AbstractsEducation Research & Administration

Interpretative phenomenological analysis : exploring the formative experiences of community college students enrolled in remedial courses

by Kathleen Lannan

Institution: Colorado State University
Year: 2016
Keywords: community college; developmental education; interpretative phenomenological analysis; remedial education
Posted: 02/05/2017
Record ID: 2104692
Full text PDF: http://hdl.handle.net/10217/170325


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 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. Advisors/Committee Members: Anderson, Sharon K. (advisor), Cumming, John (committee member), Frederiksen, Heidi (committee member), Hall, Bruce (committee member).