Document Type
Dissertation
Date of Award
2023
Degree Name
Doctor of Education (EdD)
Department
Education
First Advisor
Karen Card
Abstract
DFW rates at intuitions of higher education for students from underrepresented populations trended higher than majority students. A single explanatory case study provides insight to the factors impacting DFW rates in first-year gateway courses at a four-year, public, comprehensive institution. The study employed the use of focus groups of students, non-tenure-track faculty, and tenure-track faculty. In addition, institutional data was collected and used to triangulate to the data collected from focus groups. The inductive results showed multiple institutional barriers causing DFW rates among first-generation, Pell Grant, and/or students of color. Using Turner and Angulo’s (2018) theoretical framework of high-risk decision-making in organizations, the second section of the results highlighted how the propositions were supported with respect to the institution in the case study. Finally, a report was crafted to share with administrators highlighting the key takeaways and recommendations for the institution under study.
Subject Categories
Educational Leadership | Higher Education
Keywords
attendance, decision-making, equity, faculty, social justice, students
Number of Pages
114
Publisher
University of South Dakota
Recommended Citation
Welsh, Jessica Marie, "Disconnected, frustrated and withdrawn: Institutional policy implications for equity in student and faculty community" (2023). Dissertations and Theses. 104.
https://red.library.usd.edu/diss-thesis/104