Date of Award
1-23-2026
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
Topeka Singleton
Committee Members
Ella Benson; Mitchell Henke
Abstract
This study explores faculty perspectives on the literacy skills of incoming freshmen at small community colleges in southern Mississippi, where literacy challenges affect student success. The problem addressed is the preparedness of freshmen in reading and writing, which impacts their academic performance and development through college. The purpose of this qualitative phenomenological study was to examine the lived experiences of faculty who teach entry-level English courses and to identify the support students need to succeed in literacy. Constructivist learning theory served as the guiding framework, emphasizing the ways prior knowledge, active engagement, and social interaction influence how students construct meaning and develop literacy skills. Semi-structured interviews were conducted with eight faculty members using purposeful sampling. Participants represented diverse races, genders, and years of experience. The methodology focused on capturing their lived experiences and professional insights regarding students’ literacy preparedness. Data were collected through Zoom interviews, transcribed, and analyzed to identify recurring themes and patterns related to faculty perceptions and instructional challenges. Findings revealed key themes including instructional challenges, literacy deficiencies, faculty emotional responses, classroom impact, skills needed for success, barriers to improvement, support strategies and solutions, and institutional roles and responsibilities. Conclusions highlight the importance of literacy support systems that address the diverse needs of incoming freshmen and recommend improvements in tutoring opportunities and partnerships with high schools. Future research should evaluate the long-term impact of these supports on student success and explore literacy challenges beyond the foundational level.
Rights Management
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
Bailey, Shanell Glass, "College Preparedness: Exploring Faculty Perceptions of First-Year Students’ Literacy Skills Transitioning from High School" (2026). Student Theses and Dissertations. 1127.
https://arch.astate.edu/all-etd/1127
