A Qualitative Case Study on Roles and Perspectives of Black Students at a Community College: Empowering Communities Through Workforce Education
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Authors
Joslyn, Javon
Issue Date
2026-03
Type
Dissertation
Language
en
Keywords
Educational Leadership & Learning Lifelong , Workforce Development Needs & Industry Alignment , Workforce , adult education , Black student
Alternative Title
Abstract
A practice-based study explored barriers and support systems affecting adult learner access, persistence, and completion in community college workforce education programs. This study aimed to address the gap between the availability of workforce education programs and adult learners' ability to enroll in, persist in, and complete short-term credential programs, due to financial constraints, competing employment responsibilities, and limited institutional support. Workforce education divisions face enrollment and completion issues for historically underprivileged adult learners, highlighting systemic inequalities in community college and workforce systems. Research shows that structural inequalities in institutional and societal systems affect educational opportunities and outcomes for adult learners seeking economic mobility. This qualitative study aimed to examine adult learners' experiences in workforce education programs and identify institutional practices that affect persistence and completion. The study was guided by a social justice framework that prioritizes fair access to workforce training, economic opportunity, and education. This paradigm supports research on culturally relevant support services and on intersectional student experiences in community colleges. A career education division at a northeastern US community college used focus group methodology for qualitative research. The final sample consisted of eight adult learners in workforce education programs. Structured focus groups, thematic coding, and iterative pattern analysis were used to analyze data. Focus group technique and thematic analysis are common qualitative methods for capturing participant experiences and meaning-making. Key findings indicate that financial strain, employment duties, limited financial literacy, and navigating institutional systems affect workforce education participation and persistence.