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Full-Text Articles in Education
The Problematic Myth Of Student Affairs Attrition: A Regression Analysis, Myles Surrett
The Problematic Myth Of Student Affairs Attrition: A Regression Analysis, Myles Surrett
All Dissertations
In this study, I investigated a commonly held belief in the field of higher education student affairs. Scholars have claimed 50% of student affairs professionals leave the field within five years (Artale, 2019; Davis & Cooper, 2017; Dinise-Halter, 2017; Frank, 2013; Renn & Hodges, 2007; Silver & Jakeman, 2014). Many scholars situated this issue as a problem for which they have offered possible solutions (Artale, 2020; Berwick, 1992; Buchanan & Schupp; 2016; Dinise-Halter, 2017; Frank, 2013; Jo, 2008; Lawling et al., 1982; Lorden, 1998; Marshall et al., 2016; Mullen et al., 2018; Renn & Jessup-Anger, 2008; Rosser & Javinar, 2003; …
A Study On The Influence Of Social And Academic Integration On Student Retention Through The Lens Of Academic Discipline, Kyle Demitri Warren
A Study On The Influence Of Social And Academic Integration On Student Retention Through The Lens Of Academic Discipline, Kyle Demitri Warren
Seton Hall University Dissertations and Theses (ETDs)
The purpose of this study was to examine the relationship between student retention and social and academic engagement and how it varies by academic discipline. Research indicates that students may have varied experiences within higher education based on their academic discipline. Such varied experiences may be due to integration factors related to their social and academic experience. How these differences lead to varied retention outcomes and the degree to which that is the case is an area of inquiry that is minimally explored throughout the retention literature. As such, this study explored the disciplinary differences in college student retention along …
Factors Contributing To Counselor Education Doctoral Students’ Satisfaction With Their Dissertation Chairperson, Cheryl Neale-Mcfall, Christine A. Ward
Factors Contributing To Counselor Education Doctoral Students’ Satisfaction With Their Dissertation Chairperson, Cheryl Neale-Mcfall, Christine A. Ward
Cheryl Neale-McFall
The relationship between doctoral students and their chairpersons has been linked to students’ successful completion of their dissertations and programs of study. When students fail to complete their degrees, there is a rise in attrition rates, and both programs and students suffer. The current study, based on a survey developed by the first author, was based on previous literature and themes generalized from a qualitative pilot study of recent counseling doctoral graduates regarding the selection of a dissertation chairperson. The purpose of this study was to examine factors used by students to select their chairperson and behaviors exhibited by chairpersons …
Factors Contributing To Counselor Education Doctoral Students’ Satisfaction With Their Dissertation Chairperson, Cheryl Neale-Mcfall, Christine A. Ward
Factors Contributing To Counselor Education Doctoral Students’ Satisfaction With Their Dissertation Chairperson, Cheryl Neale-Mcfall, Christine A. Ward
Counselor Education Faculty Publications
The relationship between doctoral students and their chairpersons has been linked to students’ successful completion of their dissertations and programs of study. When students fail to complete their degrees, there is a rise in attrition rates, and both programs and students suffer. The current study, based on a survey developed by the first author, was based on previous literature and themes generalized from a qualitative pilot study of recent counseling doctoral graduates regarding the selection of a dissertation chairperson. The purpose of this study was to examine factors used by students to select their chairperson and behaviors exhibited by chairpersons …
African American School Psychology Program Leavers, Sherrie L. Proctor
African American School Psychology Program Leavers, Sherrie L. Proctor
Counseling and Psychological Services Dissertations
This phenomenology used 21 in-depth interviews to explore seven African Americans’ experiences at the school psychology programs they left. The purpose was to investigate what experiences contributed to participants’ decisions to leave programs; if programs used retention strategies and if so, participants’ view of the strategies; and what participants believe might have encouraged their retention. Findings indicate that misalignment between participants’ career aims and their perceptions of school psychology practice as well as poor relationships with faculty and peers contributed to decisions to leave programs. Five participants reported that programs did not utilize retention strategies. Two reported that a sole …