Concordia University St. Paul DigitalCommons@CSP Concordia University Portland Graduate CUP Ed. Dissertations Research Summer 7-1-2019 Stepping Stone or Road Block: An Evaluation of Community Colleges in the Midwest to Improve Attrition and Graduate Percentages of African American Students Tamela Odom Concordia University - Portland, missto227@gmail.com Follow this and additional works at: https://digitalcommons.edu/cup_commons_grad_edd Part of the Adult and Continuing Education Commons, Community College Leadership Commons, Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, and the Higher Education Commons Recommended Citation Odom, T. Stepping Stone or Road Block: An Evaluation of Community Colleges in the Midwest to Improve Attrition and Graduate Percentages of African American Students (Thesis, Concordia University, St.
Retrieved from https://digitalcommons.edu/ cup_commons_grad_edd/337 This Dissertation is brought to you for free and open access by the Concordia University Portland Graduate Research at DigitalCommons@CSP. It has been accepted for inclusion in CUP Ed. Dissertations by an authorized administrator of DigitalCommons@CSP. For more information, please contact digitalcommons@csp.
Concordia University - Portland CU Commons Ed. Dissertations Graduate Theses & Dissertations Summer 2019 Stepping Stone or Road Block: An Evaluation of Community Colleges in the Midwest to Improve Attrition and Graduate Percentages of African American Students Tamela Odom Concordia University - Portland Follow this and additional works at: https://commons.edu/edudissertations Part of the Adult and Continuing Education Commons, Community College Leadership Commons, Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, and the Higher Education Commons CU Commons Citation Odom, Tamela, "Stepping Stone or Road Block: An Evaluation of Community Colleges in the Midwest to Improve Attrition and Graduate Percentages of African American Students" (2019).edu/edudissertations/350 This Open Access Dissertation is brought to you for free and open access by the Graduate Theses & Dissertations at CU Commons. It has been accepted for inclusion in Ed. Dissertations by an authorized administrator of CU Commons.
For more information, please contact libraryadmin@cu-portland. Concordia University–Portland College of Education Doctorate of Education Program WE, THE UNDERSIGNED MEMBERS OF THE DISSERTATION COMMITTEE CERTIFY THAT WE HAVE READ AND APPROVE THE DISSERTATION OF Tamela Odom CANDIDATE FOR THE DEGREE OF DOCTOR OF EDUCATION Neil Mathur, Ed., Faculty Chair Dissertation Committee Daniel Shepherd, Ed., Content Specialist Alicia Holland, Ed., Content Reader Stepping Stone or Road Block: An Evaluation of Community Colleges in the Midwest to Improve Attrition and Graduate Percentages of African American Students Tamela Odom Concordia University–Portland College of Education Dissertation submitted to the Faculty of the College of Education In partial fulfillment of the requirements for the degree of Doctor of Education in Transformational Leadership Neil Mathur, Ed., Faculty Chair Dissertation Committee Daniel Shepherd, Ed., Content Specialist Alicia Holland, Ed., Content Reader Concordia University–Portland 2019 Abstract The path towards higher education is not the same for all. The purpose of this qualitative case study was to explore why African American students enroll into community college in the Midwest at higher percentages than any other racial group but persist to graduation at the lowest percentages. Factors that prohibit African American students from persisting toward graduation and eventual degree completion from a 2-year college were uncovered through interviews conducted with participants on community college campuses throughout the Midwest.
Considering the findings of this study, it is suggested that professors and instructors use classroom interactions and instructional opportunities to provide mentorship to African American students that will support focus and ignite the determination to graduate. Additionally, career and life coaching should be offered to assist African American students toward graduation. Together these components of mentorship and assistance can encourage African American students to overcome the obstacles they face in reaching their goal to graduate. Keywords: community college, two-year college, minority college students, low income, student motivation, qualitative study, African American college students.
2 Dedication The steps of a good man are ordered by the LORD: and he delighteth in his way. Psalm 37:23 I dedicate this work to God who gave me the strength, the plan, and the insight to complete this task. There were many times along the way I needed His divine guidance. I felt His presence every step of the way and I am grateful.
To the spiritual leaders in my circle who prayed for me without ceasing and were with me every step of the way: Reverend Jackie Jordan and Elder Russell Thompson. I pray that God grants you the desires of your hearts for your support of me throughout this endeavor. 3 Acknowledgements I would like to thank my dissertation chair Dr. Neil Mathur for his support and guidance.
Thank you to those who served on my committee, Drs. Daniel Shepherd and Alicia Holland for your thought-provoking critiques and knowledge shared throughout the dissertation process. Thank you to my friend and sister in Christ State Senator Patricia Van Pelt-Scott who has been such an inspiration to me. I found motivation in your stories and lessons learned on your pursuit of your doctoral degree.
Thank you for helping me stay the course until the very end. Thank you, Captain Mark Stevenson, for staying with me on this long journey. Thank you, Dr. Kevin Hylton, for your reminders that this work was bigger than me because it can possibly help African-American students challenged with finding the pathway out of hopelessness.
I am forever grateful for your encouragement. To all who supported me in your special way, thank you. This completion process was not a standalone task. It took a village and I am thankful for being blessed with such an awesome one.
Now I can say, it is finished. 4 Table of Contents Abstract. 4 Appendix D: Statement of Original Work………………………………………………………………. 5 List of Tables.
8 List of Figures. 1 Background, Context, History, and Conceptual Framework for the Problem. 2 Statement of the Problem. 6 Purpose of the Study.
