Recommendations to solve the Problem of Low Graduation Rates at Glendale Community College

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Literature Review

I. Overview

The proposed study seeks to determine the factors that influence student completion rates at Glendale Community College and make recommendations. The Glendale College student population presents a rich racial composition, with African-Americans and Latinos making up over 65 percent of the population. Unfortunately, the completion and graduation rates among Latino and African-American students have been consistently low relative to their white counterparts. This is despite efforts made by the institution to make the college climate inclusive for all students. This chapter reviews relevant literature in the area of college student retention. The first part is the narrative review of literature on the factors influencing student completion and strategies for improving graduation rates. The second part reviews literature on the relevant theories that provide a foundation for the study.

II. Narrative Review

a) Academic factors influencing college completion (Almenaie, 2018, Guzman, 2021)

i) Grade Point Average, GPA (Almenaie, 2018; Guzman et al., 2021)

ii) Past academic performance (Guzman et al., 2021)

iii) Satisfaction with ones academic program (Guzman et al., 2021)

iv) Participation in extracurricular activities (Scott & Castles, 2017)

b) Institutional factors influencing college completion

i) Student-staff ratio (Srairi, 2021)

ii) Staff quality (Srairi, 2021)

iii) School/campus climate (Buckman et al., 2021; Fleming et al., 2017; Guzman et al., 2021)

iv) Sense of belonging (Buckman et al., 2021)

v) Living arrangements/availability of accommodation (Scott & Castles, 2017; Guzman et al., 2021)

vi) Self-Advocacy opportunities (Fleming et al., 2017)

vii) Supplemental instruction programs (Buckman et al., 2021; Bengesai & Paideya, 2018)

viii) Admission criteria (Almenaie, 2018)

c) Individual factors influencing college completion

i) Age (Margarit & Kennedy, 2019; Guzman et al., 2021)

ii) Gender (Margarit & Kennedy, 2019; Guzman et al., 2021)

iii) Race/ethnicity (Margarit & Kennedy, 2021)

iv)...…institutional factors affecting graduation among engineering students at a South African university. African Journal of Research in Mathematics, Science, and Technology Education, 22(2), 137-148.

Buckman, D. G., Hand, N., & Johnson, A. (2021). Improving high school graduation through school climate. NASSP Bulletin, 105(1), 5-24.

Fleming, A. R., Oertle, K. M., Plotner, A. J., & Hakun, J. G. (2017). Influence of social factors on student satisfaction among college students with disabilities. Journal of College Student Development, 58(2), 215-228.

Guzman, A., Barragan, S., & Vitery, F. (2021). Dropout in rural higher education: A systematic review. Frontiers in Education, 6(1), 1-13.

Hungo, M. H. (2017). Closing the gap: Can service-learning enhance retention, graduation, and GPAs of students of color. Michigan Journal of Community Service Learning, 23(2), 42-52.

Margarit, V., & Kennedy, J. (2019). Students variables predicting timely graduation ate a community college. Journal of higher Education Theory and Practice, 19(6), 97-117.

Morris-Matthews, H., Stark, K., Jones, N. D., & Brownell, M., & Bell,…