Date of Award

5-2025

Document Type

Dissertation

Degree Name

Doctor of Education in Educational Leadership

Department

Educational Leadership and Technology

First Reader/Committee Chair

Andrew Hughes

Abstract

The persistent under-representation and academic attrition of first-generation and underrepresented minority (URM) students in science, technology, engineering, and mathematics (STEM) disciplines present a critical challenge for institutions of higher education—particularly community colleges, which function as a primary access point for these populations. As the United States continues to face a growing demand for a diverse and skilled STEM workforce, it is imperative to identify and implement interventions that support the academic success and retention of these students. This dissertation examines the role of academic counseling as a potentially impactful support mechanism, analyzing its relationship with academic performance among STEM students at a California community college. Utilizing a quasi- experimental longitudinal case study design, the study evaluates demographic and academic data to determine the extent to which counseling frequency influences calculated grade point average (GPA), used here as the primary indicator of student success. A regression analysis assesses the predictive value of counseling interventions alongside demographic variables, including first- generation status and race/ethnicity. Findings are discussed through a Community Cultural Wealth lens, along with the importance of culturally appropriate counseling methods.

This research is grounded in Tara Yosso' s Community Cultural Wealth (CCW) framework, which challenges traditional deficit- based perspectives by emphasizing the strengths and forms of capital that students from historically marginalized communities bring to educational institutions. Rather than requiring students to assimilate into dominant campus cultures, CCW advocates for institutions to recognize and build upon students' existing aspirational, familial, and navigational assets to foster inclusive environments conducive to success.

The implications of this study are significant for educational leaders, policymakers, and student services professionals seeking to close equity gaps in STEM education. The findings support targeted investments in counseling infrastructure, the development of peer and faculty mentorship models, and the intentional design of institutional practices that affirm students’ cultural backgrounds and lived experiences.

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