Date of Award

5-2026

Document Type

Dissertation

Degree Name

Doctor of Education in Educational Leadership

Department

Education

First Reader/Committee Chair

Sumbera, Becky.

Abstract

California Community Colleges (CCC) were authorized to offer baccalaureate degree programs to address workforce demands and expand access to affordable bachelor’s degrees. The purpose of this study was to explore the academic, social, and institutional factors that contributed to the success of low-income students enrolled in CCC Baccalaureate Degree Programs (BDPs) and to examine the strategies faculty and administrators implemented to support their academic achievement.

This qualitative phenomenological study was guided by the Four-Capital Framework developed by Mason and Poyatos Matas (2015). Data were collected through structured interviews with faculty and administrators working in CCC BDPs in which 50 percent or more of graduates in 2023–2024 received either the Federal Pell Grant or the California College Promise Grant.

The findings indicated that student success was supported through the interconnected roles of human, social, structural, and psychological capital. The cohort model functioned as a structural mechanism that reinforced peer accountability, belonging, and academic identity, while coordinated wraparound services reduced financial and institutional barriers. Together, these supports strengthened persistence and degree completion among low-income students.

The study carried broader implications for educational equity and workforce development, as CCC BDPs provided accessible and affordable pathways for students facing financial and geographic barriers to traditional university enrollment. The findings suggest that intentional institutional design and supportive policy frameworks may expand equitable bachelor’s degree attainment while addressing regional workforce needs.

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