7 Definitions of Terms. 10 Assumptions, Delimitations, and Limitations. 14 Chapter 2: Literature Review. 15 Title Searches and Resources.
15 Historical Context of 2-Year-Colleges. 19 Review of Research Literature and Methodological Literature. 27 Review of Methodological Issues. 31 5 Synthesis of Findings.
34 Critique of Previous Research. 42 Purpose and Design of the Study. 42 Research Population and Sampling Method. 45 Identification of Attributes.
46 Data Analysis Procedures. 46 Limitations of the Research Design. 52 Chapter 4: Data Analysis and Results. 53 Description of the Sample.
55 Description of Participants. 56 Research Methodology and Analysis. 59 Summary of the Findings. 78 6 Chapter 5: Discussion and Conclusion.
79 Summary of the Results. 80 Discussion of the Results. 81 Discussion of Results in Relation to the Literature. 88 Implication of the Results for Practice, Policy, and Theory.
89 Recommendation for Further Research. 96 Appendix A: Community College Student Demographics Questionnaire. 116 Appendix B: Community College Student Interview Questions. 118 Appendix C: Consent Form.
120 Appendix D: Statement of Original Work……………………………………………………………….123 7 List of Tables Table 1. Participant Age Ranges. Participant Academic Status and Levels. Participant Aid Types.
62 8 List of Figures Figure 1. Median incomes of college graduates and non-college graduates, 2017 American Community Survey (U. Trend of jobs requiring a college degree in the near future, American Community Survey, 2017 (U. Vincent Tinto’s Model of Student Retention.
College readiness by ethnicity (ACT, 2017). Examples of Academic and Social Integration. 28 9 Chapter 1: Introduction The expansion of higher education in the United States since World War II has impacted social and economic matters such as financial independence, wealth attainment, race and ethnicity, and social class (Liu, 2011). Though the opportunity to earn a college degree is widely available, the pathway to this opportunity is not afforded equally to all, specifically to African American students (Liu, 2011).
Between 2000 and 2014, the percentage of African American students enrolled in college rose from 11. Department of Education, 2016). Although African American student enrollment has consistently increased, their college graduation rates still trail other racial groups. In 2017, 48% of African American students were enrolled in community colleges nationwide.
Additionally, 35% of African American students completed the requirements to earn a 2-year college degree, which was lower than Caucasian students at 57.7% and Hispanic students at 59. According to Blackwell and Pinder (2014) African American students have higher aspirations to attend college than students of any other race, but high aspirations are not enough to produce more college graduates. College success can be demanding for all students regardless of race, ethnicity, gender, and socioeconomic background; however, the demand tends to be greater for many African American students (McGlynn, 2014). Providing African American college students with academic and social support; classroom instruction by sensitive instructors; quality tutoring, guidance, and mentorship; exposure to off campus enrichment programs; goal setting skills and learning techniques; and attainments of better cognitive development increases this population of student’s opportunity for college degree attainment (Fleming, 2012).
Based on increased college dropout rates and inaccurate institution and program matching, 2-year degree programs may be a better degree- 1 attainment pathway for some African American students, and the opportunity to gain the skills needed for career advancement. According to former President Barack Obama (2016), “Real opportunity requires every American to get the education and training they need to land a good- paying job.” For some people, a college degree represents a way out of an impoverished community of violence, crime, and hopelessness because of more opportunities for advancement (Crawford, 2016). Political, social, and economic empowerment are oftentimes afforded to college graduates than non-graduates (Wilson, 2006). This qualitative, case study explored factors affecting African American students’ ability to complete a 2-year degree and gain the skills for better economic opportunities.
This study is an opportunity to uncover the unique obstacles presented to African American students and to determine ways to help overcome these obstacles to increase 2-year degree attainment. Background, Context, History, and Conceptual Framework for the Problem Junior colleges, later referred to as community colleges, were initially conceived to better prepare high school graduates for the academic rigor of a baccalaureate degree program (Beach, 2016). Community colleges have been the college selection of choice for African American students for decades. Some of the reasons for this choice include cost, background, academic skillset, high school performance, and proximity to home and work (Iloh & Toldson, 2013).
With more available opportunities for financial aid for low-income students and the GI Bill which allows millions of military veterans to earn a college degree, open access to a college education is no longer reserved for the wealthy. As a result, most college classrooms across the nation reflect the American population of students of color, first generation college students, and students from diverse economic and academic backgrounds (Jones, 2013). 2 Many low-income African American students are encouraged to earn a college degree as a solution to reduce poverty and close wealth gaps in comparison to other ethnic groups in the United States. African Americans overall have made some progress; however, the unemployment rate amongst African Americans is nearly double that of Caucasians; many still see education as the key to upward social mobility (Strayhorn, 2011).
According to Pendergrass (2011), African Americans are significantly impacted by unemployment and underemployment in the United States. As a result, this population of Americans is at greater risk of experiencing poor mental health, depression, anxiety, uncertainty about the future, anger, shame, and threatened identity. According to O’Banion (2019) community colleges can be a viable option for higher education for a diverse population of learners, but is minimally effective because overall, community colleges in the United States do not have a clear mission. Over 100 years of history, community colleges have evolved to postsecondary institutions focusing on liberal arts, developmental, workforce, community, and general education or general studies (O’Banion, 2019).
This constant change of focus could point to one of the factors hindering an increase in overall graduation percentages.