Literaturnachweis - Detailanzeige
| Autor/in | Annunziata, Margaret Hayes |
|---|---|
| Titel | Increasing Institutional Capacity for Equity: Understanding Students' Experiences to Identify Practices That Promote Equitable Outcomes |
| Quelle | (2018), (133 Seiten)
PDF als Volltext Ed.D. Dissertation, Wingate University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-0-4380-8395-0 |
| Schlagwörter | Hochschulschrift; Dissertation; Capacity Building; Equal Education; Student Experience; Outcomes of Education; Community Colleges; Two Year College Students; Achievement Gap; Low Income Students; Minority Group Students; Disproportionate Representation; Teacher Attitudes; School Personnel; Ethnicity; Learner Engagement; Student Attitudes; Teacher Student Relationship; Student College Relationship; Remedial Mathematics; North Carolina |
| Abstract | In 2012, the American Association of Community Colleges (AACC) released a monumental report stating that the American Dream was at risk due to a swelling population of citizens who lack the education and skills to meet the demands of the 21st century (American Association of Community Colleges [AACC], 2012). The Commission's report, "Reclaiming the American Dream," further acknowledged that among students pursuing higher education, achievement gaps among students of differing income, racial, ethnic, and gender groups are "unacceptably wide" (AACC, 2012). This places low-income students and students of color who are traditionally underrepresented in higher education at an even greater disadvantage for developing the skills needed to fulfill their own American dreams (AACC, 2012). This study utilized a mixed-methods research design to understand students' experiences at Davidson County Community College as a function of ethnicity, as well as faculty and staff perceptions of student engagement and the presence of an equitable environment across the college. Student and faculty perceptions of engagement, student outcomes in a redesigned approach to developmental mathematics, and student-recognized supports that enhance successful course completion were examined as a foundation from which to design additional interventions and enhance existing supports that lead to increased course success and credential completion. Results of the study indicate that student perceptions of their engagement with faculty differed by race/ethnicity, as did perceptions of the quality of the student-faculty relationships. Student success outcomes in developmental mathematics, previously demonstrating limited effectiveness of instruction in remedial math courses, increased significantly and eliminated achievement gaps following the redesigned approach through the College Transition Center. Additionally, students recognized key characteristics of support practices that enhanced their course success and feelings of connectedness to the college. [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). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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