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dc.contributor.advisorLane, Forrest C
dc.creatorHarding, Kayla Gardner
dc.date.accessioned2022-08-24T19:02:52Z
dc.date.available2022-08-24T19:02:52Z
dc.date.created2022-08
dc.date.issued2022-08-01T05:00:00.000Z
dc.date.submittedAugust 2022
dc.identifier.uri
dc.identifier.urihttps://hdl.handle.net/20.500.11875/3628
dc.description.abstractIn this study, I explore college students’ perception of their experiences in developmental reading courses, whether they feel stigma, and if said stigma discourages them from engaging in behaviors that promote retention and lead to completion. I hope the research reveals how feelings of stigma relate to help-seeking behavior among college students who are enrolled in developmental reading classes. Furthermore, conclusions in this study should suggest actions institutions, faculty, and practitioners can take to further retention among struggling college readers who experience stigma.
dc.format.mimetypeapplication/pdf
dc.language.isoEnglish
dc.subjectEducation, Reading
dc.subjectEducation, Community College
dc.titleAdult Learners' Experiences of Stigma in Developmental Reading Courses
dc.typeThesis
dc.date.updated2022-08-24T19:02:53Z
thesis.degree.departmentEducational Leadership
thesis.degree.disciplineDevelopmental Education Administration
thesis.degree.grantorSam Houston State University
thesis.degree.nameDoctor of Education
dc.contributor.committeeMemberSaxon, David P
dc.contributor.committeeMemberMontelongo, Ricardo
dc.type.materialtext
dc.creator.orcid0000-0002-3656-0478
thesis.degree.collegeCollege of Education


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