You are here:

Latinas in cyberspace: Exploring academic persistence among Latina doctoral students within exclusively online institutions
DISSERTATION

, Capella University, United States

Capella University . Awarded

Abstract

There is limited research on the educational persistence among Latina doctoral learners within the context of brick- and mortar- institutions. This is even more so the case when looking at Latina doctoral learners within the context of online education. Thus, this phenomenological study explored and described the themes that reflected the institutional and non-institutional factors that played a role in the educational persistence of Latina online doctoral learners. The guiding research questions of the study were what and how do institutional and non-institutional factors influence the educational persistence of Latina online doctoral learners? The findings of this study indicated that institutional support given by faculty, peers, staff, and administration played a significant role in the academic persistence of Latina online doctoral students. The findings also indicated that non-institutional factors, such as family members and the external community played a significant role in the academic persistence of Latina online doctoral learners. The findings of this study provided implications for further research into the phenomenon of academic persistence among online Latina doctoral learners.

Citation

Huerta, L.M. Latinas in cyberspace: Exploring academic persistence among Latina doctoral students within exclusively online institutions. Ph.D. thesis, Capella University. Retrieved February 19, 2019 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

Citation reproduced with permission of ProQuest LLC.

For copies of dissertations and theses: (800) 521-0600/(734) 761-4700 or https://dissexpress.umi.com

Keywords