A MIXED-METHODS STUDY ON LATINA COMMUNITY COLLEGE STUDENTS’ PERCEPTIONS OF BARRIERS TO AND SUPPORTS FOR ON-TIME PROGRAM COMPLETION

Abstract

Trevino, Chris D. A mixed-methods study on Latina community college students’ perceptions of barriers to and supports for on-time program completion. Doctor of Education in Executive Educational Leadership, May 2020, Houston Baptist University, Houston, Texas.

The purpose of this study was to describe Latina students’ perceptions regarding barriers to and support for on-time program completion. Also, the researcher describes Latina community college students’ perceptions regarding recommendations for supports that may increase on-time program completion. Program completion defined as satisfying all the academic requirements needed to attain a certificate, degree, or credits required for transfer to a four-year institution within two years. In this study, the researcher used a mixed-method approach to explore and more clearly describe the essence of current enrolled community college Latina participants’ from ages 18 years and older from a southeast Texas community college system. The method used included demographic questions, Likert scale questions, and open-ended questions. The participants identified the primary barriers as (a) balancing work and family, (b) financial issues, (c) family issues, and (d) anxiety and stress. The main supports included (a) academic advising, (b) financial resources, (c) family and friends, and (d) student resources. The participants’ recommendations were (a) tutoring, (b) child care, (c) academic advising, and (d) financial aid. These findings can assist higher education institutions in discerning and improving retention and graduation for Latina community college students.