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Tapestry: Journal of Research in Education

Document Type

Article

Abstract

This qualitative descriptive study examined the impact of internal institutional support on retention, as perceived by first-generation Black, Indigenous, and People of Color (BIPOC) online undergraduate students at a private Christian university. Institutional support encompasses academic advising, tutoring services, mental health counseling, career guidance, financial aid, diversity and inclusion programs, faculty support, and technological resources for online learning. The virtual learning environment presented unique challenges, particularly for first-generation BIPOC students, who navigate multiple layers of identity requiring specialized institutional support. Factors influencing online student attrition, including school policies, instructional methods, and personal circumstances, warrant collaboration among administrators, advisors, and faculty to bring student retention. This study employed an inductive approach to identify themes from student responses, complemented by deductive analysis integrating existing literature on first-generation BIPOC student retention in Christian higher education. Understanding students’ perceptions of institutional support can help identify critical resources, services, and policies influencing retention. The findings highlighted common themes and patterns such as creating community, giving students a sense of belonging, and targeted strategies and support mechanisms that can improve the success of the student population in online learning environments.

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