Showing papers in "Community College Journal of Research and Practice in 2023"
TL;DR: This paper explored the relationship between mission-driven claims of access/opportunity and the carceral functioning of colleges and universities and found that investment in security and surveillance over student support, normalized and racialized academic failure, and the criminalization of common forms of campus political protest suggest the force and extent of the school-prison nexus.
Abstract: Institutions of higher education are presented as vital pathways to economic mobility, particularly for working class, first generation, and students of color. Yet the inequitable outcomes produced by post-secondary institutions suggest structures and systems of exclusion and enclosure. In this critical mixed methods case study, we explore the relationship between the mission-driven claims of access/opportunity and the carceral functioning of colleges and universities. To do so, we draw on frameworks of the prison industrial complex (PIC), school-prison nexus (SPN), and abolitionist analyses to analyze publicly available documents from a mid-sized urban community college district, documents that detail critical contradictions between mission, practice, and outcomes. Our findings reveal investment in security and surveillance over student support, normalized and racialized academic failure, and the criminalization of common forms of campus political protest. These findings suggest the force and extent of the school-prison nexus – a framework typically applied to Pk-12 schools – in one mid-sized urban community college district, and, by extension, in colleges and universities more generally. This work is significant (1) for its novel contribution to theorizing extensions of the school-prison nexus in higher education and (2) the concrete, empirical data we offer detailing the functioning of this nexus.
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TL;DR: In this article , the Hero's Journey conceptual framework was used to understand what motivates and influences Latino men to transfer from a community college to a university and found evidence that for Latino participants, navigating through the transfer experience encompassed resiliency.
Abstract: ABSTRACT In this qualitative narrative study, the stories of 10 Latino men students were used to understand their transfer experiences from a community college to a university. The Hero’s Journey conceptual framework was used in this narrative study to understand what motivates and influences Latino men to transfer from a community college to a university. The specific methods of data collection used for this study consisted of two interviews and two journal entries per participant. The findings of this study provide evidence that for Latino participants, navigating through the transfer experience encompassed resiliency. In a discussion section, we recommend future research and practices to support and inform the pathways of Latino men transfer students in higher education.
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TL;DR: The authors used the LMF to identify interactions between an institution and its students that can either propel (momentum points) or impede (loss points) progress toward degree completion, and emphasized the need for sending and receiving institutions to ensure advising practices, credit transfer policies, and financial aid processes are accessible and transparent to remove barriers and boost momentum.
Abstract: Although 80% of entering community college students express a desire to earn a bachelor’s degree, only about 30% transfer to a four-year institution and even fewer complete a bachelor’s degree within six years. The Loss/Momentum Framework (LMF) is a tool for identifying interactions between an institution and its students that can either propel (momentum points) or impede (loss points) progress toward degree completion. This study utilized the LMF to understand the loss and momentum points commonly encountered by students at various phases of their vertical transfer journeys. Using a qualitative research design, we conducted focus groups and interviews with 33 pre- and post-transfer students from a sending community college and a receiving four-year university in Ohio. Sources of momentum included positive interactions with institutional agents (especially advisors and faculty members), institutional programs and processes that conveyed a transfer receptive culture, and easy-to-navigate transfer processes. In contrast, loss points included inaccessible or unhelpful advising as well as opaque and poorly communicated practices and policies regarding degree requirements, credit transfer, and financial aid. Our findings underscore the need for sending and receiving institutions to ensure advising practices, credit transfer policies, and financial aid processes are accessible and transparent to remove barriers and boost momentum. We also encourage institutions to invest in opportunities for transfer students to build relationships with institutional agents, which are particularly important for supporting minoritized students, and with peers.
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TL;DR: In this article , the authors utilized data from the Community College Survey of Student Engagement to conduct a critical examination of perceptions of institutional support among transfer-seeking community college students in North Carolina, and found that the importance of interaction with institutional agents via socio-academic integration and transfer advising across racial and ethnic identity groups, with some within-group differences in intersectionality of identities and significant institutional conditions.
