Policies and Programs for the Retention of Underrepresented Students in a Southeastern Technical College
Location
Room 217
Proposal Track
Research Project
Session Format
Presentation
Abstract
This single-site case study sought to explore the problem of low retention among underrepresented students in the technical college sector. Data show that while enrollment has continued to increase among two-year institutions in the southeastern United States, degree completion rates at these colleges remain despairingly disproportionate. The purpose of this study was to examine the retention policies and programs of a technical college in the Southeast with a student population comprised of a majority of underrepresented students, which had maintained retention rates comparable to the four-year public institutions in the region. A qualitative, single-site case study research approach was employed to examine retention policies and programs at the case study site. The researcher conducted interviews, observations and a review of documents to collect data.
The central research question which guided this study was: What policies and programs does a technical college in the southeastern United States, with a student body comprised of a majority of underrepresented students implement to maintain retention rates comparable to those of the four-year institutions in the region?
Additional questions that guided the research include,
1. How do chief admissions and enrollment officers describe the retention policies and programs implemented within the institution?
2. What policies and programs are implemented to promote degree attainment for underrepresented students?
3. How are retention policies and programs institutionalized?
Four major themes and sixteen minor themes were identified. Each of the four major themes, 1)The Role of Faculty in Student Retention Policies, 2) Community Partnerships and External Environmental Factors, 3) Personalizing the Student Experience; and 4) Retention as a Shared Goal answered the central research question . Among the recommendations for future research was conducting a multi-site case study to enable researchers to compare and contrast the retention practices and programs of multiple institutions.
Keywords
Retention, Higher education, Educational leadership
Recommended Citation
Wyatt, Jymmyca, "Policies and Programs for the Retention of Underrepresented Students in a Southeastern Technical College" (2014). Georgia Educational Research Association Conference. 71.
https://digitalcommons.georgiasouthern.edu/gera/2014/2014/71
Policies and Programs for the Retention of Underrepresented Students in a Southeastern Technical College
Room 217
This single-site case study sought to explore the problem of low retention among underrepresented students in the technical college sector. Data show that while enrollment has continued to increase among two-year institutions in the southeastern United States, degree completion rates at these colleges remain despairingly disproportionate. The purpose of this study was to examine the retention policies and programs of a technical college in the Southeast with a student population comprised of a majority of underrepresented students, which had maintained retention rates comparable to the four-year public institutions in the region. A qualitative, single-site case study research approach was employed to examine retention policies and programs at the case study site. The researcher conducted interviews, observations and a review of documents to collect data.
The central research question which guided this study was: What policies and programs does a technical college in the southeastern United States, with a student body comprised of a majority of underrepresented students implement to maintain retention rates comparable to those of the four-year institutions in the region?
Additional questions that guided the research include,
1. How do chief admissions and enrollment officers describe the retention policies and programs implemented within the institution?
2. What policies and programs are implemented to promote degree attainment for underrepresented students?
3. How are retention policies and programs institutionalized?
Four major themes and sixteen minor themes were identified. Each of the four major themes, 1)The Role of Faculty in Student Retention Policies, 2) Community Partnerships and External Environmental Factors, 3) Personalizing the Student Experience; and 4) Retention as a Shared Goal answered the central research question . Among the recommendations for future research was conducting a multi-site case study to enable researchers to compare and contrast the retention practices and programs of multiple institutions.
