of minority students requiring remediation. However, Black students required remediation proportionately higher than any other ethnic group. Furthermore, African-American females who demonstrated financial need and attended part-time were most likely to require remediation. Second, female students outperformed their male counterparts in remedial courses. However, African-American and NativeAmerican females were most likely not to achieve academic success in remedial courses. Third, students in initial college-level courses without a remedial background experienced higher levels of success than students with a remedial background. Fourth, students with a remedial background were more likely to be retained each semester and persist to the end of the three-year period under study. Fifth, performance in remedial courses and number of visits to the learning assistance center emerged as greatest predictors of academic success in initial college-level courses. Finally, this study found that academic success in exit remedial courses was a predictor of success in initial college-level courses. This study was concluded with recommendations for further research and strategies that institutions could implement to improve remedial programs.Item Remedial education and its relationship to academic performance and retention of students at Central Arizona College: a case study(2007) Gonzales, Steven Ray; Roueche, John E.This study examined the relationship between remedial education, academic performance, and student retention. Using an ex post facto research design and the fall 2002 cohort of first-time, degree-seeking students at Central Arizona College, this study used quantitative analysis to explore how need and success varied according to select student characteristics that included, but were not limited to, gender, ethnicity, and enrollment status. Additionally, this study compared levels of academic success and student retention rates for students with a remedial background to those of students who did not require remedial education. This study also identified which select student characteristics served as predictors of academic performance in remedial courses. Finally, this study examined whether grades earned by students in exit remedial courses were predictors of academic performance in subsequent college-level courses. This study had several major findings. First, Hispanics represented the largest percentage of minority students requiring remediation. However, Black students required remediation proportionately higher than any other ethnic group. Furthermore, African-American females who demonstrated financial need and attended part-time were most likely to require remediation. Second, female students outperformed their male counterparts in remedial courses. However, African-American and Native American females were most likely not to achieve academic success in remedial courses. Third, students in initial college-level courses without a remedial background experienced higher levels of success than students with a remedial background. Fourth, students with a remedial background were more likely to be retained each semester and persist to the end of the three-year period under study. Fifth, performance in remedial courses and number of visits to the learning assistance center emerged as greatest predictors of academic success in initial college-level courses. Finally, this study found that academic success in exit remedial courses was a predictor of success in initial college-level courses. This study was concluded with recommendations for further research and strategies that institutions could implement to improve remedial programs.Item Toward a greater understanding of student persistence through learning communities(2007-12) Reynolds-Sundet, Rosemary; Roueche, John E.This qualitative study focused on which features of a linked courses model learning community may foster student persistence throughout a semester long course at a two-year institution. The mainstream course, comprised of 17 mainstream and eight non-mainstream students, provided for a natural experimental setting. Strong features of learning communities were explored through various indicators (i.e., student-faculty and peer interactions, shared inquiry and collaborative learning, satisfaction and dissatisfaction in the classroom environments, and how features of this particular linked courses model were reflected in the learning community model adopted by the institution). End-of- year marks plus persistence into fall were compared. Findings failed to support any direct links to persistence. Results indicated, however, both mainstream and non-mainstream students who passed with a "C" or higher possessed what the researcher identified as an "economy of ambition," characterized by an ability to merge personal and academic lives and schedules successfully. Positive student traits included being goal-oriented, self-motivated, flexible and adaptive to their academic and campus environment. Social integration and inclusion (e.g., social events or participation in campus-wide groups) were not priorities for both groups. Non-mainstream students expressed more positive perceptions toward social acceptance in the non-mainstream classroom due to its smaller size. Thus, heightened peer interaction, a main feature of learning communities, influenced positively students' socialization experience that led to study partnerships, which may have fostered student persistence. Non-mainstream students were motivated, in large part, because of their shared academic goals, and these partnerships would not have developed or been possible in the larger mainstream environment. Both mainstream and non-mainstream students represented a wide range of ages and ethnic backgrounds. The majority felt reluctant to speak up as participants in the mainstream classroom of 25 peers. Academic involvement (i.e., clear expectations from the teachers, detailed syllabus, handouts, and in-class exercises) was a priority for both groups. Overall, both groups appreciated contact with their instructors and expressed a strong commitment to second semester persistence. In addition to analysis of the interview data and strong participant observation throughout the semester, institutional data were analyzed. Findings failed to support any institutional outcomesbased measures dealing with behavioral outcomes except for support for pursuit and attainment of a degree, in particular for part- and full-time developmental (remedial) and first-time-in-college students (FTIC).