Black and Latinx College Graduates' Perceptions of the Practices, Structures, and Policies That Support College Persistence and Completion

Autor/in	Murren-Holder, Tracee
Titel	Black and Latinx College Graduates' Perceptions of the Practices, Structures, and Policies That Support College Persistence and Completion
Quelle	(2022), (158 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Sage Graduate School
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3776-2503-2
Schlagwörter	Hochschulschrift; Dissertation; Academic Persistence; African American Students; Hispanic American Students; College Preparation; College Graduates; Attitudes; School Policy; High Schools; Colleges; Student Attitudes; Dual Enrollment; Social Development; Academic Education; Academic Support Services; School Role; Career Exploration; Educational Counseling; Extracurricular Activities; Graduation Rate; Mentors + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Hochschulabsolvent; Hochschulabsolventin; Attitude; Einstellung; Verhalten; Schulpolitik; High school; Oberschule; College; Hochschule; Fachhochschule; Schülerverhalten; Doppelstudium; Soziale Entwicklung; Akademische Bildung; Berufserkundung; Educational counselling; Educational guidance; Bildungsberatung; Erziehungsberatung; Außerunterrichtliche Aktivität
Abstract	This qualitative phenomenological study was designed to understand the factors that contribute to college persistence and completion for Black and Latinx students in the northeastern United States. Additionally, the researcher aimed to understand how high school and college preparation structures and policies contribute to college completion rates as indicated by the conference of a bachelor's degree from an accredited higher learning institution. To investigate college graduates' perceptions about the policies and practices that aided them in their ability to graduate, the researcher interviewed twenty college graduates who identified as Black and or Latinx and graduated with a bachelor's degree from an accredited college or university between 2014 and 2021. Four key findings emerged from this study, including Black and Latinx college graduates' belief that their enrollment in college-level courses during high school was critical to their success in college. Additionally, Black and Latinx college graduates benefitted from a strong academic and social foundation in high school. Furthermore, it was determined that access to support structures while in college was critical to participants' ability to persist to graduation. Lastly, it was found that high schools should utilize college preparation structures and career exploration opportunities to increase college persistence among Black and Latinx students. Several conclusions were reached based on this study's findings. High schools that build college awareness for students and families through enrollment in college-level courses, career exploration opportunities, and effective advisement positively impact Black and Latinx students' ability to transition to and subsequently graduate from college. Moreover, extracurricular participation positively influences Black and Latinx students' college graduation rates. Additionally, it was determined that mentorship opportunities and access to college support structures such as holistic advisement, tutoring, and remedial or supplemental programming positively impacts graduation rates for Black and Latinx 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.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01