Understanding the experiences of students of color transferring to a private institution

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Understanding the experiences of students of color transferring to a private institution

Please use this identifier to cite or link to this item: http://hdl.handle.net/10355/14439

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dc.contributor.advisor Harper, Casandra en_US
dc.contributor.author Mitchell, Venita M.
dc.date.accessioned 2012-05-30T14:42:11Z
dc.date.available 2012-05-30T14:42:11Z
dc.date.issued 2011
dc.date.submitted 2011 Fall en_US
dc.identifier.other MitchellV-120211-D141
dc.identifier.uri http://hdl.handle.net/10355/14439
dc.description Title from PDF of title page (University of Missouri--Columbia, viewed on May 30, 2012). en_US
dc.description The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. en_US
dc.description Dissertation advisor: Cassandra Harper en_US
dc.description Vita. en_US
dc.description Includes bibliographical references. en_US
dc.description Dissertations, Academic -- University of Missouri--Columbia -- Educational leadership and policy analysis. en_US
dc.description Ph.D. University of Missouri-Columbia 2011. en_US
dc.description "December 2011" en_US
dc.description.abstract This case study used a revision of Tinto's theory of student departure and self-efficacy as frameworks, to explore the experiences of seven students of color who transferred to a small, private, and predominately White residential institution in the rural Midwest. All of the participants in this study faced challenges socially integrating into the campus community, but all participants displayed some degree of self-efficacy in their pursuit of a bachelor's degree. This study found that participants' commitment to the institution and persistence was positively impacted by their own ability to find common communities for socialization, their proactive social adjustment strategies, psychosocial engagement, and self-efficacy, but only among those identifying as traditional age and residential. Less support was found for the revised theory among non-traditional age commuters in the study who experienced less opportunity for social integration. Results of this study are valuable to higher education practitioners seeking to improve the experiences and/or recruitment and retention of transfer students of color. Small institutions which have historically served residential and predominately White students need to evaluate current programs, student organizations, campus environments, and social opportunities to determine if these services are meeting the needs of both non-traditional and traditional age transfer students of color. en_US
dc.format.extent viii, 165 pages en_US
dc.language.iso en_US en_US
dc.publisher University of Missouri--Columbia en_US
dc.relation.ispartof 2011 Freely available dissertations (MU) en_US
dc.subject transfer students en_US
dc.subject proactive social adjustment en_US
dc.subject self-efficacy en_US
dc.title Understanding the experiences of students of color transferring to a private institution en_US
dc.type Thesis en_US
thesis.degree.discipline Educational leadership and policy analysis en_US
thesis.degree.grantor University of Missouri--Columbia en_US
thesis.degree.name Ph. D. en_US
thesis.degree.level Doctoral en_US
dc.relation.ispartofcommunity University of Missouri-Columbia. Graduate School. Theses and Dissertations. Dissertations. 2011 Dissertations


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