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dc.contributor.authorGarcia, Wilson
dc.contributor.otherNorris, Kathleen
dc.contributor.otherLopez-Mayhew, Barbara
dc.date.accessioned2020-12-08T16:14:19Z
dc.date.available2020-12-08T16:14:19Z
dc.date.issued11/20/2014
dc.identifierpsu-etd-077
dc.identifier.urihttps://summit.plymouth.edu/handle/20.500.12774/282
dc.descriptionThe purpose of this study was to identify contributing factors for degree completion of Hispanic undergraduate students. Participants included 11undergraduate students of Hispanic background, 6 family members, 10 faculty members, and 7 administrators of participating students. This study used a qualitative approach based on Bronfenbrenner ecological systems model. Findings indicated that contributing factors for degree completion of Hispanic undergraduate students included support systems, campus involvement, and family support, among others. Results also showed that based on Brofenbrenner ecological system model, the most prevalent interactions occurred at the microsystem, and exosystem levels. This study determined that including the perspectives of students, their family members, faculty, and administrators provided a more holistic understanding of Hispanic undergraduates. This study also concluded that research focus on achievement rather than failure provided a better comprehension on what supported degree completion of Hispanic undergraduates.
dc.description.abstractElectronic Thesis or Dissertation
dc.language.isoen_US
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.titleContributing factors for degree completion of Hispanic undergraduates as a four year public university
dc.typetext
dc.typeelectronic thesis or dissertation
dc.contributor.chairUttley, Clarissa M.
dc.identifier.legacyhttps://digitalcommons.plymouth.edu/etd/77
etdms.degree.disciplineDepartment of Educational Leadership, Learning, and Curriculum
etdms.degree.grantorPlymouth State University
etdms.degree.leveldoctoral
etdms.degree.nameDoctor of Education in Learning, Leadership, and Community


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