Language, Literacy, and Sociocultural Studies ETDs

Publication Date

Fall 12-12-2020

Abstract

As more institutions of higher education adopt non-selective admissions processes, an increasing number of students from underrepresented populations are placed into developmental intervention courses as an added requirement to their educational paths based on standardized test scores alone. This study interviewed students who had these requirements imposed upon them and sought to understand their thoughts and feelings about that placement and how it impacted their transition from high school to college and their first-year college success. As students described their prior experiences in formal academic settings, they emphasized the benefits of family support in building their self-directed learning skills and becoming self-advocates in pursuing their educational goals. Students expressed mixed feelings about their placement into developmental intervention courses, but ultimately embraced it as a stepping stone to success.

Keywords

developmental education, remediation, standardized testing, self-directed learning

Document Type

Dissertation

Language

English

Degree Name

Language, Literacy and Sociocultural Studies

Level of Degree

Doctoral

Department Name

Language, Literacy, and Sociocultural Studies

First Committee Member (Chair)

Mary Rice

Second Committee Member

Ashley Dallacqua

Third Committee Member

Jan Armstrong

Fourth Committee Member

Susan Deese-Roberts

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