Date of Award

Winter 2-7-2019

Document Type

Dissertation

Degree Name

Doctorate of Education, Ed.D.

College

College of Education

Department

Education

First Advisor

Floralba Arbelo Marrero, Ed.D.

Second Advisor

Aaron Cooley, Ph.D.

Third Advisor

Anastasia D'Angelo, Ed.D.

Abstract

The academic standards and policies of institutions of higher education consider student underachievement, among the other aspects of education. Academic standing addresses the probation status designed to intervene and inform students who are unable to meet certain academic institutional standards. However, there is a lack of research discussing the experiences of community college students on academic probation (AP). This qualitative case study explored the perceptions of Latino college students experiences with AP at a large community college on the west coast of the United States. Specifically, the transitions of Latino students to college as previous studies have demonstrated that their difficult experiences during their first year of college determine whether they are placed on AP or drop out. Transition Theory and Student Departure Theory guide this research. Moreover, the data collection and analysis characterize the participants’ experiences from which recommendations for the academic community were developed. Findings reveal that students experience stress during AP intervention and do not receive either enough academic support or knowledge on institutional policies before the intervention takes place. These findings can help higher education institutions understand the obstacles of students, especially Latino college students on AP, in maintaining the required academic standards and consequently assist them to retain and persist to complete their degree like their counterparts.

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