DISSERTATION INTERPRETATIVE PHENOMENOLOGICAL ANALYSIS: EXPLORING THE FORMATIVE EXPERIENCES OF COMMUNITY COLLEGE STUDENTS ENROLLED IN REMEDIAL COURSES Submitted by Kathleen Lannan School of Education In partial fulfillment of the requirements For the Degree of Doctor of Philosophy Colorado State University Fort Collins, Colorado Fall 2015 Doctoral Committee: Advisor: Sharon K. Anderson John Cumming Heidi Frederiksen Bruce Hall Copyright by Kathleen Lannan 2015 All Rights Reserved ABSTRACT INTERPRETATIVE PHENOMENOLOGICAL ANALYSIS: EXPLORING THE FORMATIVE EXPERIENCES OF COMMUNITY COLLEGE STUDENTS ENROLLED IN REMEDIAL COURSES Remedial Education has been a polarizing topic in education for many years, as there is often debate about who is responsible for the large number of students that require remedial services as well as the best manner in which to support these students. Despite the continuing interest in the topic, few studies have focused specifically on the students and their experiences in these programs. In order to gain a better understanding of these experiences, a qualitative phenomenological study, using Interpretative Phenomenological Analysis, was conducted in order to answer the following research question and three sub-questions: What are the lived experiences of students enrolled in remedial education at community college? 1) How do students who are enrolled in remedial education at the community college describe their educational journey? 2) How were students prepared for post-secondary education prior to enrollment in remedial education? 3) How do students see themselves as succeeding in post- secondary education? Four participants took part in the study by partaking in semi-structured interviews to explore their lived experiences in remedial education at the community college. An in depth analysis of the data, utilizing IPA, revealed issues of marginalization through labeling, manipulation of the education system, and a desire to belong. The results of the study suggest that remedial education students often deal with issues that are far more complex than skill ii acquisition alone, and supports literature that highlights the importance of accountability measures for K-12 education, as well as the value of non-cognitive skills, and how labels can affect students. This study offers a unique student perspective into remedial education, presents the opportunity for future research that continues to explore remedial experiences, and supports research that includes student perspectives and validates student experiences. iii TABLE OF CONTENTS ABSTRACT .................................................................................................................................... ii LIST OF TABLES ....................................................................................................................... viii LIST OF FIGURES ....................................................................................................................... ix CHAPTER 1: INTRODUCTION ................................................................................................... 1 Background ..................................................................................................................................... 1 Statement of the Problem ................................................................................................................ 2 Research Purpose and Questions .................................................................................................... 4 Significance of the Study ................................................................................................................ 5 Definition of Terms..................................................................................................................... 6 Delimitations and Limitations of the Study ................................................................................ 7 The Significance of Students’ Lived Experiences ...................................................................... 8 CHAPTER 2: LITERATURE REVIEW ........................................................................................ 9 Introduction ..................................................................................................................................... 9 History, Mission, and Vision ........................................................................................................ 10 History....................................................................................................................................... 10 Mission and Vision ................................................................................................................... 13 Ideological Foundations of Remedial Education .......................................................................... 14 Perceptions About Remedial Education ....................................................................................... 17 The Naming of Remedial Education Programs ........................................................................ 17 Negativity and Self-Identity ...................................................................................................... 18 Current Status of Remedial Education Programs ......................................................................... 19 Program Assessment and Pedagogical Approaches ................................................................. 21 Measuring Program Success ..................................................................................................... 22 Remedial Education and Student Success ................................................................................ 26 Preparing Students for Success ..................................................................................................... 30 Transition from Secondary School to College .......................................................................... 33 Summary ....................................................................................................................................... 38 CHAPTER 3: METHODOLOGY ................................................................................................ 40 iv Introduction ................................................................................................................................... 40 Research Design............................................................................................................................ 40 IPA as Method .......................................................................................................................... 40 Research Questions and Study Protocol ....................................................................................... 42 Study Recruitment .................................................................................................................... 43 Additional Recruitment ............................................................................................................. 44 Participants ................................................................................................................................ 44 Interview Locations .................................................................................................................. 46 Interview Process ...................................................................................................................... 46 Researcher’s Role ..................................................................................................................... 47 Data Collection ............................................................................................................................. 47 Data Analysis ................................................................................................................................ 48 Levels of Coding ........................................................................................................................... 49 Initial Reading ........................................................................................................................... 49 Descriptive Coding ................................................................................................................... 49 Linguistic Coding...................................................................................................................... 50 Conceptual Coding.................................................................................................................... 50 Theme Analysis ............................................................................................................................ 52 Writing up the Results .............................................................................................................. 61 Trustworthiness ............................................................................................................................. 61 Sensitivity to Context ................................................................................................................ 62 IPA Methodology...................................................................................................................... 63 Commitment and Rigor............................................................................................................. 64 Transparency and Coherence ...................................................................................................