A Correlation Study of College's Retention Policies and Immigrant Student Success

Autor/in	Williams Louis, Chimene
Titel	A Correlation Study of College's Retention Policies and Immigrant Student Success
Quelle	(2022), (138 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, St. Thomas University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-4387-5516-6
Schlagwörter	Hochschulschrift; Dissertation; School Holding Power; School Policy; Immigrants; Two Year College Students; Grade Point Average; Gender Differences; Sex; Educational Attainment; Academic Persistence + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Schulpolitik; Immigrant; Immigrantin; Immigranten; Geschlechterkonflikt; Geschlecht; Geschlechtsverkehr; Bildungsabschluss; Bildungsgut
Abstract	The value of a college degree has grown significantly for both society and individuals over the last decades. Research shows a large earning gap between individuals with a high school diploma or GED and higher education levels. Many individuals start their postsecondary journey with a public institution. Community colleges must design academic curricula and strategies to produce planned and comprehensible paths, with built-in improvement monitoring and feedback along the way. This quantitative correlational study aimed to discover the relationship between retention policies and immigrant students 'success in attending community colleges. Families rely on community colleges to create comprehensive policies and provide resources beneficial to their children's school and workforce success. Although federal policies have long posed barriers for immigrant students' educational attainment, they strive to further their education, hoping that things will change in the future. Immigrant students attend community colleges with temporary legal permission, legal permanent residency, or by becoming citizens. Most immigrant students do not gain an easy path to live in the United States legally. Still, studies demonstrate that attending a higher education institution is the best way to succeed. This study set out to examine whether a relationship exists between student success and GPA, between student success and gender, and if a relationship exists between retention and academic progress concerning immigrant students. If there is a relationship, this will be another tool to identify immigrant students who needed extra support from the community colleges and the faculty before they dropped out of college. Out of the 700 students, there were 435 females and 265 males. The result demonstrated that 435 persisted and graduated in 2019, and 265 continued despite their low GPA. It appeared that Bourdieu's theory could be beneficial to higher education officials in recognizing students who may need further support. The study results will enable researchers to investigate different retention strategies that community colleges can use to help immigrant students. Furthermore, this study has practical implications for higher education institution personnel, including faculty, admissions personnel, student service personnel, and community support. [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	2024/1/01