Date of Conferral

2020

Degree

Ph.D.

School

Education

Advisor

Cheryl Keen

Abstract

Hispanic learners have lagged behind their White peers by about 7% in completing an associate degree within 3 years, a lag in completion that has closed to some degree over the decade of 2004 to 2014 but still persists. Since the percentage of Hispanic learners who are adults is increasing, the impact of the lag on this demographic could further increase. The purpose of this basic qualitative study was to examine the expectations Hispanic adult learners have regarding supports a community college provides, especially if it aspires to be designated as a Hispanic Serving Institution. The conceptual framework consisted of Yosso’s community cultural wealth model and Terenzini and Reason’s college experience model. The 2 research questions addressed what expectations of community college supports Hispanic adult learners have when perceived from a community and cultural perspective as well as what supports Hispanic adult learners who have been in a community college for at least 1 semester perceive would help them persist to graduation. The interview responses of 8 students 25 years old or older were coded in search of emergent themes. The findings showed that Hispanic adult learners expect supports to assist them in establishing a connection with their culture and their campus, furthering family involvement, and assisting Spanish-speaking students. They also need language supports, tutoring, student orientation and hospitality, flexibility in scheduling classes and due dates, and childcare. The results of this study may be used by administrators, staff, professors, and community members to help adult Hispanic students’ complete community college, which may positively affect their socioeconomic status.

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