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dc.contributor.advisor Nelson, Dr. Carolyn
dc.contributor.advisor Mucetti, Dr. Rosanna
dc.contributor.author Richardson, Alison
dc.date.accessioned 2019-09-04T19:02:03Z
dc.date.available 2019-09-04T19:02:03Z
dc.date.issued 2019-06-01
dc.identifier.uri http://hdl.handle.net/10211.3/213160
dc.description.abstract Educational Opportunity Program (EOP) students, who identify as first- generation, low-income students of color, represent 10% of the undergraduate student body at California State University, East Bay (CSUEB). Despite receiving wraparound services, only 38% of EOP students attending CSUEB graduate within six years. This low graduation rate reflects a nationwide trend. To build a skilled workforce that is able to meet the needs of the 21st century, we must improve the retention and graduation rates of this population. Researchers have identified several factors that impact these students’ retention and graduation rates, including income status, first-generation designation, and academic under-preparation. While these influences have been well documented, however, few studies provide insight into effective retention strategies from the students’ perspectives. In this study, I investigate students’ perceptions, expectations, and experiences regarding retention and graduation in connection to their relationships with faculty and staff. The central questions guiding this study are: (1) From the perspective of EOP students, what factors influence their retention and graduation? and (2) What role do faculty and staff play in these aforementioned factors? Drawing on the theoretical frames of Bourdieu’s social capital theory and Rendón’s validation theory and utilizing the qualitative methodology of semi-structured interviews, this study adds a more comprehensive understanding of the first-generation, low-income student of color experience within the college environment. This broader understanding helps illuminate the connections between people, places, programs, and approaches in increasing EOP students’ retention and graduation.
dc.description.sponsorship Department of Educational Leadership for Social Justice
dc.format.extent xii ; 124 p.
dc.subject Educational leadership
dc.subject.lcsh College dropouts -- Prevention
dc.title Illuminating Student Voices: The Role of Faculty and Staff in Retention and Graduation
dc.type Dissertation
dc.date.updated 2019-09-04T19:02:04Z
dc.language.rfc3066 en
dc.contributor.primaryAdvisor Strom, Dr. Kathryn
thesis.degree.name Doctor of Education
thesis.degree.name Doctorate in Educational Leadership for Social Justice

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