Author ORCID Identifier
Document Type
Dissertation
Date of Award
2026
Degree Name
Doctor of Education (EdD)
Department
Education
First Advisor
David Barker
Abstract
This qualitative case study examined the factors associated with students’ persistence or withdrawals from courses during the Fall 2025 semester at a community college in the Midwest. Guided by research questions exploring what factors supported students in completing their courses and what prompts course withdrawals. Data was collected through semi-structured interviews and focus groups with students who had withdrawn from one or more courses during the Fall 2025 semester. Using thematic analysis, several key themes emerged. Findings indicated that academic difficulties contributed significantly to student withdrawals. Additionally, course load intensity and competing external factors further hindered student persistence. Students, in addition, reported anxiety and disengagement as the semester progressed. Factors supporting persistence included access to academic resources, positive faculty interactions, and effective time management strategies. The findings show student persistence and withdrawal is rarely the results of a single factor; rather, it reflects on an accumulation of challenges across academic, personal, financial, and institutional domains. Students weigh their academic standing, financial obligations, personal circumstances, and available support systems before making the decision to withdraw, often experiencing a sense of relief once the decision is made. Moreover, the study underscores the importance of proactive institutional interventions, clear communication between faculty and advisors, and accessible support services to help students navigate obstacles before they reach the withdrawal point. By understanding the multidimensional nature of persistence and withdrawal, institutions can better support students in persisting toward their educational goals while mitigating the stress and challenges associated with academic difficulties.
Subject Categories
Education | Educational Administration and Supervision | Higher Education Administration
Keywords
Higher education
Number of Pages
87
Publisher
University of South Dakota
Recommended Citation
Reeves Grady, Samantha, "Retention in a Community College in a Rural State in the Midwest: Factors Associated with Persistence and Withdrawal" (2026). Dissertations and Theses. 404.
https://red.library.usd.edu/diss-thesis/404