The Relationship Between Tutoring and student Success and Retention Among Men of Color Enrolled in Community College STEM Gateway Courses in Upstate New York
Year: 2025
Type: dissertation
Abstract: Retention and success rates among men of color in STEM programs remain a critical concern in higher education. Although tutoring is widely recognized as an academic support strategy, limited research has examined its relationship with students from this demographic group outside states with large Black and Hispanic student populations, such as Texas and California. The current study expands existing research by analyzing the relationship between tutoring participation, student success, and retention among male students of color enrolled in STEM courses at community colleges in Upstate New York. A quantitative research design was employed, using logistic regression modeling to analyze data from 1,004 students. Key predictor variables included tutoring attendance, Pell Grant eligibility, developmental education course completion, and type of high school attended. STEM course completion rates measured student success, while retention was defined as continued enrollment in the subsequent semester. Findings revealed a strong positive relationship between tutoring and retention, with students who attended tutoring sessions significantly more likely to persist. Although tutoring was associated with higher STEM course success rates, its statistical significance varied, suggesting additional influencing factors. Developmental education course completion and Pell Grant eligibility were significant predictors of retention, but high school funding allocation—a factor which related to the type of high school attended—was not significant. These results underscore the importance of structured tutoring programs, financial aid initiatives, and developmental education reforms in improving student success and retention among students from this historically marginalized group. Future research could explore the qualitative aspects of tutoring engagement and the effectiveness of tailored support interventions for male students of color in STEM fields.
DOI: 10.25777/0g70-az08
Author: Richards, Elizabeth Mary Eloise
Institution: Old Dominion University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W6946128895
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