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.Chapter I: INTRODUCTION 1 -- National Focus on Student Persistence in Higher Education 2 -- Campus Recreation and Holistic Wellness 4 -- Impact on College Persistence 5 -- Students from Rural Cultures 5 -- Statement of the Problem 6 -- Purpose of the Study 7 -- Research Questions 7 -- Significance of the Study 9 -- Organization of the Study 11 -- Chapter II: LITERATURE REVIEW 12 -- Conceptual Framework 13 -- Student Development 16 -- Persistence 19 -- Persistence and Rural High School Students 20 -- Momentum Year 21 -- Mindset 22 -- Grit 23 -- Students from Rural Background 24 -- Framing Rural Culture 25 -- Socioeconomic Challenges of Rurality 27 -- Rural Culture in Higher Education 30 -- Rurality and First-Generation College Students 32 -- Extracurricular Programming and Persistence 35 -- Physical Activity 37 -- Structured 38 -- Unstructured 40 -- Campus Recreation 41 -- Campus Recreation and Persistence 43 -- Campus Recreation and Wellness 44 -- National Intramural and Recreational Sports Association 48 -- Summary 48 -- Chapter III: METHODOLOGY 51 -- Research Design 51 -- Research Questions 52 -- Setting 52 -- Data Collection 53 -- Approval to Conduct the Study 53 -- Consent to Participate in Study 53 -- Sampling Procedure 54 -- Participant Selection 55 -- Student Interviews 55 -- Data Processing and Analysis 56 -- Validity 58 -- Researcher-Interviewer 58 -- Beliefs and Biases 60 -- Reactivity 62 -- Trustworthiness 63 -- Summary 64 -- Chapter IV: RESULTS (FINDING) 66 -- Brief Profiles of the Participants 69 -- How Campus Recreation is Experienced 77 -- Immediate Involvement 78 -- Wellness Appreciation 80 -- Perceptions of Campus Recreation Impact on Persistence 83 -- Miscellaneous Gem 86 -- Rural Background Input and Extra Motivation to Persist 86 -- Summary 88 -- Chapter V: JOURNAL READY ARTICLE 89 -- Abstract 89 -- Literature Review 90 -- Physical Activity and Wellness 92 -- Persistence 95 -- Momentum Year 95 -- Mindset 96 -- Grit 98 -- Research Design and Methods 99 -- Research Questions 100 -- Participants 101 -- Data Collection 101 -- Data Processing and Analysis 103 -- Validity and Trustworthiness 104 -- Findings 105 -- Immediate Involvement 105 -- Wellness Appreciation 106 -- Academic Complement 107 -- Discussion and Conclusions 108 -- Practical Implications 112 -- Limitations 113 -- Future Research 115 -- REFERENCES 116 -- APPENDIX A: Institutional Review Board Protocol Exemption Report 149 -- APPENDIX B: Letter of Cooperation 151 -- APPENDIX C: Consent Statement 153 -- APPENDIX D: Invitation to Participate 156 -- APPENDIX E: Interview Guide 158 -- APPENDIX F: Researcher Identity Memo 162 -- APPENDIX G: Questions and Methods Matrix 169.Hull, Karla M.Archibald, JamesWorkman, JamieCruz, Becky K. daEd.D.Education in Leadershi
