This dissertation is composed of three studies linking general education astronomy to student performance, course-taking, graduation, and identity. The first study examined demographic and academic predictors of astronomy performance among a cohort of N=1,909 community college students enrolled in astronomy courses in a large suburban community college (2015-19). Transcript data analysis with a deconstructive approach was employed with student demographics and academic coursework and performance. A logistic regression model identified mathematics achievement, enrollment in remedial mathematics, and enrollment in multiple astronomy courses to be significant predictors of performance. The results imply a greater focus on mathematics preparation and performance may mediate astronomy outcomes for community college students. Notably, demographic variables were not significant predictors of astronomy performance, suggesting the course is a potential gateway for diversifying science, technology, engineering, and mathematics (STEM) access. The second study examined ways in which community college graduation rates may be improved. Decision trees were utilized to examine the STEM course-taking patterns of N=5,065 students who matriculated in remedial mathematics. The research was guided by Tinto's academic and social integration framework, with decision trees identifying the likelihood of graduation. Nine rules from the decision tree were identified. The most important variable predicting graduation was completing College-Level Mathematics. General education sciences courses such as Astronomy, Geology, and Environmental Science were the most important science courses predicting graduation. Results suggest the importance of College-Level Mathematics in providing the skills necessary for students to be successful in subsequent STEM coursework and persist to graduation. Designating specific academic pathways may improve social and academic integration and graduation rates, providing continuity as students plan course sequences. The third study was a qualitative phenomenological exploration of astronomy identity formation among astronomy majors and physics majors engaged in astronomy research (N=10). Social cognitive career theory and the physics identity framework guided the analysis to identify a framework for astronomy identity and examine why students choose and persist in astronomy. The astronomy identity framework included six constructs: (1) interest; (2) recognition; (3) socialization; (4) competence; (5) sense of belonging; and (6) outcomes expectations. Implications include ways to foster more inclusive astronomy departments and setting realistic expectations for students' future careers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]