Date of Conferral

2022

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Mary Lou Morton

Abstract

Research into community college (CC) education shows low percentages of student persistence in many CCs in the United States. The problem addressed in this study was the low rate of students completing CC in a southeastern state and across the United States. Many CC organizations are not meeting graduation standards set forth by accrediting bodies. The purpose of this basic qualitative study using open-ended interview questions was to explore CC faculty’s (CCF) perceptions regarding their role in CC student persistence to complete the CC program. Currently furloughed CCF of this CC were interviewed to gather data on their perceptions. The conceptual framework that was used to guide this study are Reason’s theory of the student matters and Tinto’s theory of student departure. Key research questions were used to explore how faculty members perceive their role in student completion and what CCF perceive as motivating factors supporting student persistence. A basic qualitative method with interviews of seven CC faculty members was used in this study. Data were analyzed using open coding of interview transcripts. Findings revealed that participants felt that support of students was seen as an overarching role of the CCF. Additional themes developed were an under-preparedness by the organization of both CCF and students, negative student response to extrinsic factors usually resulting in withdrawal from the CC, and the noted importance of interpersonal interactions in the CC classroom. The findings of this study may be used by CCs to better prepare CCF to support greater student persistence and to improve graduation rates. Both of these can lead to positive social change by both providing a better prepared and qualified workforce as well as affording career and steady income opportunities to our community members.

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