Degree Name
EdD (Doctor of Education)
Program
Educational Leadership
Date of Award
8-2025
Committee Chair or Co-Chairs
Jill Channing
Committee Members
Don Good, Jim Lampley
Abstract
The purpose of this qualitative and interpretative phenomenological study was to explore factors that participants identified as playing roles in their persistence through their sophomore years at a regional university located within Southern Appalachia. Research on second-year retention efforts is far lacking compared to first-year retention efforts. Reflecting the heavy emphasis placed on the first year, there is also more research on first-year retention. However, students can feel a sharp decline in support entering sophomore year, making that just as critical of a transition. Student retention has been emphasized in higher education since its inception, as an institution’s goal in enrolling a student should be to assist them in their pursuit of a degree, persisting to graduation day. Influences on student retention are ever-changing, from personal development, campus involvement, finances, course advisement, and more. This study consisted of interviews with 10 rising juniors at a regional institution in Southern Appalachia who self-identified as being from the region. Participants described their experiences throughout the sophomore year, including campus connections, major exploration, and contact with home. Findings show a close connection between Southern Appalachian values, such as familism and sense of place, and factors that were reported to be most critical as participants persisted through the sophomore year.
Document Type
Dissertation - unrestricted
Recommended Citation
Mitchell, Jonathan W., "An Exploration of Factors Influencing Sophomore-Year Persistence at a Regional Institution in Southern Appalachia" (2025). Electronic Theses and Dissertations. Paper 4571. https://dc.etsu.edu/etd/4571
Copyright
Copyright by the authors.
