Date of Conferral







Dr. Neal McBride


This research attempted to determine whether faculty instructors’ employment status played a role in the success of students who are not college ready. The purpose of this study was to determine whether developmental English faculty instructors’ employment status had an effect on grades in a freshman composition course (English 101) among community college students while using functional role theory as the theoretical foundation. The quantitative study utilized two-way analysis of covariance. The research used archival data for 2,364 community college students to determine if employment status and gender differences among developmental English faculty instructors had an effect on subsequent grades in English 101. There was a significant difference in English 101 course grades among college students who previously completed developmental English courses, depending on the gender of developmental English faculty instructors (female instructors giving higher mean course grades), when controlling for student placement test scores and ages. The overall model was statistically significant, F(5,2358) = 2.66, p = .02, but accounted for less than 1% of the variance (η2 = .006) of the student’s English 101 course grade. Following the framework of function social theory, the role of the part-time and full-time instructors’ interaction with the student was important to the role of the student’s success. This research informs educational leaders with insights into future faculty instructor-related studies thus contributing to potentially increasing the number of students who complete a college degree program. Future research should determine some of the key qualities of creating these important instructor and student’s interactions leading to a positive social change for the community college population.

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