Abstract: The authors of this study utilized data from the Community College Survey of Student Engagement to conduct a critical examination of perceptions of institutional support among transfer-seeking community college students in North Carolina. We adopted an intersectional quantitative approach by centering racial and ethnic identity, and examining the influence of other social and institutional identities, integration, and institutional conditions on support perceptions among Black/African American, Hispanic/Latine, and White students. Multiple regression models affirmed the importance of interaction with institutional agents via socioacademic integration and transfer advising across racial and ethnic identity groups, with some within-group differences in intersectionality of identities and significant institutional conditions. Findings suggest the need for additional research on structural barriers to transfer, use of asset-based frameworks to understand student experiences pre- and post-transfer, and implementation of student-centered advising as the foundation of organizational cultures that promote equitable transfer.
TL;DR: In this paper , a set of generalized linear models were incorporated to predict the importance-satisfaction gap scores for the three phases of vertical transitions, and the findings indicated the need for strengthened partnerships and pathways between institutions of higher education to support student success in vertical transfer.
Abstract: This study contributes to the understanding of vertical transfer pathways between lower division coursework and seven four-year institutions of higher education that were identified as Title V eligible or emerging institutions at the time of the study. By incorporating vertical transfer students’ perceptions of importance and satisfaction of components within pre-, mid-, and post-transfer phases, insights into how to improve the transfer experience are gained. These insights can guide practitioners in optimizing transfer practices, organization, and support. Overall, a better vertical transfer experience increases access to higher education and serves society in facilitating educational mobility. A set of generalized linear models were incorporated to predict the importance-satisfaction gap scores for the three phases of vertical transitions. The findings indicate the need for strengthened partnerships and pathways between institutions of higher education to support student success in vertical transfer.
TL;DR: In this article , the extent at which published student affairs research in top-tier journals is conducted primarily at four-year institutions at the exclusion of literature on community colleges was explored.
Abstract: To explore the extent at which the published student affairs research in top-tier journals is conducted primarily at four-year institutions at the exclusion of literature oncommunity colleges, we conducted a content analysis to examine the number and type of journal articles related to community colleges published in the Journal of College Student Development and the Journal of Student Affairs Research and Practice between 2010 and 2019. During the time frame examined, 0.99% of the journals’ articles consisted of work related to community colleges or two-year institutions. We provide recommendations for professional associations, graduate preparation programs, researchers, and educators to change this pattern.
TL;DR: In this article , the authors explored the relationship between CCB adoption and institutional aid policy and found no distinct shifts in approaches to institutional aid after the adoption of community college baccalaureates.
Abstract: Community college baccalaureates (CCBs) provide an affordable pathway to baccalaureate-level education but increasing tuition rates present a potential financial barrier for students. Institutional aid as a cost-constraining mechanism has historically been less utilized in the 2-year sector when compared to traditional 4-year institutions. Yet, resource dependence theory and tuition discounting literature suggest amidst growth into 4-year institutions, community colleges may leverage institutional aid to address affordability concerns. Utilizing IPEDS data spanning 1999 to 2018 and leveraging a generalized difference-in-difference technique, this study explores the relationship between CCB adoption and institutional aid policy. Results suggest no distinct shifts in approaches to institutional aid after CCB adoption. Implications for practitioners and future research are discussed.
TL;DR: This paper examined the effects of students' traditional and non-traditional status on course placement at a rural state community college and found that the number of years between high-school graduation and community college attendance also affects overall success.
Abstract: Community colleges often employ measures to determine student course placement. Though much research has examined the predictive validity of placement measures such as ACT or high-school GPA, little research examines the effects of students’ traditional and non-traditional status. Using data from a rural state community college, we examined the predictability of high-school GPA and ACT scores on college GPA and passing math and English courses. The results confirm previous research that finds high-school GPA to predict better than other placement measures. The results from the analyses of traditional and non-traditional students add to the placement literature by suggesting that the number of years between high-school graduation and community college attendance also affects overall success. This signifies that the number of years since a student graduated high school should be factored into placement decisions.
