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i Dedication  iii Acknowledgmentsiv List of Tables  viii CHAPTER I: THE ISSUE Introduction and Background  1 Purpose Statement  3 Significance  4 Personal Journey  7 Key terms & Concepts  11 CHAPTER II: LITERATURE REVIEW Organization of the Literature  12 Defining Retention and Persistence  13 STEM Education Reform  15 Diversity and Learning Communities  18 Retention of Students and Faculty of Color in Higher Education  19 Framework: Tinto‘ Student Integration Theory  22 General Issues with Retention Models  25 Cultural Issues with Tinto Student Integration Theory  26 Students of Color Engagement, Persistence & College Climate  29 Literature on Learning Communities  34 Theoretical Foundations of Learning Communities  35 Types of Learning Communities  39 Challenges for Learning Communities  42 Benefits and Strengths of Learning Communities  43 Collaboration, Partnerships and Shared community  45 Stages of Community Development  47 Summary of Literature Review  48 CHAPTER III: METHODOLOGY Introduction  49 The Research Approach  50 Research Setting  54 vii Research Participants  55 Data Collection & Techniques  61 Data Analysis, Management & Interpretation  66 Accuracy, Trustworthiness & Soundness of the Design  70 Limitations of the Study  71 Chapter Summary  72 Moving Forward  73 CHAPTER IV: RESULTS & FINDINGS Introduction and Overview of the Results and Findings  74 Theme #1 From a High school diploma to a College degree  76 Personal influences and Self-motivation Theme #2 Navigating the College Terrain  80 First Generation students and the LSAMP Program Theme #3 Surprise, Surprise  86 College Persistence & Discrimination Theme #4 A Sense of Belonging  89 College Persistence & Retention Chapter Summary  93 CHAPTER V: DISCUSSION & IMPLICATIONS Linking Findings  94 Summary of data highlights  97 Study Summary  99 Theme #1 From a high school diploma to a college degree  100 Theme #2 Navigating the college terrain  101 Theme #3 Surprise, Surprise  103 Theme #4 A Sense of Belonging  106 Implications for Policy and for Practice  107 Recommendations for Future Research  109 Conclusion  110 REFERENCES  112 Appendix A: Informed Consent Form  128 Appendix B: Participant Demographic Questionnaire  130 Appendix C: Focus Group Guide, Structure, Questions  132 Appendix D: Face to Face Interview Questions  135

Fostering Hope and Closing the Academic Gap: An Examination of College Retention for African-American and Latino Students who Participate in the Louis Stokes Alliance Minority Participation Program (Learning Community) While Enrolled in a Predominately White Institution