An Exploration of Persistence among Successful Low-Income Community College Students in North Carolina

Autor/in	Spriggs, Janet Nichols
Titel	An Exploration of Persistence among Successful Low-Income Community College Students in North Carolina
Quelle	(2018), (208 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northeastern University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3558-1080-6
Schlagwörter	Hochschulschrift; Dissertation; Community Colleges; College Students; Low Income Students; Academic Persistence; Phenomenology; Success; Student Personnel Services; Academic Support Services; Performance Factors; Barriers; Coping; Student Experience; Intervention; School Holding Power; North Carolina + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Community college; Community College; Collegestudent; Phenomenological psychology; Phänomenologie; Psychologie; Erfolg; Leistungsindikator; Bewältigung; Studienerfahrung
Abstract	Community colleges serve as entryways to higher education and a sustainable future for tens of thousands of students in the United States each year and are designed to provide affordable access to education, particularly for lower-income individuals. Within the United States, postsecondary student completion is a significant issue in academia, and it presents problems of greater societal consequence. Community college students face numerous inherent risk factors, and barriers and institutions provide student support services and intervening programs to help students overcome barriers to persistence. Therefore, the purpose of this Interpretative Phenomenological Analysis (APA) study was to understand the experiences of successful low-income community college students at one of the 58 two-year, public community colleges in North Carolina. This study was a guided by this research question: How do low-income community college students who are within six months of completing their degrees make sense of and explain their academic success? By helping colleges understand which services and interventions are effective at strengthening the success of lower-income students, this study informs the provision of support systems in place for low-income community college students and helps student services practitioners create and enhance programs that will help low-income students stay in school and graduate. This study shows that the imprint of growing up low-income ultimately impacts students' postsecondary choices and their reactions to barriers jeopardizing their ability to persist. This study also affirms the importance of supportive relationships and the impact of positive institutional support systems. [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.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01