Current research shows that students with a growth mindset are more motivated to learn, want to work harder, are less discouraged by difficulty, use more effective strategies for learning, and have higher academic performance in comparison to students without this mindset. Despite these promising findings, a growth mindset is sometimes not reinforced or is even refuted by classroom conditions. The purpose of this intrinsic case study was to explore how community college educators create classroom environments that foster a growth mindset. The conceptual framework for this study was a social constructivist approach where the interviewer and the participants co-constructed the interpretation of how to influence a growth mindset in the community college classroom. Data were collected through 14 in-depth interviews with community college educators who completed a workshop on influencing a growth mindset. Data were analyzed through categorizing, coding, and identifying themes that answered the research question. The findings of this study indicated that the mindset of the student and the teacher play an important role in academic success at the community college and that faculty desire training in tools and strategies to create classroom environments that foster a growth mindset. Recommendations include an in-depth, experiential professional development program based on research where community college educators from a variety of disciplines can collaborate to gain new knowledge and skills. Training community college educators using the most effective ways of fostering a growth mindset to increase students' motivation, effort, and persistence will lead to greater academic success and degree completion.

This study examined a problem at a large community college in the Midwest United States, where African American students experienced poor developmental education outcomes and low degree completion. Those outcomes had negative effects on the institution and the surrounding community. This qualitative case study was framed in Astin's theory of involvement, which attributes students' behaviors, whether productive or unproductive, to their levels of motivation. Purposeful sampling was used to select 20 African American students who successfully completed the developmental education sequence. The participants were interviewed to determine how psychosocial factors impacted their decisions to persist through their courses. The data from the interviews were organized using coding software and then analyzed using a manual coding process. The data revealed that students' attitudes were the most influential in explaining their persistence. Having a positive, no-quit attitude was deeply salient among participants, and it helped them persist, despite obstacles and setbacks. Faculty influence was another factor that was deeply salient in the data, as most participants attributed their persistence to having positive relationships with faculty. In an effort to leverage this powerful dynamic to benefit more students, it was determined that a faculty training program would be the most effective way to address the problem at the case study site. The faculty training program is the culminating project for this study and is intended to equip faculty with strategies to promote more positive attitudes in students. This study and the resulting project may create positive social change by increasing degree attainment for underprepared African American students.

Black women administrators in higher education, who in 1985 comprised only 3.4% of all higher education administrators, have been described as an endangered species. Because of this lack of representation little research has been focused on these women and their special challenges. With academia's increasing commitment to diversity, more needs to be learned about these women who serve as role models for college students. / Most black women in higher education administration are working in lower administrative levels and are not progressing into the more powerful institutional positions. This study explored one possible reason for this lack of upward mobility--the way black women use social power in the organization. / The 128 participants in this study were selected from the American Association of Women in Community & Junior Colleges Leaders and a national list of women CEOs in community colleges. Using the Rahim Leader Power Inventory to measure the administrators' use of the five French & Raven social power bases (coercive, reward, legitimate, expert, and referent) this study examined the effect of race and organizational level on the use of social power by black women administrators in the community college. / Four hypotheses were tested. Hypothesis 1. There is no difference between the power profiles of black and white women working in the lower-levels of community college administration. Hypothesis 2. There is no difference between the power profiles of black and white women working in the upper-levels of community college administration. Hypothesis 3. There is no difference between the power profiles of black women working in the lower-levels and black women working in the upper-levels of community college administration. Hypothesis 4. There is no difference between the power profiles of white women working in the lower-levels and white women working in the upper-levels of community college administration. / A description of the social power base profiles of black and white women at the upper and lower levels of community college administration was calculated and examined using multiple analysis of variance. Race was found to have no effect on the social power scores of the women in the sample. However organizational level did have a significant effect on the scores. As a group, upper-level administrators scored higher on each of the five power bases. / Source: Dissertation Abstracts International, Volume: 53-03, Section: A, page: 0696. / Major Professor: Lou Bender. / Thesis (Ph.D.)--The Florida State University, 1992.

