Date of Conferral

2022

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Kelly Hall

Abstract

AbstractThe role of intrusive advising in the persistence of community college students has not been well-studied even though intrusive advising has been touted as a practice to improve retention in U.S. community colleges. Student retention is important for sustaining community colleges that serve as open admissions institutions because they are increasingly dependent on tuition revenue, especially in an era of reduced state and federal funding. Retaining students also helps improve the educational attainment in the geographic area the community college serves. The purpose of this basic qualitative inquiry was to explore the role of intrusive advising on retaining students. Bandura’s triadic reciprocal causation model and Tinto’s model of student integration were used to conceptually frame the study. The research questions guiding the basic qualitative inquiry focused on students’ experiences with intrusive advising and how intrusive advising influences students’ persistence in college. The study involved semi-structured interviews with a purposeful sample of eight student participants who had experience with intrusive advising. Inductive thematic analysis yield 10 axial categories and five themes: environmental experiences and support; internal and external factors; feeling valued as a student; growth; and, impact of intrusive advising. Discrepant cases were included in the results. The findings overall revealed that intrusive advising had a positive impact on students’ decision to persist. The results of study may effect social change by informing the practice of academic advising, informing advising policy, advancing the study of advising as teaching, and adding to the literature about intrusive advising as a practice to improve persistence among community college students.

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