The purpose of this quantitative correlational study was to examine the extent to which there was a significant relationship between students' successful completion of developmental mathematics courses and the race/ethnicity and employment status of community college faculty members in Northern California. Social capital theory and stereotype threat formed the theoretical framework for this study. A sample of 138 faculty teaching 17,201 students in 215 sections of developmental mathematics in the fall and spring semesters between 2013 and 2016 within three community colleges in one college district located in Northern California were used. Research question one examined the significance of the relationship between faculty race/ethnicity and students' successful completion of developmental mathematics and research question two examined the significance of the relationship between faculty employment status (full-time vs. part-time) and students' successful completion. For both research questions, a Chi-Square Test of Independence was used to determine the significance of the relationship and a Cramer's V test was employed to examine the strength of the relationship. A risk ratio calculation was also performed. Research question one revealed a statistically significant relationship between the race/ethnicity of faculty members and students' successful course completion in developmental mathematics (&khgr;2(1) = 20.02, p < .001). Research question two revealed no statistically significant relationship between faculty employment status (full-time vs. part-time) and students' success in completing the developmental mathematics course (&khgr;2(1) = 0.01, p = .918).
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