Emergent Mentor Behavior of community college and research university faculty, from hard and soft disciplines, was studied to determine the frequency and type of behavior in which they engaged in their normal role and customary behavior. The investigator utilized a Faculty Activity Questionnaire in seeking the answers to the following questions: (1) Is there a significant interaction between institutional type and academic discipline on emergent mentor behavior? (2) Is there a significant effect of community college or research university on emergent mentor behavior? (3) Is there a significant effect of Biglan's Hard and Soft disciplines on emergent mentor behavior? / Emergent Mentor Behavior was identified as the composite score of seven (7) elements of mentor behavior described by Levinson (1978): teach, sponsor, counsel, host guide, exemplar, developer of skills and intellect and supporter of the dream. / The differences between mean scores of faculty at a community college and a research university in Hard and Soft academic disciplines were computed. An analysis of variance was used to determine the significance of the differences. Type and frequency of behavior was determined by adding scores and utilizing a scale. / Frequency of Emergent Mentor Behavior (EMB) was identified by a composite score of all mentor behavior element scores. Type of mentor behavior was identified by a composite score derived from four (4) behavior statements representing each mentor behavior element. / Faculty were found to engage in emergent mentor behavior, "sometimes", once or twice per month. The most frequent mentor behavior element engaged in by faculty was supporter of the dream and the least frequent behavior elements were host guide and exemplar. / Source: Dissertation Abstracts International, Volume: 53-03, Section: A, page: 0734. / Major Professor: David W. Leslie. / Thesis (Ph.D.)--The Florida State University, 1992.

While studies largely support Tinto's model of student retention, consistent estimates of effects are lacking. Furthermore, many two-year institutions are largely commuter institutions, bringing into question the usefulness of a retention model which stresses social integration. Consequently, the problem is that the effects of academic and social integration on student persistence among residential, two-year college students are uncertain since this population has not specifically been targeted in the field of student retention research. / The purpose of this study was to provide insight into the problem of student departure at Abraham Baldwin College (ABAC), a two-year residential college in Tifton, Georgia, by studying the patterns of student persistence among four student groups: commuting students, residential students, academically high-risk students and students considered not to be at risk academically. / Abraham Baldwin College's student database was the source of data for this study. An institutional survey was conducted during the spring quarter 1991 of 846 students (39.4 percent of the student population) which added to this database items concerning the academic and social integration of the students. The hypotheses were tested using a t-test for contrasting beta weights. / Even though only two of the six hypotheses were statistically significant, the results provided by the standardized regression coefficients were consistent with much of the previous research on student retention. These results indicated that social integration served as a greater estimate of effect on persistence among both the residential students and those students considered to be "not-at-risk" academically. Social integration had a negative effect on persistence among the developmental studies students (academically at-risk students). / Academic integration served as a greater estimate of effect for the commuting students and the developmental studies students. Consequently, the commuting student group and the developmental studies students share patterns of persistence and a mutual need: academic integration. The necessity for all students to become integrated into the academics of college life is vital but more so for the academically at-risk and commuting students. / Source: Dissertation Abstracts International, Volume: 53-03, Section: A, page: 0682. / Major Professor: Louis Bender. / Thesis (Ed.D.)--The Florida State University, 1992.

The purpose of this study was to determine if there was any relationship between marketing and utilization of library services/facilities at the fifteen two-year colleges in the University System of Georgia. Furthermore, the study identified the marketing methods part-time and full-time faculty perceived utilized by their campus libraries to make them aware of library services/facilities, their level of library satisfaction and future library needs. Marketing activities included in this study were product, place, price and promotion. / Statistics revealed that (1) part-time faculty perceive themselves marketed to less than full-time faculty; (2) part-time initially learn about the library through colleagues, librarians and department heads while full-time initially learn about the library through librarians, colleagues and library orientations; (3) both groups are updated on the library through librarians, library publications; (4) full-time faculty utilize the library more than part-time faculty; (5) factors affecting faculty utilization are personal collection and lack of time; (6) cost of services was not a factor affecting utilization; (7) reasons to utilize library are reading current journals and checking out materials; (8) no significant relationship was found between marketing and utilization; (9) high level satisfaction was found for library in both groups; (10) perceived future needs were more books followed by more journals. / Source: Dissertation Abstracts International, Volume: 56-04, Section: A, page: 1166. / Major Professor: Barbara A. Mann. / Thesis (Ed.D.)--The Florida State University, 1995.

Thesis (Ed.D.)--University of Delaware, 2007. / Principal faculty advisor: Douglas A. Archbald, School of Education. Includes bibliographical references.

