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The experiences of community college transfer students returning from academic suspension at a four-year research institution

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dc.contributor.authorCarter, Carmen R., author
dc.contributor.authorCarlson, Laurie, advisor
dc.contributor.authorDavies, Timothy, committee member
dc.contributor.authorKuk, Linda, committee member
dc.contributor.authorNewman, Peter, committee member
dc.date.accessioned2007-01-03T06:08:42Z
dc.date.available2007-01-03T06:08:42Z
dc.date.issued2013
dc.description.abstractMore students are beginning their higher education journey at community colleges with the intent of transferring to a four-year college or university. The purpose of this study was to attempt to gain a better understanding of the experiences of two-year community college transfer students who transferred to a large, four-year public research university, experienced academic difficulty which resulted in academic suspension, and returned to successfully persist towards a baccalaureate degree. The study used a qualitative, narrative inquiry research design to answer research questions related to how critical events in the lives of four community college transfer students affected their persistence at a four-year institution. A series of in-depth interviews allowed participants to share their experiences surrounding barriers to persistence, critical events which occurred during their suspension period, and factors that facilitated their persistence towards baccalaureate degree attainment once they returned from academic suspension. The narratives of the participants were analyzed using holistic content analysis to give further voice to the challenges the participants faced in their higher education journey. Four emergent themes developed across the participant narratives which were (a) Reluctance in Seeking Support, (b) Familial Influence, (c) Perseverance, and (d) Maturation. A discussion of the findings of this study indicated several implications for practice including an understanding that interventions for students facing academic difficulty must be invasive, realistic, yet hopeful, and assessed regularly for effectiveness.
dc.format.mediumborn digital
dc.format.mediumdoctoral dissertations
dc.identifierCarter_colostate_0053A_12026.pdf
dc.identifierETDF2013500291EDUC
dc.identifier.urihttp://hdl.handle.net/10217/80935
dc.languageEnglish
dc.language.isoeng
dc.publisherColorado State University. Libraries
dc.relation.ispartof2000-2019
dc.rightsCopyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright.
dc.subjectdegree attainment
dc.subjectacademic suspension
dc.subjecthigher education
dc.subjectpersistence
dc.subjecttransfer students
dc.titleThe experiences of community college transfer students returning from academic suspension at a four-year research institution
dc.typeText
dcterms.rights.dplaThis Item is protected by copyright and/or related rights (https://rightsstatements.org/vocab/InC/1.0/). You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
thesis.degree.disciplineEducation
thesis.degree.grantorColorado State University
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy (Ph.D.)

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