As access to higher education for underserved minority (USM) students has consistently increased over the past 20 years, college and university campuses across the United States have observed an achievement gap between USM students and their white counterparts (Brown, 2019; Doan, 2015; Flores, Park & Baker, 2017; Pope, 2002; Ramos; 2019). This achievement gap is acute and carries significant consequences if not addressed. As campuses seek to find solutions to close this achievement gap, it is essential to identify strategies that meet the needs of USM students instead of waiting for students to adapt to higher education and campus culture (Aries, 2008; Gross, 2017). Utilizing the theoretical framework Astin’s (1984) Theory of Student Involvement, Astin’s (1993) I-E-O Model and Critical Race Theory, this qualitative study explored the impact of living learning communities (LLCs) on the college success of underserved minority (USM) students at Southern Regional University. Through individual semi-structured interviews, this study provides insight into the lived experiences of five underserved minority USM students who live on campus and are members of an LLC and four USM students who live in campus housing but are not members of an LLC. The findings from this study suggest the benefits of living on campus, regardless of LLC participation and stress the importance of having a sense of belonging, establishing relationships with faculty or staff and self-efficacy.
","abstract_html":"<p>As access to higher education for underserved minority (USM) students has consistently increased over the past 20 years, college and university campuses across the United States have observed an achievement gap between USM students and their white counterparts (Brown, 2019; Doan, 2015; Flores, Park & Baker, 2017; Pope, 2002; Ramos; 2019). This achievement gap is acute and carries significant consequences if not addressed. As campuses seek to find solutions to close this achievement gap, it is essential to identify strategies that meet the needs of USM students instead of waiting for students to adapt to higher education and campus culture (Aries, 2008; Gross, 2017). Utilizing the theoretical framework Astin’s (1984) Theory of Student Involvement, Astin’s (1993) I-E-O Model and Critical Race Theory, this qualitative study explored the impact of living learning communities (LLCs) on the college success of underserved minority (USM) students at Southern Regional University. Through individual semi-structured interviews, this study provides insight into the lived experiences of five underserved minority USM students who live on campus and are members of an LLC and four USM students who live in campus housing but are not members of an LLC. The findings from this study suggest the benefits of living on campus, regardless of LLC participation and stress the importance of having a sense of belonging, establishing relationships with faculty or staff and self-efficacy. </p>","abstract_has_math":false,"creators":["Thompson, Brandon Leonard"],"institution":"Eastern Kentucky University","degree_name":"Doctor of Education (EdD)","degree_level":"Doctoral's","degree_discipline":"Educational Leadership and Policy Studies","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-01-01T08:00:00Z","date_published":"2022-01-01T08:00:00Z","updated_at":"2026-07-24T02:16:00Z","subjects":["Disability and Equity in Education","Educational Administration and Supervision","Higher Education","Social Psychology"],"languages":[],"rights":["Copyright 2022 Brandon Leonard Thompson"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://encompass.eku.edu/etd/772","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Thompson, Brandon Leonard"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:publisher","label":"Institution","values":["Encompass Digital Archive, Eastern Kentucky University"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership and Policy Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral's"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (EdD)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Eastern Kentucky University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Disability and Equity in Education","Educational Administration and Supervision","Higher Education","Social Psychology"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2022 Brandon Leonard Thompson"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://encompass.eku.edu/etd/772"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["As access to higher education for underserved minority (USM) students has consistently increased over the past 20 years, college and university campuses across the United States have observed an achievement gap between USM students and their white counterparts (Brown, 2019; Doan, 2015; Flores, Park & Baker, 2017; Pope, 2002; Ramos; 2019). This achievement gap is acute and carries significant consequences if not addressed. As campuses seek to find solutions to close this achievement gap, it is essential to identify strategies that meet the needs of USM students instead of waiting for students to adapt to higher education and campus culture (Aries, 2008; Gross, 2017). Utilizing the theoretical framework Astin’s (1984) Theory of Student Involvement, Astin’s (1993) I-E-O Model and Critical Race Theory, this qualitative study explored the impact of living learning communities (LLCs) on the college success of underserved minority (USM) students at Southern Regional University. Through individual semi-structured interviews, this study provides insight into the lived experiences of five underserved minority USM students who live on campus and are members of an LLC and four USM students who live in campus housing but are not members of an LLC. The findings from this study suggest the benefits of living on campus, regardless of LLC participation and stress the importance of having a sense of belonging, establishing relationships with faculty or staff and self-efficacy.
"]},{"key":"dc:format","label":"Dc Format","values":["application/PDF"]},{"key":"dc:source","label":"Dc Source","values":["Encompass Digital Archive: Online Theses and Dissertations"]},{"key":"dc:title","label":"Title","values":["Impact of Living Learning Communities on Underserved Minority Students at a Regional Comprehensive University"]}]}],"canonical_facts":{"dc:creator":["Thompson, Brandon Leonard"],"dc:description.abstract":["As access to higher education for underserved minority (USM) students has consistently increased over the past 20 years, college and university campuses across the United States have observed an achievement gap between USM students and their white counterparts (Brown, 2019; Doan, 2015; Flores, Park & Baker, 2017; Pope, 2002; Ramos; 2019). This achievement gap is acute and carries significant consequences if not addressed. As campuses seek to find solutions to close this achievement gap, it is essential to identify strategies that meet the needs of USM students instead of waiting for students to adapt to higher education and campus culture (Aries, 2008; Gross, 2017). Utilizing the theoretical framework Astin’s (1984) Theory of Student Involvement, Astin’s (1993) I-E-O Model and Critical Race Theory, this qualitative study explored the impact of living learning communities (LLCs) on the college success of underserved minority (USM) students at Southern Regional University. Through individual semi-structured interviews, this study provides insight into the lived experiences of five underserved minority USM students who live on campus and are members of an LLC and four USM students who live in campus housing but are not members of an LLC. The findings from this study suggest the benefits of living on campus, regardless of LLC participation and stress the importance of having a sense of belonging, establishing relationships with faculty or staff and self-efficacy.
"],"dc:format":["application/PDF"],"dc:identifier":["https://encompass.eku.edu/etd/772"],"dc:publisher":["Encompass Digital Archive, Eastern Kentucky University"],"dc:rights":["Copyright 2022 Brandon Leonard Thompson"],"dc:source":["Encompass Digital Archive: Online Theses and Dissertations"],"dc:subject":["Disability and Equity in Education","Educational Administration and Supervision","Higher Education","Social Psychology"],"dc:title":["Impact of Living Learning Communities on Underserved Minority Students at a Regional Comprehensive University"],"dc:type":["Dissertation"],"thesis:degree_discipline":["Educational Leadership and Policy Studies"],"thesis:degree_level":["Doctoral's"],"thesis:degree_name":["Doctor of Education (EdD)"],"thesis:institution_name":["Eastern Kentucky University"]},"updated_at":"2026-07-24T02:16:00Z"}