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Involvement Theory: An Examination Of Community College Student-Athletes, Kaitlyn Marie Matthews
Involvement Theory: An Examination Of Community College Student-Athletes, Kaitlyn Marie Matthews
Theses and Dissertations
The purpose of this study was to assess selected community college student athletes' involvement in athletic and non-athletic activities at Rowan College at Gloucester County (RCGC). The researcher surveyed 67 student athletes at RCGC who competed during the spring 2017 semester. The subjects were administered a survey to measure their level of involvement, as well as their attitudes toward involvement at RCGC. Surveys were statistically analyzed to determine frequency, percentages, means, standard deviations, and significant correlations between selected demographics and specific involvement activities. The study provides insight on the attitudes of importance and satisfaction that student athletes at RCGC have …
The Role Of Resistance And Social Capital In Facilitating Latino/A College Success, Patricia Sánchez-Connally
The Role Of Resistance And Social Capital In Facilitating Latino/A College Success, Patricia Sánchez-Connally
Doctoral Dissertations
This dissertation examines the relationship between race and educational achievement among inner city, low income, first generation, and high achieving Latino/a students. Research on students of color has focused on cultural deficit models, which portray students as culturally deprived and proposes cultural assimilation as the solution (Nieto 2010; Delpit 2006; Solórzano & Yosso 2002). As a way to contest these models, I describe the role of Academic Support & College Readiness Program (ASP) as a place where community cultural wealth (Yosso 2005) is being created and transferred. Community cultural wealth is an alternative concept that uses Critical Race Theory (CRT) …
The Influence Of Academic Momentum And Associate Degree Credit Requirements On Community College Student Degree Completion, Daniel Knox
Legacy Theses & Dissertations (2009 - 2024)
This study addresses gaps in the theoretical and policy literature by examining the relationship between associate degree program credit requirements and four student outcomes: associate degree attainment, time to degree, final associate degree grade point average, and persistence. Using student unit record data, a longitudinal quantitative study of a cohort of community college students was conducted for the observational period of fall semester 2011 through winter semester 2016, in order to determine if community college students enrolled in academic programs with higher minimum credit requirements have different outcomes than students in programs with lower minimum credit requirements.