This study examined the experiences of first-generation, economically disadvantaged, and disabled students’ utilization of TRIO Student Support Services and their perceptions related to factors associated with the services. The populace studied were Mexican-Americans, a subgroup of the Latin@ population as it is the fastest growing racial/ethnic minority group in the United States totaling approximately 12.5% of the nation and expected to almost double to 24% by 2050 (U.S. Census Bureau, 2000). Due to the abundance of Latin@s enrolling at community colleges (Fry, 2002; Tierney, 2005), it is important to do individualized studies on student experiences on their perspective of college interventions as a means to find ways to retain higher numbers of students, leading to higher graduation and transfer rates.
Using a qualitative, multiple case study approach, the researcher explored a border, rural community college. Social capital was used as the theoretical framework. Six, Mexican-American students served as the participants. The data collection methods were through semi-structured interviews over the course of the summer semester of 2013 at a Hispanic-Serving institution. The expected results were that students’ perceptions would validate the necessity for programs such as TRIO Student Support Services to serve as a tool for retention and completion at the two-year college or transferring to a university and completing.
|Advisor:||Rodriguez, Mariela A.|
|Commitee:||Garza, Encarnacion, Garza, Rebecca, Giles, Mark|
|School:||The University of Texas at San Antonio|
|Department:||Educational Leadership and Policy Studies|
|School Location:||United States -- Texas|
|Source:||DAI-A 76/09(E), Dissertation Abstracts International|
|Subjects:||Community college education, Educational evaluation, Adult education, Latin American Studies|
|Keywords:||Disabled, Economicall disadvantaged, Mexican-american, Student support services, Trio|
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