The purpose of this quantitative study was to explore the persistence rates of first generation, low-income, African American female students involved in Extended Opportunity Programs and Services (EOPS) and CalWORKs. More specifically, the study compared persistence rates for such students in EOPS and CalWORKS. The literature review covered general aspects of community college student persistence theory that identified factors influencing attrition. Additionally, the literature review examined a wide range of support programs associated with retention and persistence practices of community college students. The study sought to find out the effect on persistence rates of EOPS students during a 6-year time period.
Findings of this study did not support previous research that suggested EOPS students would have higher persistence rates. EOPS students did not complete more degrees within the 6-year time period than their CalWORKS counterparts. The results of this study suggests that community college administrators at the site from which data were drawn should: (1) Expand institutional research efforts by tracking the persistence rates of first-generation, low-income, African American female college students, because they are considered a significant part of the student population at Seaside Community College and (2) Complete a more comprehensive evaluation of services provided by the EOPS and Ca1WORKs programs to more fully assess what affects the persistence of students.
|Advisor:||Locks, Angela M.|
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||DAI-A 73/02, Dissertation Abstracts International|
|Subjects:||Community college education, African American Studies, Black studies, Educational leadership|
|Keywords:||African-American, EOPS, Extended Opportunities Programs and Services, First-generation students, Low-income, Persistence, Retention, Women students|
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