Beyond the open door: an analysis of the impact of participating in a first-year learning community across social identity groups

Upon admission, colleges and universities provide students with a promise of student life and graduation as represented in photographs of the institution. However, this promise is often unmet for the number of freshmen whose names will never be called at the commencement ceremony. As a result, is important to call into question what happens to students once they matriculate, especially for underrepresented student populations. This study focuses on analyzing the impact of participating in first-year learning communities on academic achievement (as measured by retention and grade point average) and student engagement, and disaggregates the findings by social identity groups (race/ethnicity, gender, socio-economic status).

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Educational Policy Studies

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2015

Author dc:creator

• Schneider, Melba

Contributors dc:contributor

• Azzam, Tarek
• Anderson, James
• Baber, Lorenzo
• Trent, William

• retention
• student success
• learning communities

Statement dc:rights

• Copyright 2015 Melba Schneider

Language dc:language

en

Handle dc:identifier

http://hdl.handle.net/2142/88257

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/88257