The purpose of this qualitative study is to understand and describe how culturally and linguistically diverse students who also may have exceptionalities in a Middle Atlantic community college perceive first year experience programs. This study explores the experiences of first year culturally and linguistically diverse community college students who also may have exceptionalities through a social constructivist lens (Creswell, 2007, 2013) and the theory of culturally relevant pedagogy (Ladson-billings, 1995, 2006, 2014). The methodology for this study was qualitative and the method was qualitative interviews to give voice to CLD/E learners to share from their perspectives of their experience in a formal first year experience program. Sampling was purposive (Lincoln and Guba, 1985; Maxwell, 1996; Seidman, 2006) with a focus on 10-12 CLD/E adult learners, 18+ years of age, male and females, who have completed one –two semesters of the first year experience program in a community college, and one semester of a credit bearing course. The results of the study yielded eight emergent themes. These eight themes can be examined in two groups: the first group of themes referenced learning and developing an understanding of higher education and the second group of themes revealed issues of individual growth and change.
|Advisor:||Rice, Elisabeth K.|
|Commitee:||Magee, Christine M., Williams, Brenda C.|
|School:||The George Washington University|
|School Location:||United States -- District of Columbia|
|Source:||DAI-A 78/05(E), Dissertation Abstracts International|
|Subjects:||Community college education, Education, Curriculum development|
|Keywords:||Community college, Cultural diversity, Culturally relevant pedagogy, Diversity, First year experience, Special education|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be