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dc.contributor.advisorHarper, Casandraen_US
dc.contributor.authorMitchell, Venita M.
dc.date.issued2011
dc.date.submitted2011 Fallen_US
dc.descriptionTitle from PDF of title page (University of Missouri--Columbia, viewed on May 30, 2012).en_US
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.en_US
dc.descriptionDissertation advisor: Cassandra Harperen_US
dc.descriptionVita.en_US
dc.descriptionIncludes bibliographical references.en_US
dc.descriptionDissertations, Academic -- University of Missouri--Columbia -- Educational leadership and policy analysis.en_US
dc.descriptionPh.D. University of Missouri-Columbia 2011.en_US
dc.description"December 2011"en_US
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.en_US
dc.format.extentviii, 165 pagesen_US
dc.identifier.otherMitchellV-120211-D141
dc.identifier.urihttp://hdl.handle.net/10355/14439
dc.publisherUniversity of Missouri--Columbiaen_US
dc.relation.ispartof2011 Freely available dissertations (MU)en_US
dc.relation.ispartofcommunityUniversity of Missouri-Columbia. Graduate School. Theses and Dissertations. Dissertations. 2011 Dissertations
dc.subjecttransfer studentsen_US
dc.subjectproactive social adjustmenten_US
dc.subjectself-efficacyen_US
dc.titleUnderstanding the experiences of students of color transferring to a private institutionen_US
dc.typeThesisen_US
thesis.degree.disciplineEducational leadership and policy analysisen_US
thesis.degree.grantorUniversity of Missouri--Columbiaen_US
thesis.degree.levelDoctoralen_US
thesis.degree.namePh. D.en_US


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