Student success in an urban community college: Applying the expertise model of student success

dc.contributor.advisorPadilla, Raymond V.
dc.contributor.authorMyers, Lana C.
dc.contributor.committeeMemberRodriguez, Maricela
dc.contributor.committeeMemberOliva, Mariela
dc.contributor.committeeMemberThompson, David
dc.date.accessioned2024-02-12T18:30:43Z
dc.date.available2024-02-12T18:30:43Z
dc.date.issued2008
dc.descriptionThis item is available only to currently enrolled UTSA students, faculty or staff. To download, navigate to Log In in the top right-hand corner of this screen, then select Log in with my UTSA ID.
dc.description.abstractThe Central City College (CCC) study responds to increasing accountability initiatives in higher education by applying Padilla's Expertise Model of Student Success (EMSS) to generate a qualitative perspective of the complex issue of community college student success. The research site for the study was a large urban, community college in the Southwestern United States, which serves more than 20,000 college credit students per semester. Participants included students, faculty members, counselors, and the college president. The research questions concerned the perceived barriers to student success as well as the "the body of knowledge and associated actions to overcome barriers to degree attainment" (Padilla, Treviño, Gonzalez & Treviño, 1997, p. 131). Once the data were collected from the participants, the researcher performed a comparative data analysis which reduced and interpreted the data through taxonomic analysis and concept modeling. As the relationships among the concepts were revealed, the concepts were incorporated into a graphical representation of a local student success model (LSSM) for CCC. The LSSM revealed that CCC students face four categories of barriers: financial, institutional, personal, and student isolation. These categories of barriers were separated into two distinct responsibility categories: institution centered and student centered. Further, students' responses to these barriers determine their success or failure at the college. Overall, the CCC study contributes to higher education scholarship by studying an under researched population, community college students, through a focus on student success rather than student departure. Moreover, by focusing on success rather than failure, the CCC study could help the research site increase student success rates in the future by providing the college with an opportunity to deploy resources to reduce or eliminate barriers to student success
dc.description.departmentEducational Leadership and Policy Studies
dc.format.extent160 pages
dc.format.mimetypeapplication/pdf
dc.identifier.isbn9780549917632
dc.identifier.urihttps://hdl.handle.net/20.500.12588/4836
dc.languageen
dc.subjectcommunity college
dc.subjectexpertise
dc.subjectstudent success
dc.subject.classificationCommunity college education
dc.subject.classificationHigher education
dc.subject.lcshCommunity college students -- United States
dc.subject.lcshCollege student development programs
dc.subject.lcshAcademic achievement
dc.subject.lcshEducational accountability
dc.titleStudent success in an urban community college: Applying the expertise model of student success
dc.typeThesis
dc.type.dcmiText
dcterms.accessRightspq_closed
thesis.degree.departmentEducational Leadership and Policy Studies
thesis.degree.grantorUniversity of Texas at San Antonio
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Education

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