Global ETD Search

11	Parent Support and Retention of Rural First-Generation College Students McCulloh, Edna E. 01 January 2016 (has links) A small, private university was the focus of this study, where rural first-generation college (FGC) students withdraw at higher rates than their continuing-generation counterparts. An objective of the university leadership is to increase student retention to foster a greater likelihood of degree completion. The research problem was the inability to retain rural FGC students. The purpose of the study was to explore parental support that promoted rural FGC student retention. The research questions addressed the students' perceptions about parental support and their decisions to remain enrolled. The research methodology was a qualitative case study design. Data were collected through semi structured interviews with a purposeful sample of 12 full-time FGC students from rural residential zip codes or counties. Transcribed interviews were coded and analyzed following a combination of approaches described by Creswell and Stake. The analysis revealed 6 themes: (a) parental support, (b) extended family relationships, (c) campus connection, (d) financial support, (e) community networks, and (f) institutional support. The results suggested that parental support shaped the students' decisions to remain enrolled. Based on the findings, a parent development project was designed to help university leadership and parents of rural FGC students engage collaboratively to improve retention. This study may contribute to positive social change, in that the resulting project may improve the students' ability to persist to degree completion and potentially give back to their rural communities. First-Generation College Students Parental Involvement Parental Support Retention Rural Students Social Captial Higher Education Administration Higher Education and Teaching
12	Experiences of Rural Students with Schooling in Community Schools in Egypt El-Sherif, Lucy 20 November 2013 (has links) This study examined the schooling experiences of eleven graduates from the rural south of Egypt with primary community schools in Assiut. The study used individual interviews and focus groups to examine how community school graduates understood their experiences. The community schools were found to have removed previous obstacles of distance and cost. The quality of education that the students received allowed them to flourish in education rather than falter, and that was largely influenced by the quality of their relationship with their teachers. The students learned academic skills, as well as attitudes and dispositions that serve as cultural capital. They have more opportunities than before, yet also face significant challenges as they transition to the public system. The model of community schooling is also facing significant challenges as differences with the public schooling systems are exerting tension on the community school model to converge. Egypt education community school rural education social mobility social immobility life prospects cultural capital education reform EFA NGO NGOs neoliberalism social inequities life prospects shadow education private lessons educational inequality gender inequality class inequality students student experience private tuition student voices rural students alternative education CBE community based education Assiut Sa'eed 0340
13	Experiences of Rural Students with Schooling in Community Schools in Egypt El-Sherif, Lucy 20 November 2013 (has links) This study examined the schooling experiences of eleven graduates from the rural south of Egypt with primary community schools in Assiut. The study used individual interviews and focus groups to examine how community school graduates understood their experiences. The community schools were found to have removed previous obstacles of distance and cost. The quality of education that the students received allowed them to flourish in education rather than falter, and that was largely influenced by the quality of their relationship with their teachers. The students learned academic skills, as well as attitudes and dispositions that serve as cultural capital. They have more opportunities than before, yet also face significant challenges as they transition to the public system. The model of community schooling is also facing significant challenges as differences with the public schooling systems are exerting tension on the community school model to converge. Egypt education community school rural education social mobility social immobility life prospects cultural capital education reform EFA NGO NGOs neoliberalism social inequities life prospects shadow education private lessons educational inequality gender inequality class inequality students student experience private tuition student voices rural students alternative education CBE community based education Assiut Sa'eed 0340

Page generated in 0.0615 seconds