| There are many community colleges and Career Technical Education (CTE) programs in the United States of America. Even though these schools educate millions of students, little research has been conducted on this particular demographic. This study sought to identify how students enrolled in CTE programs perceived faculty influence on student success. The study was a qualitative analysis of three CTE programs at a community college in the intermountain west. Data was obtained through observations and interviews. The data was coded and analyzed in hopes of identifying specific actions teachers can take to help students succeed. These findings may assist students, faculty, administrators, and funding agencies improve student success.
The results suggest that students who are successful in CTE programs often credit factors outside the influence of faculty and the institution. Family and peer support was often cited as the primary reason for students’ persistence. Others talked about their goals and the need for employment. These factors cannot be controlled by the university and as such were not the focus of this study.
Students indicated they rely on family, faculty, peers, and goals to graduate. Students expect faculty to be passionate, positive, and experts in their profession. They see faculty as an integral part of the program. Students rely on faculty to guide and direct them as they seek to pass certification and licensure exams, to graduate, and find employment in their selected career.
Key Words: student success, retention, faculty influence, CTE programs, family |