Understanding How Students from Rural Culture Make Meaning of Campus Recreation Engagement
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Authors
Kramer, Alan M.
Issue Date
2019-05
Type
Dissertation
Language
en_US
Keywords
Dissertations, Academic--United States , Qualitative research , Well-being , Rural college students , Recreation , Education, Higher , Education, Higher
Alternative Title
Abstract
Research indicates that students are more likely to persist when they are involved in extracurricular programs such as campus recreation. Because institutional funding is predicated upon graduation rates, ascertaining persistence impact of these programs is crucial. The purpose of this qualitative study was to gain an understanding of the persistence needs of students from rural backgrounds relative to their engagement in campus recreation within the framework of Astin’s Input-Environment-Outcomes model. Data were collected from nine students at a residential, agricultural State College in the southeastern United States. Results indicated 1) participants (7/9) became involved immediately in campus recreation; 2) all participants were aware of wellness benefits derived; 3) participants (8/9) perceived that campus recreation involvement positively influenced persistence by complementing their academic responsibilities; and 4) participants (8/9) believed their rural background provided extra motivation to persist. Results can be used to assist administrators making intentional extracurricular investment decisions.
Description
Citation
Kramer, Alan M. "Understanding How Students from Rural Culture Make Meaning of Campus Recreation Engagement." Ed.D. diss., Valdosta State University, 2019. https://hdl.handle.net/10428/3721.
Publisher
License
This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgment. Use of the materials for financial gain with the author's expressed written permissions is not allowed.