TL;DR: In this article , the authors present an example of a recently emerging eSports program at one rural community college in the mountain western U.S. and provide a look forward on eSports by noting breaking issues, trends, and proposals for a research agenda for scholars and practitioners in community college studies.
Abstract: eSports is an increasingly visible part of our popular culture and is becoming both a financial and technological force. In higher education, community colleges are rapidly developing eSports programs for a variety of reasons, including increasing student engagement to developing alumni relationships. Although some discussion exists in sports management, economics, psychology and legal literature, there appears to be little work dedicated to eSports in the literature of community college studies. This study draws upon the small base of literature on eSports beyond community college studies and presents an example of a recently emerging eSports program at one rural community college in the mountain western U.S. A look forward on eSports is provided by noting breaking issues, trends, and proposals for a research agenda for scholars and practitioners in community college studies.
TL;DR: This article explored Men of Color (MoC) programs at Hispanic-serving community colleges and highlighted the problems and inconsistencies that exist when it comes to prioritizing the educational needs of community college Latino men.
Abstract: This multi-sited case study explored Men of Color (MoC) programs at Hispanic-serving community colleges. By employing frameworks designed to make meaning of Hispanic-serving institution (HSI) organizational identity, we examined how MoC program practitioners define the organizational identity of their Hispanic-serving community college, and how these understandings shape the services provided to Latino men. Findings underscored factors and identity markers that practitioners used to define HSI identity and servingness toward Latino men. In addition, our findings highlighted the problems and inconsistencies that exist when it comes to prioritizing the educational needs of community college Latino men. We provided implications for practice tailored for community college practitioners.
TL;DR: In this article , the authors used responses from 17,354 student veterans on the Community College Survey of Student Engagement (CCSSE) to investigate the relationship between student engagement and likelihood of withdrawal.
Abstract: This study used responses from 17,354 student veterans on the Community College Survey of Student Engagement (CCSSE) to investigate the relationship between student engagement and likelihood of withdrawal. Student veterans who utilized campus services more often, and those who perceived campus services as important, reported a higher likelihood of withdrawing from classes. We also examined differences between non-veterans and student veterans in utilization of essential campus services. The two groups differed across campus service utilization, with the use of library services (lower for student veterans) and computer labs (lower for student veterans) representing the largest differences (d = .14, and .13 respectively). Along with findings, we present recommendations for future examination, policy, and campus practices.
TL;DR: In this paper , the authors examined the difference between community college students' character strengths before and after a refugee simulation and explored their experiences in the refugee simulation using the VIA Character Strengths Survey.
Abstract: Given the rising number of refugees in the United States, it is becoming increasingly important for individuals to understand the lived experience of refugees and foster their inclusion. World Relief refugee simulations were designed to raise awareness about the refugees’ rehoming process, and these immersion activities may be powerful experiences to improve participants’ character. Furthermore, these simulations may aid individuals in shifting their preconceived perceptions about this population, and as a result, participants may become more inclusive of refugees. However, minimal research has been conducted on the value of refugee simulations. This convergent mixed-method study examined the difference between community college students’ character strengths before and after a refugee simulation and explored their experiences in the refugee simulation. The quantitative data were collected using the VIA Character Strengths Survey. The results revealed that community college students’ character strengths such as bravery, curiosity, fairness, judgment, kindness, love of learning, social intelligence, and zest were statistically higher after this intervention. The qualitative data were collected with an adapted version of the Guide for Reflective Practice. The results indicated that community college students’ participation in the refugee simulation was transformative. These findings suggest that refugee simulations aid in character development and change participants’ perspectives about refugees.
TL;DR: In this paper , a theoretical and practical basis for the design of affective learning experiences aimed to elicit VET students' receptivity to inner self-exploration of their feelings and values is presented.
