Date of Award
2025
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D.)
Department
Learning, Leadership and Change
First Advisor
Robert C. Calvert, Ph.D.
First Committee Member
Delores McNair, Ed.D.
Second Committee Member
Elizabeth J. Whitt, Ph.D.
Abstract
This study articulates the needs and expectations of an intersectional population of undergraduate college students: second-year students in the murky middle. Nearly half of all student dropouts occur after the first year of enrollment, with more than 45% occurring by mid-performing students. Despite this, institutions, like researchers, do not readily focus on the retention of this population of students; a Noel Levitz study (2013) found a disparity in the prevalence of retention practices for first-year students (94%-98%) and second-year students (20%-29%). This general qualitative study utilized a semi-structured interview protocol with nine participants to gather information about the participants’ needs and expectations in their college experience. Findings highlight participants’ experiences being a second-year student, within the classroom, with peers, and in navigating campus resources. Participants articulated an awareness of their own personal and academic needs, informed by their individual circumstances and first year experience, and choices in how they chose to engage with the institution. They identified institutional challenges with key transitional tasks, including course registration and the ability to be successful in next level coursework. Finally, they made recommendations for institutional actions that would improve their experiences, including improved access to campus resources and opportunities and scaffolded support as they transitioned into and through their second year.
Pages
136
Recommended Citation
Kimble, Alisha L.. (2025). Supporting Second-Year College Students in the Murky Middle. University of the Pacific, Dissertation. https://scholarlycommons.pacific.edu/uop_etds/4289
