Acee, Taylor W.Barry, William J.Flaggs, Darolyn A.Holschuh, Jodi P.Daniels, S.Schrauth, Michelle A.2020-12-182020-12-182017-12Acee, T. W., Barry, W. J., Flaggs, D. A., Holschuh, J. P., Daniels, S., & Schrauth, M. (2017). Student-perceived interferences to college and mathematics success. Journal of Developmental Education, 40(2), pp. 2–9.0894-3907https://hdl.handle.net/10877/13083Nationally, developmental mathematics courses have some of the highest failure and withdrawal rates of post-secondary courses. A wide range of factors may be contributing to students’ struggles in these courses. In order to help identify these factors, we asked students enrolled in develop-mental mathematics to identify factors interfering with their college success. Results suggested that students in these courses perceive a diverse set of academic and nonacademic interferences to their college success. Perceived nonacademic interferences related negatively with academic achievement and persistence. Our findings provide a holistic framework for conceptualizing additional academic and nonacademic support students might need.Text8 pages1 file (.pdf)endevelopmental educationhigher educationcollegesmathematicsacademic achievementsArticle