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dc.contributor.advisorHarper, Casandraeng
dc.contributor.authorMitchell, Venita M.eng
dc.date.issued2011eng
dc.date.issued2011eng
dc.date.submitted2011 Falleng
dc.descriptionTitle from PDF of title page (University of Missouri--Columbia, viewed on May 30, 2012).eng
dc.descriptionThe 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.eng
dc.descriptionDissertation advisor: Cassandra Harpereng
dc.descriptionVita.eng
dc.descriptionIncludes bibliographical references.eng
dc.descriptionDissertations, Academic -- University of Missouri--Columbia -- Educational leadership and policy analysis.eng
dc.descriptionPh.D. University of Missouri-Columbia 2011.eng
dc.description"December 2011"eng
dc.description.abstractThis 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.eng
dc.format.extentviii, 165 pageseng
dc.identifier.oclc872560685eng
dc.identifier.otherMitchellV-120211-D141eng
dc.identifier.urihttp://hdl.handle.net/10355/14439eng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartof2011 Freely available dissertations (MU)eng
dc.relation.ispartofcommunityUniversity of Missouri-Columbia. Graduate School. Theses and Dissertations. Dissertations. 2011 Dissertationseng
dc.subjecttransfer studentseng
dc.subjectproactive social adjustmenteng
dc.subjectself-efficacyeng
dc.titleUnderstanding the experiences of students of color transferring to a private institutioneng
dc.typeThesiseng
thesis.degree.disciplineEducational leadership and policy analysis (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.namePh. D.eng


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