Advisor

Davis, James E.

Committee Member

Stumpf, Arthur D.

Committee Member

King, Stephanie B.

Committee Member

Wiseman, William M.

Date of Degree

1-1-2013

Document Type

Dissertation - Open Access

Degree Name

Doctor of Philosophy

College

College of Education

Department

Department of Leadership and Foundations

Abstract

In this educational study, Caucasian and minority learners’ grade point averages and overall academic success were examined at learning institutions. Several minorities experienced problems with completing college courses at universities and community colleges. Individuals from various racial backgrounds had school enrollment issues compared to Caucasian students without these same issues. This analysis revealed factors that contributed to these learners’ decreased academic attainment. For this study, racial groups were the focus along with their need to improve their impoverished conditions. Minority students needed more educational services such as peer tutoring and academic counseling. These services offered learners the opportunity to expand their educational knowledge and support system (Cohen & Brawer, 2003; Engstrom & Tinto, 2008; Lotkowski, Robbins, & Noeth, 2004). Also, rural and non-rural community colleges and universities were emphasized in this research analysis. In rural areas, minorities had a difficult way of life compared to non-rural regions. For example, Hispanics in a rural community in Ellis, Iowa experienced lower wages. Within Ellis, Iowa, Hispanics had limited employment growth and college degrees (Carr & Kefalas, 2009). Also, this research focused on Caucasian and minority learners’ who attended a junior college. Mississippi’s community colleges were assessed for students’ academic performances. In this examination, the one-way analysis of variance was selected to analyze the minority and Caucasian groups’ statistical data. In addition, the Welch, Post Hoc, and Tukey HSD tests were used to examine the racial groups in this educational study. For this study, only data from Mississippi State University was used for academic purposes. These learners were from 15 different Mississippi community colleges and the students transferred to Mississippi State University. In this study, the minorities and Caucasians transferred to Mississippi State University in the fall semester of 2011. Learners’ first semester cumulative grade point averages were analyzed. Comparing Caucasians with African Americans and Caucasians with Hispanics showed significant differences between their statistical scores. This study ended with suggestions to further evaluate minorities’ grade point averages and social economic status. Recommendations included: college incentives for low income students and single parents. These students needed to attend educational programs such as learning workshops.

URI

https://hdl.handle.net/11668/17982

Comments

Community colleges||universities||rural regions||non-rural areas||academic success||grade point averages

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