The purpose of this study was to understand the experiences of single fathers attending a community college. Single fathers comprise one-fifth of all single parent families, yet little research has been done on this growing segment of the population. A phenomenological approach was utilized to examine the attributes, needs, and challenges facing single fathers who were community college students. Seven single fathers attending a community college in the Northwest participated in this study. The fathers had primary responsibility for raising their children, had been enrolled at least half-time, and were attending the college for a minimum of one year. Data were collected through individual in-depth interviews and a focus group. Seven main themes emerged from the data: 1) Ambivalence, 2) Stability, 3) Finding support, 4) Mattering, 5) Success Factors, 6) Barriers, and 7) How the college can assist single father students. Three factors were identified as a result of the study. (1) Attending community college improved family relationships. The flexibility of class scheduling allowed the fathers to spend more time with their children. (2) The experience of single fathers and single mothers attending community college are remarkably similar, with the exception of how each accessed support networks. Single fathers were much less likely to initially identify and utilize support networks. (3) How single fathers viewed their identity and their definition of masculinity changed. Prior to attending community college, their primary identity was related to their work. As students, their identity shifted to being recognized as good students and good fathers. / Graduation date: 2005

The purpose of this study was to identify the strategies and tactics community college presidents used to influence state legislators. Selected State Board for Community and Technical Colleges staff and legislative staff members were asked to independently name 3-5 presidents whom they perceived to be most influential with legislators. Ten names were nominated; however, only five presidents were invited to participate in the study. The research identified five strategies and supporting tactics presidents used to influence state legislators. The strategies and tactics were: Strategy One: Build and Maintain a Relationship with Legislators and the tactics were: cultivate the relationship, make the interactions worthwhile, make personal contact, and invite legislators to campus; Strategy Two: Know the Players and the Process and the tactics were: contact legislative staff, know the legislative structure and protocol, and know legislators' issues. Strategy Three: Become a Resource for Legislators and the tactics were: be factual and knowledgeable, be broader than the college, be an advisor, and be accessible. Strategy Four: Broaden your "Sphere of Influence" and the tactics were: involve the community and staff, work with other legislators, and be bipartisan. Strategy Five: Communicate and Frame the Issue and the tactics were: use State Board staff expertise, ask for legislators' support, make the message meaningful, and testify at hearings. The findings suggest that successful community college presidents must develop personal and professional relationships with legislators based on honesty, trust, respect, care, and genuineness. Presidents should devote time to learning the legislative process to determine when and how decisions are made and by which political leaders. Because political work is time consuming, presidents must involve others, such as community leaders, faculty and staff, in the college's legislative activity. All the presidents in this study exhibited similar viewpoints on particular issues that the researcher contributes to these presidents' ability to influence. The presidents shared common viewpoints related to how they viewed legislators, themselves, the college, and the community. Community college presidents must be actively involved in influencing public policy decisions that affect the mission, finances, curriculum, support services, facilities, and overall operations of the college. / Graduation date: 2002

This study was conducted to investigate the student-to-student interactions that take place in an online community college course, and how the interactions impact an online learning community. The literature review revealed three related themes: (a) the impact of the teaching/learning environment on student interaction, (b) barriers in the online environment, and (c) peer collaboration in the online environment. The case was selected using four selection criteria: (a) the class was offered completely online (b) the instructor was experienced teaching online classes, (c) computer technology was not the primary content of the course, and (d) the level of interaction was sufficient to investigate student interaction. Data were collected from public transcripts including bulletin board forum postings, email, group papers, and interviews. Six of the 16 students enrolled in the class and the instructor were interviewed. In this case, the environment impacted the way students interacted, collaborated, and socialized with peers. It changed the way participants existed within the learning community and impacted how students interpreted meaning and perceived time. The study generated findings with implications for community college instructors and participants of online learning communities. The online environment may impact: (1) how conflict is handled, (2) the quality of discussion among peers, (3) student involvement with peers, (4) the formation of cohesive groups, (5) a student's ability to interpret the meaning of comments made by others, (6) a student's expectations of the time needed to complete tasks and respond to others, and (7) the ability to design a flexible structure that encourages students to explore outside their comfort zone. Additional research is warranted. It is recommended that future studies be conducted to investigate how conflict, time, and collaboration impact an online learning community. / Graduation date: 2002