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dc.contributor.authorClark, Jr., Ricky
dc.date2021
dc.date.accessioned2021-12-06T18:03:43Z
dc.date.available2021-12-06T18:03:43Z
dc.identifier.urihttp://hdl.handle.net/10898/12935
dc.description.abstractThe purpose of this qualitative single site case study was to examine the practices, policies, and programs at a university with exceptional graduation rates for students of color from low socioeconomic backgrounds. This study identified the impact of various departments, such as financial planning, recruitment and admissions, academic services, curriculum and instruction, and student services, on student persistence, from the perspective of both students of color as well as departmental leadership. This study also identified what students of color from low socioeconomic backgrounds perceived contributed to their success. The research question that guided this study was: How are the institutional factors of Swail’s (2003) Geometric Model of Student Persistence and Achievement implemented at a southern U.S. university with graduation rates for students of color from low socio-economic backgrounds that meet or exceed the national average graduation rate of 59 percent? The selected site was a private liberal arts institution in the southern region of the United States. The researcher conducted semi-structured interviews with faculty, staff, and students; campus observations; and document reviews. Hybrid thematic analysis (inductive and deductive) revealed that peer-to-peer mentoring and faculty/staff to student mentoring, supplemental instruction and tutoring, office or staff devoted to retention efforts, collaborative community campus environment, and consistent financial resources positively impacted the success of students of color from low socioeconomic backgrounds. This study may inform institutions of higher education of successful policies, practices, and programs that may influence persistence to graduate for students of color from low socioeconomic backgrounds. Implementation of the following may influence the success of students of color from low socioeconomic background: interdepartmental cross training, investment of additional time and resources into TRIO programs, creation or expansion of supplemental instruction and tutoring programs, create an office or train a staff member to address student retention, provision of consistent financial resources and education, provision of affinity group opportunities or safe space environments, and creation of a “community feel” on campus. Recommendations for further research include applying this research to various institutional types such as technical colleges, community colleges, HBCUs, Tribal Colleges or public institution; expand current research to include alumni perspective on student success; and expand current research focusing on individual academic departments or units to offer deeper understanding.
dc.publisherMercer University
dc.subjectEducational leadership
dc.subjectTift College of Education
dc.titleRaising the Bar: Institutional Action to Address College Graduation Rates for Students of Color from Low Socioeconomic Backgrounds
dc.typedissertationen_US
dc.date.updated2021-11-30T23:04:27Z
dc.language.rfc3066en
refterms.dateFOA2021-12-06T18:03:43Z
dc.contributor.departmentTift College of Education
dc.description.advisorGilmore , Allison
dc.description.committeeLarde, Pamela
dc.description.committeeMurfree, Samantha
dc.description.degreeD.Phil.


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