This dissertation explored perceptions of thirteen stakeholders who participated in the Minority Orientation Program, a pre-entry initiative focused on retaining students of color at a private, four-year university located in the northeast region of the United States. Situated in Vincent Tinto’s Theory of Student Integration and Critical Race Theory, the author qualitatively assessed the Minority Orientation Program’s impact on participating students of color and the program’s influence on their enrollment through the completion of their Freshman year. The study’s findings confirmed that the Minority Orientation Program affects the collegiate experience for students of color in several ways. Positive influences in student acclimation were connected to the program environment, support from professional members, outstanding leadership from upperclass student leaders and a deep level of trust among all program stakeholders. Stakeholders also successfully connected their ability to advance in the completion of their degree to participation in the program. Stakeholders connected specific resources including certain offices, initiatives, peers and professionals in the university community to their ability to graduate. Finally, improvements in stakeholder self-efficacy beliefs, also indicated the Minority Orientation Program has an ability to influence stakeholder behavior and the overall ability to graduate.
","abstract_html":"<p>This dissertation explored perceptions of thirteen stakeholders who participated in the Minority Orientation Program, a pre-entry initiative focused on retaining students of color at a private, four-year university located in the northeast region of the United States. Situated in Vincent Tinto’s Theory of Student Integration and Critical Race Theory, the author qualitatively assessed the Minority Orientation Program’s impact on participating students of color and the program’s influence on their enrollment through the completion of their Freshman year. The study’s findings confirmed that the Minority Orientation Program affects the collegiate experience for students of color in several ways. Positive influences in student acclimation were connected to the program environment, support from professional members, outstanding leadership from upperclass student leaders and a deep level of trust among all program stakeholders. Stakeholders also successfully connected their ability to advance in the completion of their degree to participation in the program. Stakeholders connected specific resources including certain offices, initiatives, peers and professionals in the university community to their ability to graduate. Finally, improvements in stakeholder self-efficacy beliefs, also indicated the Minority Orientation Program has an ability to influence stakeholder behavior and the overall ability to graduate.</p>","abstract_has_math":false,"creators":["Mallory, Jeffrie"],"institution":null,"degree_name":"EdD","degree_level":"Immediate Access","degree_discipline":"Professional Doctorate in Educational Leadership (ProDEL)","degree_department":null,"school":null,"contributors":["Gretchen Givens Generett","Darius Prier","P. Jesse Rine"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019-12-20T08:00:00Z","date_published":"2019-12-20T08:00:00Z","updated_at":"2026-07-24T02:10:58Z","subjects":["Critical Race Theory","Student Integration Theory","Student Retention","PWI","Persistence","Retention","Accessibility","Bilingual, Multilingual, and Multicultural Education","Educational Assessment, Evaluation, and Research","Educational Leadership","Educational Methods","Higher Education Administration"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dsc.duq.edu/etd/1847","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Gretchen Givens Generett","Darius Prier","P. 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Situated in Vincent Tinto’s Theory of Student Integration and Critical Race Theory, the author qualitatively assessed the Minority Orientation Program’s impact on participating students of color and the program’s influence on their enrollment through the completion of their Freshman year. The study’s findings confirmed that the Minority Orientation Program affects the collegiate experience for students of color in several ways. Positive influences in student acclimation were connected to the program environment, support from professional members, outstanding leadership from upperclass student leaders and a deep level of trust among all program stakeholders. Stakeholders also successfully connected their ability to advance in the completion of their degree to participation in the program. Stakeholders connected specific resources including certain offices, initiatives, peers and professionals in the university community to their ability to graduate. Finally, improvements in stakeholder self-efficacy beliefs, also indicated the Minority Orientation Program has an ability to influence stakeholder behavior and the overall ability to graduate.
"]},{"key":"dc:title","label":"Title","values":["The Impact of Retention Efforts on the Collegiate Experience of Students of Color at a Predominantly White Institution (PWI)"]}]}],"canonical_facts":{"dc:contributor":["Gretchen Givens Generett","Darius Prier","P. Jesse Rine"],"dc:creator":["Mallory, Jeffrie"],"dc:date.available":["2019-12-20T08:00:00Z"],"dc:description.abstract":["This dissertation explored perceptions of thirteen stakeholders who participated in the Minority Orientation Program, a pre-entry initiative focused on retaining students of color at a private, four-year university located in the northeast region of the United States. Situated in Vincent Tinto’s Theory of Student Integration and Critical Race Theory, the author qualitatively assessed the Minority Orientation Program’s impact on participating students of color and the program’s influence on their enrollment through the completion of their Freshman year. The study’s findings confirmed that the Minority Orientation Program affects the collegiate experience for students of color in several ways. Positive influences in student acclimation were connected to the program environment, support from professional members, outstanding leadership from upperclass student leaders and a deep level of trust among all program stakeholders. Stakeholders also successfully connected their ability to advance in the completion of their degree to participation in the program. Stakeholders connected specific resources including certain offices, initiatives, peers and professionals in the university community to their ability to graduate. Finally, improvements in stakeholder self-efficacy beliefs, also indicated the Minority Orientation Program has an ability to influence stakeholder behavior and the overall ability to graduate.
"],"dc:identifier":["https://dsc.duq.edu/etd/1847"],"dc:language":["English"],"dc:subject":["Critical Race Theory","Student Integration Theory","Student Retention","PWI","Persistence","Retention","Accessibility","Bilingual, Multilingual, and Multicultural Education","Educational Assessment, Evaluation, and Research","Educational Leadership","Educational Methods","Higher Education Administration"],"dc:title":["The Impact of Retention Efforts on the Collegiate Experience of Students of Color at a Predominantly White Institution (PWI)"],"thesis:degree_discipline":["Professional Doctorate in Educational Leadership (ProDEL)"],"thesis:degree_level":["Immediate Access"],"thesis:degree_name":["EdD"]},"updated_at":"2026-07-24T02:10:58Z"}