عنوان

Against the Odds:

Number

TLpq2394959004

.Language of Text, Soundtrack etc

انگلیسی

Title Proper

Against the Odds:

General Material Designation

[Thesis]

First Statement of Responsibility

Collins, DeNeen K.

Title Proper by Another Author

The Lived Experiences of Students of Color at a Private Midwestern Christain Liberal Arts University

Subsequent Statement of Responsibility

Moore Clemons, Kristal

Name of Publisher, Distributor, etc.

Northeastern University

Date of Publication, Distribution, etc.

2020

Specific Material Designation and Extent of Item

111

Dissertation or thesis details and type of degree

Ed.D.

Body granting the degree

Northeastern University

Text preceding or following the note

2020

Text of Note

In the 21st century, a vast majority of students who enter college will not graduate. Traditionally marginalized, students of color are the largest population not being retained. This study was conducted to understand the life experiences of racially marginalized students who have navigated their way to persistence against the odds within a six-year period. The purpose of this study was to investigate students who entered and stayed in school. Observing how students remained will aid in giving incoming students a chance at academic success. Researching this topic is vital because in 2018 over 60% of U.S. jobs required a college degree (Dyce, Albod, & Long, 2013). By analyzing the lived experiences of those students who persisted against the odds, examining cues, signs, and experiences could help future students. It is also time that administrators and faculty understand what challenges students of color may face in their educational pursuits. Interpretive Phenomenological Analysis (IPA) was the methodology used for this study with Critical Race Theory (CRT) as its backdrop. The participants in this study comprised nine male and female students of color between the ages of 18-24, who attended the same university from freshman to senior year. Data collection resulted from personal interviews. The study found that marginalized students relied on multifaceted coping tactics to achieve persistence. After synthesis of data, it was discovered that themes settled into three overarching categories: critical race issues, social integration related issues and religious fit. This research exhibited that there is no one size fits all retention initiative to keep students enrolled until graduation. It will take a strong, consistent, intentional administration that is committed to educational equity and can build a community that supports a student's need to create individual coping tactics. That is the only way to address the retention problem of practice.

Completion rates

Critical Race Theory

Drop out

Education

Student persistence

Student success

Collins, DeNeen K.

Moore Clemons, Kristal

Electronic name

p

[Thesis]

276903

a

Y