Beyond the open door: an analysis of the impact of participating in a first-year learning community across social identity groups

Schneider, Melba

Permalink

https://hdl.handle.net/2142/88257 Copy

Description

Title

Beyond the open door: an analysis of the impact of participating in a first-year learning community across social identity groups

Author(s)

Schneider, Melba

Issue Date

2015-07-17

Director of Research (if dissertation) or Advisor (if thesis)

Azzam, Tarek

Doctoral Committee Chair(s)

Anderson, James

Committee Member(s)

• Baber, Lorenzo
• Trent, William

Department of Study

Educ Policy, Orgzn & Leadrshp

Discipline

Educational Policy Studies

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ph.D.

Degree Level

Dissertation

Keyword(s)

• retention
• student success
• learning communities

Abstract

Upon admission, colleges and universities provide students with a promise of student life and graduation as represented in photographs of the institution. However, this promise is often unmet for the number of freshmen whose names will never be called at the commencement ceremony. As a result, is important to call into question what happens to students once they matriculate, especially for underrepresented student populations. This study focuses on analyzing the impact of participating in first-year learning communities on academic achievement (as measured by retention and grade point average) and student engagement, and disaggregates the findings by social identity groups (race/ethnicity, gender, socio-economic status).

Graduation Semester

2015-8

Type of Resource

text

Permalink

http://hdl.handle.net/2142/88257

Copyright and License Information

Copyright 2015 Melba Schneider

Owning Collections