Department of Educational Administration
First Advisor
Marilyn Grady
Second Advisor
Kathleen Wesley
Date of this Version
3-2023
Citation
A dissertation presented to the faculty of the Graduate College at the University of Nebraska in partial fulfillment of requirements for the degree of Doctor of Philosophy
Major: Educational Studies (Higher Education Leadership)
Under the Supervision of Professors Marilyn and Katherine Wesley
Lincoln, Nebraska, March 2023
Abstract
Community college completion has been proven to be a ticket to a middle-class life. Moreover, we know that poverty causes educational barriers, including community college completion. Community colleges across the nation are identifying significant equity gaps between students from poor versus middle-class or affluent households. One solution to close equity gaps and increase student success rates for students experiencing poverty is to educate college faculty through professional development. This includes 1) information on the causes, myths, stereotypes, and other facts about poverty, 2) the impact poverty has on student achievement, and 3) instructional strategies that can help students experiencing poverty succeed in college.
The purpose of this study is to understand community college faculty perspectives on whether poverty-informed professional development changes 1) their beliefs about students experiencing poverty, 2) their teaching strategies, and 3) their student success rates of their students who are experiencing poverty. Additionally, a literature review of the educational facts around poverty and the highest impact teaching practices that reduce educational barriers for students experiencing poverty will be studied. The study aims to determine whether even minimal professional development around poverty builds faculty poverty competency and has a positive impact on student achievement. The data was
collected through an anonymous online survey distributed in the fall of 2022 to faculty in four Minnesota two-year public community colleges, that provided poverty-related professional development to their faculty within the past five years. The results of this survey suggest the need for college administrators across the country to provide professional development to faculty on 1) the causes, myths, and personal biases around poverty, 2) research-based, poverty-informed teaching strategies that positively impact students in poverty, and 3) data that shows the impact poverty competent faculty can have on student success.
Advisors: Marilyn Grady and Katherine Wesley
Included in
Adult and Continuing Education Commons, Community College Education Administration Commons, Community College Leadership Commons, Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Educational Methods Commons, Education Economics Commons, Higher Education Administration Commons, Higher Education and Teaching Commons, Language and Literacy Education Commons, Social and Philosophical Foundations of Education Commons
Comments
Copyright 2023, Barbara J. Embacher. Used by permission