Dallas Campus (Online)
Date of Award
Doctor of Education
Committee Chair or Primary Advisor
Dr. Sandra Harris
Second Committee Member or Secondary Advisor
Dr. Karmyn Downs
Third Committee Member or Committee Reader
Dr. Clementine Msengi
The purpose of this instrumental case study was to describe experiences of successful Latinx first-generation college students that support persistence and retention toward graduation for Latinx first-generation college students at California community colleges. The study was framed using Tinto’s retention theory. Successful Latinx first-generation college students were defined as those who have attained graduation from a California community college. This study focused on Latinx first-generation college students not persisting toward graduation at California community colleges, a situation that extends to the national level. This case study included nine Latinx first-generation college students, and the researcher collected data through virtual semistructured individual interviews. The virtual interviews were recorded, analyzed, and transcribed. Findings from this study indicated that support is essential to the success of Latinx first-generation college students at California community colleges, which supports Tinto’s theory. The support can be experienced through community college support services or outside of college persons, such as family, friends, peers, significant other, coworkers, or inside the educational establishment such as faculty, administrators, or staff.
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Rios, Veronica, "Experiences That Support Persistence and Retention of Latinx First-Generation College Students (FGCS) at Community Colleges" (2021). Digital Commons @ ACU, Electronic Theses and Dissertations. Paper 376.
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