Date of Award
Summer 7-1-2019
Document Type
Dissertation
Degree Name
Doctorate of Education, Ed.D.
College
College of Education
Department
Education
First Advisor
Neil Mathur, Ed.D.
Second Advisor
Daniel Shepherd, Ed.D.
Third Advisor
Alicia Holland, Ed.D.
Abstract
The path towards higher education is not the same for all. The purpose of this qualitative case study was to explore why African American students enroll into community college in the Midwest at higher percentages than any other racial group but persist to graduation at the lowest percentages. Factors that hinder African American students from persisting toward graduation and eventual degree completion from a 2-year college were uncovered through interviews conducted with participants on community college campuses throughout the Midwest. Considering the findings of this study, it is suggested that professors and instructors use classroom interactions and instructional opportunities to provide mentorship to African American students that will support focus and ignite the determination to graduate. Additionally, career and life coaching should be offered to assist African American students toward graduation. Together these components of mentorship and assistance can encourage African American students to overcome the obstacles they face in reaching their goal to graduate.
Recommended Citation
Odom, T. (2019). Stepping Stone or Road Block: An Evaluation of Community Colleges in the Midwest to Improve Attrition and Graduate Percentages of African American Students (Thesis, Concordia University, St. Paul). Retrieved from https://digitalcommons.csp.edu/cup_commons_grad_edd/337Included in
Adult and Continuing Education Commons, Community College Leadership Commons, Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Higher Education Commons