Document Type


Date of Award



Barbara Jordan-Mickey Leland School of Public Affairs (SOPA)

Degree Name

MA in Sociology

First Advisor

Dr. E. Dianne Mosley


This research explored the relationship between Student Success Courses (SSC) and academic performance. Student records of all incoming 2011-2012 first time freshmen at a Southern HBCU were examined and dichotomized into two groups: freshmen who were enrolled and completed the SSC their first semester and students who did not. Next semester re-enrollment rates, end of year GPA scores and accumulated end of year credit hours earned were used to determine any significant difference in academic performance between the two groups. In order to describe the intervening effects of enrolling in a SSC, the theory of Structural Functionalism was employed. Results indicated that the SSC had a significant impact on undergraduate GPA, student retention and first semester undergraduate hours earned