Community College Faculty Perceptions of Their Role in Closing Equity Gaps

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Autor/in	McCutchen, Gabrielle
Titel	Community College Faculty Perceptions of Their Role in Closing Equity Gaps
Quelle	(2023), (146 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, North Carolina State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3796-5998-1
Schlagwörter	Hochschulschrift; Dissertation; Community Colleges; College Faculty; Teacher Attitudes; Student Needs; Minority Group Students; Equal Education; Teaching Methods; Community College Students; African American Students; Hispanic American Students; Financial Needs; Food; Transportation; Acceleration (Education); Teacher Role; Inclusion; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Community college; Community College; Fakultät; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Community colleges; College students; Collegestudent; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Lebensmittel; Verkehrswesen; Acceleration; Beschleunigung; Lehrerrolle; Inklusion; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Higher education is critical to the earnings potential and other outcomes for Black/African Americans and Hispanic/Latinx Americans (Carnavale & Strohl, 2013) who attend community college at higher rates than any other type of institution of higher education (CCRC, 2021). However, they graduate at lower rates than White and Asian students; only 28% of Black/African American students and 36% of Hispanic/Latinx students who started community college in 2014 graduated with a credential from a two-year or four-year institution in six years (CCRC, 2021). Community college practitioners have created new programs to support students' financial and academic needs, including food pantries, transportation benefits, accelerated developmental education, and guided pathways. These efforts help individual students, but community college faculty must also examine and innovate their teaching practices to close the persistent equity gaps for Black/African American and/or Hispanic/Latinx students (Bensimon, 2007; Stout, 2018). While community college faculty make up 13% of all "instructional staff" employed in higher education in the United States (IPEDS, 2020), there is limited research on the impact community college faculty have on student outcomes (Bustillos et al., 2011) and the overall community college faculty professional experience (Levin, 2018; Townsend & Twombly, 2007), including community college faculty perceptions of their roles in closing equity gaps for Black/African American and/or Hispanic/Latinx students. The purpose of this qualitative case study was to increase understanding of the perceptions community college faculty hold of their role and their institution's role in closing equity gaps in graduation rates for Black/African American and/or Hispanic/Latinx students. The Socio-Ecological Outcomes (SEO) Model (Harris & Wood, 2016), and specifically the model's noncognitive, academic, environmental, and campus ethos domains, served as the framework through which community college faculty perspectives were organized and analyzed. Interviews with community college faculty who were employed at a community college that has made several institutional efforts to support minoritized students, including creating and staffing an Office of Equity and Inclusion, creating an equity action plan, and supporting employee participation in Racial Equity Institute training revealed six findings. The findings included the (a) the importance of the community college faculty role in student success, (b) the dynamism of the community college faculty role, (c) the limitations of the community college faculty role in closing equity gaps, (d) the emphasis community college faculty put on good teaching practices to close equity gaps, (e) the value of community college faculty-student interactions, and (f) the role of community college faculty as internal validating agents. These findings were analyzed within the context of the case study approach and relevant literature to reveal conclusions and recommendations for practitioners and future research. [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