2026-09-20T16:46:37Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/104995 2023-07-11 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

Zamani-Gallaher, Eboni Zamani-Gallaher, Eboni Hood, Denise Pak, Yoon Bresler, Liora Thrill, Chauntee R. 2019-08-23T20:35:47Z 2019-08-23T20:35:47Z 2021-08-24T09:15:31Z 2019-04-09 2019-05 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. Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2021-05-01 The student, Chauntee Thrill, accepted the attached license on 2019-04-09 at 09:40. The student, Chauntee Thrill, submitted this Dissertation for approval on 2019-04-09 at 09:45. This Dissertation was approved for publication on 2019-04-09 at 13:21. DSpace SAF Submission Ingestion Package generated from Vireo submission #13531 on 2019-08-22 at 15:05:37 Made available in DSpace on 2019-08-23T20:35:47Z (GMT). No. of bitstreams: 3 THRILL-DISSERTATION-2019.pdf: 2000561 bytes, checksum: e1a055cfe3701595461a528baa4bb5ed (MD5) LICENSE.txt: 4212 bytes, checksum: 1e0369829799bf44a2b4dc3083603790 (MD5) PROQUEST_LICENSE.txt: 4558 bytes, checksum: a04d3193029397ab700ecd0e138a16ae (MD5) Previous issue date: 2019-04-09 Embargo set by: Seth Robbins for item 112114 Lift date: 2021-08-23T20:36:18Z Reason: Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD system U of I Only Restriction Lifted for Item 112114 on 2021-08-24T09:15:31Z. application/pdf http://hdl.handle.net/2142/104995 en Copyright 2019 Chauntee Thrill Community Colleges, Mathematics, Black, Latinx, Developmental Moving in, through, and out: Black and Latinx community college Student success in developmental math education text text Educ Policy, Orgzn & Leadrshp Educ Policy, Orgzn & Leadrshp University of Illinois at Urbana-Champaign Dissertation Ph.D.