A Mixed-Methods Analysis of Supports and Barriers for Rural College Students

Stephen Flynn; Eric Laflamme; Danica Hays

doi:10.24926/jcotr.v27i2.2975

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Published

2020-12-07

Issue

Vol. 27 No. 2 (2020)

Section

Feature Articles

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How to Cite

Flynn, S., Laflamme, E., & Hays, D. (2020). A Mixed-Methods Analysis of Supports and Barriers for Rural College Students. Journal of College Orientation, Transition, and Retention, 27(2). https://doi.org/10.24926/jcotr.v27i2.2975

A Mixed-Methods Analysis of Supports and Barriers for Rural College Students

Stephen Flynn

Plymouth State University

Eric Laflamme

Plymouth State University

Danica Hays

University of Nevada-Las Vegas

DOI: https://doi.org/10.24926/jcotr.v27i2.2975

Keywords: rural, retention, students, phenomenology

Abstract

This article outlines an exploratory sequential mixed-methods study on the environmental supports and barriers for students attending a rural college. Data collected through six focus group interviews (N = 19) indicated 20 themes associated with student success; faculty practices with students; administrative issues; or president, cabinet, and board of trustee vision. An 86-item survey, grounded in qualitative themes, yielded evidence of convergence and divergence for an initial sample of 256 students.

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