Graduate Thesis Or Dissertation
 

An Exploration on How Institutional Practices and Support Systems Support or Hinder Community College Basic Skills Students Transitioning to Postsecondary Education: A Case Study

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  • Many jobs in the United States have shifted to requiring education beyond high school credentials. Many potential workers are enrolled in pre-postsecondary education, or basic skills. A small percentage of students transition from basic skills to postsecondary education. Research identifies key institutional practices and supports have shown to increase transitions, but most prior research only looks at one or two practices. This single case study used an equity lens to explore how institutional practices and support systems supported or hindered student transitions from basic skills to postsecondary coursework in a comprehensive community college. An explanatory case study was used to begin to explain how and why institutional practice and support systems in place either support or hinder student transitions. Five propositions were identified and used to narrow the scope of the study and acted like a blueprint during the data collection and analysis. Sub questions were included for each study proposition to surface institutional racism and inequality regimes at the institution. Data from interviews, observations, and document analysis were used in this study. A transition receptive culture is presented that may be used by practitioners and college administrators in developing practices and policies that support students in transitioning from basic skills to postsecondary coursework.
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  • Pending Publication
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  • 2020-05-08 to 2022-06-09

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