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Final April 13 2015.pdf (4.32 MB)

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An Exploration of the Role of Perceived Instructor Cultural Intelligence, Students' Feelings of Validation, and Sense of Belonging on Students' Intent to Persist

Lechman, Kathleen M
http://orcid.org/0000-0002-5649-5482
http://rave.ohiolink.edu/etdc/view?acc_num=osu1428914849

Abstract Details

2015, Doctor of Philosophy, Ohio State University, EDU Physical Activity and Educational Services.
Access to post-secondary education has increased over the last forty years. At the same time that more students are enrolling, participation in developmental education is increasing and fewer are completing degrees. Student persistence is not new to the post-secondary research community. The recent focus relates to the correlation between participation in developmental education and lower completion rates. This is particularly true for students who are first generation, students of color, and from families with lower socioeconomic status. As the country becomes increasingly diverse, it is imperative that this trend be reversed. Research on the effectiveness of developmental education is divided and because of associated costs, policy makers have been actively seeking ways to improve student persistence for students who are enrolled in developmental education. Much of the current research focuses on the types of developmental programs and level of effectiveness. This study focuses on the classroom level and the interaction between the instructor and student. Tinto’s (1993) Integration Model was used as the conceptual framework and Rendon’s (1994) Validation theory provided the theoretical framework. Cultural Intelligence was included in this research through questions that captured students’ perception of instructor level of cultural intelligence and classroom practices that have been shown to create feelings of validation in students. Levels of feeling validated and sense of belonging were measured along with students’ intent to persist. Data was collected from students enrolled in first level developmental Math and English courses at two regional campuses of the Ohio State University. Three broad questions guided the study. The questions were designed to explore relationships between instructor classroom practices, students’ perception of instructor cultural intelligence, students’ feelings of validation and students’ sense of belonging as they related to students’ intent to persist. Multivariate analytic techniques were used to address the questions. Some of the findings indicted that there were significant relationships among instructor classroom practices, students’ feelings of validation, and students’ sense of belonging. Instructor classroom practices were significant for female students when in combination with student’s feelings of validation, students’ sense of belonging, and students’ perception of instructor cultural intelligence. When students’ perception of instructor cultural intelligence was removed from the model, the amount of variance was just 13%. When it was added along with female as a selection variable the model accounted for 43% of the variance in students’ intent to persist.
Joshua Hawley, EdD (Advisor)
David Stein, PhD (Committee Member)
Joseph Heimlich, PhD (Committee Member)
192 p.
African Americans; Cultural Resources Management; Education; Higher Education
Cultural Intelligence; Validation; Sense of Belonging; Intent to persist; Regional Campuses

Recommended Citations

Citations

  • Lechman, K. M. (2015). An Exploration of the Role of Perceived Instructor Cultural Intelligence, Students' Feelings of Validation, and Sense of Belonging on Students' Intent to Persist [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1428914849

    APA Style (7th edition)

  • Lechman, Kathleen. An Exploration of the Role of Perceived Instructor Cultural Intelligence, Students' Feelings of Validation, and Sense of Belonging on Students' Intent to Persist. 2015. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1428914849.

    MLA Style (8th edition)

  • Lechman, Kathleen. "An Exploration of the Role of Perceived Instructor Cultural Intelligence, Students' Feelings of Validation, and Sense of Belonging on Students' Intent to Persist." Doctoral dissertation, Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1428914849

    Chicago Manual of Style (17th edition)

osu1428914849
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This open access ETD is published by The Ohio State University and OhioLINK.