Date of Award
5-2023
Document Type
Dissertation
Degree Name
Doctor of Education in Educational Leadership
Department
Education
First Reader/Committee Chair
Dr. Joseph Jesunathadas
Abstract
California remains a populous and diverse state composed of more than 39 million residents (Census.gov, 2021). Serving such a diverse population can create challenges, especially in the education system. California has the largest community college system in the United States; this 117-community college system attempts to facilitate educational success for all students, regardless of their ethnicity. Currently the California Community College (CCC) system serves close to 70% non-white students, yet students of ethnic minority groups suffer from comparatively lower retention rates and lower academic success in course grades, overall GPA, and graduations rates (Leon, 1980; Clagett, 1998; Isik et al., 2018; McCoy, Winkle-Wagner, & Luedke, 2015; Morales 2010; Rodgers, 2012; RP Group 2018; 2022). The purpose of this study was to examine the relationships between increased presence of ethnic minority faculty and minority students’ academic success as defined by passing grades, retention, and full-time unit enrollment during the combined 2018-2019 and 2019-2020 academic years. Additionally, this study also explored differences in Hispanic and African American students’ success during COVID-19 (2020-2021 academic year) and the increased use of online learning. A correlational design that included public academic data, disaggregated by student and faculty ethnicity from 115 CCC was used in this study. All data were collected from the CCCCO’s Data Mart website.
The results illustrated that there were statistically significant relationships between higher percentages of minority faculty and the 1) full-time unit status (12+units in a semester) percentage and 2) the overall academic success rates of minority students in both the combined 2018-2020 academic years and the 2020-2021 academic year. As the percentage of minority faculty increased, the full-time status percentages increased for minority students as well as overall academic success percentages. The effect sizes were medium and large, respectively.
Recommended Citation
Ingalls, Stephanie Ann, "THE RELATIONSHIP BETWEEN MINORITY FACULTY AND ACADEMIC SUCCESS OF MINORITY STUDENTS IN CALIFORNIA COMMUNITY COLLEGES" (2023). Electronic Theses, Projects, and Dissertations. 1634.
https://scholarworks.lib.csusb.edu/etd/1634