Moving in, through, and out: Black and Latinx community college Student success in developmental math education

Thrill, Chauntee R.

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https://hdl.handle.net/2142/104995 Copy

Description

Title

Moving in, through, and out: Black and Latinx community college Student success in developmental math education

Author(s)

Thrill, Chauntee R.

Issue Date

2019-04-09

Director of Research (if dissertation) or Advisor (if thesis)

Zamani-Gallaher, Eboni

Doctoral Committee Chair(s)

Zamani-Gallaher, Eboni

Committee Member(s)

• Hood, Denise
• Pak, Yoon
• Bresler, Liora

Department of Study

Educ Policy, Orgzn & Leadrshp

Discipline

Educ Policy, Orgzn & Leadrshp

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ph.D.

Degree Level

Dissertation

Keyword(s)

Community Colleges, Mathematics, Black, Latinx, Developmental

Abstract

This qualitative study focused on the experiences of nine Black and/or Latinx community college students who were successful in completing developmental math. This research study explored their perceptions of their experiences and aimed to identify strategies implemented aided them in progressing through developmental math education to college level math courses. This study was guided by three research questions focused on changes to students’ experiences as they progressed through their developmental math sequences, factors that led to successful completion of said sequence, and the impact of developmental math on their ability to successfully complete college-level math courses. With the intent of presenting the stories of the participants, narrative inquiry served as the guiding methodology, in which the construction of narratives highlighted their experiences and perceptions as the moved in, through, and out of developmental math. Schlossberg’s Transition Theory provided the theoretical framework that guided this study. Findings show that students’ experiences within the classroom were largely impacted by faculty pedagogical style and availability of resources. Key strategies focused on the use of supports, such as peer tutors and relationships with faculty, as well as changes in participants’ academic behaviors. Findings also indicate that students’ perception of their ability, and their outlook regarding their mathematics abilities, had an impact on their success. Participants highlighted several issues as related to support in and outside of the classroom, resources, pace and content of developmental math courses. Findings from this study have implications for community college administrators, faculty, and students, as well as secondary education and policy.

Graduation Semester

2019-05

Type of Resource

text

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http://hdl.handle.net/2142/104995

Copyright and License Information

Copyright 2019 Chauntee Thrill

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