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Mathematical Course-Taking Patterns of Hispanic Students at Public Two-Year Colleges and How These Patterns Affect Degree Attainment and Transfer

Mills, Sandra R.
http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1459338769

Abstract Details

2016, Doctor of Philosophy (PhD), Ohio University, Curriculum and Instruction Mathematics Education (Education).
In 2009, President Barack Obama presented the American Graduation Initiative, vowing that America would lead the world in college degrees by 2020. Because the Hispanic population represents the largest minority group in the United States, this initiative is dependent upon the effective education of Hispanic Americans. Using data from the 2004–2009 cohort of the Beginning Postsecondary Students Longitudinal Study, this research examined the mathematics course-taking patterns of Hispanic and non-Hispanic community college students, determining the most common sequences taken as well as student success in these sequences. Through the use of student transcripts and sequence analysis, the research identified and sorted course-taking patterns into appropriate groups for study. Chi-square analysis showed that there is a significant relationship between mathematics course-taking patterns and whether the student is Hispanic. Specifically, most community college students, regardless of ethnicity, take only one course in mathematics, frequently at the precollege level. With regard to success, grade patterns were paired with the appropriate course-taking sequence and sorted according to frequency. The most common grade in the precollege class for Hispanics was an F, but for non-Hispanics it was a B. Logistic regression was then used to determine the transfer and degree attainment outcomes of Hispanic and non-Hispanic two-year college students based on their mathematics course-taking patterns. This study found that mathematics course-taking patterns do not affect transfer and degree attainment for Hispanics or non-Hispanics; however, other variables such as socioeconomic status, parental education, two-year college grade point average, and remedial class enrollment were found to have an effect on transfer and degree attainment. The outcomes of this study suggest a critical need for intervention through curricular reform, transitional programs, and support for certificate attainment in mathematics-related fields. This will require an extension of current programs as well as the development of new and innovative ones. If the United States is to lead the world in college degrees, the success of Hispanic community college students is increasingly vital.
Gregory Foley, PhD (Advisor)
205 p.
Mathematics Education
Mathematics course-taking patterns; Hispanic two-year college students; degree attainment; transfer to four-year institutions

Recommended Citations

Citations

  • Mills, S. R. (2016). Mathematical Course-Taking Patterns of Hispanic Students at Public Two-Year Colleges and How These Patterns Affect Degree Attainment and Transfer [Doctoral dissertation, Ohio University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1459338769

    APA Style (7th edition)

  • Mills, Sandra. Mathematical Course-Taking Patterns of Hispanic Students at Public Two-Year Colleges and How These Patterns Affect Degree Attainment and Transfer. 2016. Ohio University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1459338769.

    MLA Style (8th edition)

  • Mills, Sandra. "Mathematical Course-Taking Patterns of Hispanic Students at Public Two-Year Colleges and How These Patterns Affect Degree Attainment and Transfer." Doctoral dissertation, Ohio University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1459338769

    Chicago Manual of Style (17th edition)

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This open access ETD is published by Ohio University and OhioLINK.