Abstract
Community college faculty involved in developmental math instruction play a unique and leveraging role in helping large numbers of underprepared students navigate college success (Cejda & Murray, 2010). Based on a case study in a mainstreamed math department at one community college, this paper highlights how academic policy implementation can influence faculty expectations in developmental math classes and interact with the learning environment to enhance or dissuade student success. Theories of social perception and concepts of academic press provided the framework for analysis. Qualitative inquiry and grounded theory techniques were used to explore the foundational perceptions that shaped developmental math instructors’ expectations for student success. Contrary to previous findings, faculty participants viewed developmental math instruction as a teaching challenge, not a burden. Participants’ expectations were rooted in academic policy and tempered by perceptions of student motivation. Implications for student instruction and the role of faculty expectations are reported.
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