Abstract: Students in vocational education and training (VET) need to be prepared for coping with value conflicts they will face in their professional lives. Development of awareness of one’s feelings is an essential aspect in this regard. Students need to be aware of their own inner feelings to decrease the unconscious influence of inner feelings on their actions in a value conflict. The purpose of this study is to contribute to a theoretical and practical basis for the design of affective learning experiences aimed to elicit VET students’ receptivity to inner self-exploration of their feelings and values. Students were put in an affective learning experience. Three groups of first- and second-year VET students (N = 36) participated in the affective learning experience. Most students did start to self-explore their feelings. However, our findings showed that they did not arrive at affective perceptual awareness. According to the students, deepening inner self-exploration into one’s own feelings and values can be stimulated by paying explicit attention to inner feelings, concrete instructions, room for reciprocal exchanges between students and the teacher’s participation in sharing inner feelings.
TL;DR: This paper conducted a document analysis of institutional website sites and virtual site visits to Florida College System institutions to enhance their understanding of the variation in placement policies used across the FCS institutions, the rationales for these decisions, as well as benefits and challenges encountered during implementation.
Abstract: Each year nearly 70% of community college students nationwide are required to enroll in non-credit developmental education courses because they scored below college-ready on a placement test in reading, writing, and/or mathematics. Yet, prior research has demonstrated that these placement tests tend to inaccurately place students into courses that are not a good fit with their level of college readiness. In response, an increasingly popular reform effort is to use alternative methods such as high school grade point average (GPA) to place incoming students into the appropriate level of coursework. Florida stands at the vanguard of this placement reform movement, as one of the first states making policy changes to authorize systemwide use of alternative methods in lieu of (or in addition to) common placement tests. This study includes a document analysis of institutional website sites and virtual site visits to Florida College System institutions to enhance our understanding of the variation in placement policies used across the FCS institutions, the rationales for these decisions, as well as benefits and challenges encountered during implementation. It concludes with recommendations that can support institutions in Florida and beyond as they develop future plans about how to further reform or modify placement systems.
TL;DR: In this article , the authors conducted a case study to develop a typology of rural community college locations, which includes two main types: the college hub and satellite sites, and six satellite sub-types: focused site, outreach site, scaled hub, virtual site, partner site, and closing site.
Abstract: U.S. rural community colleges serve approximately 3.4 million students, yet there is very little research on these institutions. We conducted a mulitple case study to develop a typology of rural community college locations. We gathered and analyzed publicly available data (n = 25) and private institutional data (n = 6) and conducted in-person interviews (n = 27), site visits (n = 7), and telephone interviews (n = 21) across Pennsylvania’s rural community college locations. Our typology includes two main types: the college hub and satellite sites, and six satellite sub-types: focused site, outreach site, scaled hub, virtual site, partner site, and closing site. Our findings indicate the need to adjust state funding formulas to account for the work of rural community college employees and the interdependence of the rural locations, as well as to maximize the use of rural community college locations to the benefit of constituents and communities.
TL;DR: The authors conducted interviews with five Hispanic presidents at Hispanic serving community colleges in the United States to understand how presidents define and perceive their role in ensuring Hispanic servingness, guaranteeing that the Hispanic population is being fully served, at Hispanic-Serving Institutes (HSIs).
Abstract: This study utilizes interviews with five Hispanic presidents at Hispanic-serving community colleges in the United States to understand how presidents define and perceive their role in ensuring Hispanic servingness, that is, guaranteeing that the Hispanic population is being fully served, at Hispanic-Serving Institutes (HSIs). We employ Garcia and colleagues’ multidimensional framework of servingness. Past research on HSI leaders has not employed perceptions of presidents on their role to ensure servingness. Four common themes emerged from the data, indicating presidents are concerned about increasing representation, developing training, planning for the future, and exemplifying servingness.
TL;DR: In this article , the authors used principal-agent theory to understand why concurrent enrollment instructors did or did not complete the required coursework before the upcoming credentialing deadline to maintain their eligibility as a concurrent enrollment instructor.
Abstract: A credentialing standard clarification brought forth by the Higher Learning Commission could result in the elimination of approximately half of the liberal arts concurrent enrollment instructors in Indiana, Minnesota, and other locations under HLC accreditation. Concurrent enrollment instructors who were affected by this evolution in credentialing and needed to complete additional coursework to retain their eligibility to instruct concurrent enrollment courses were interviewed for this research. Using the lens of principal-agent theory, the authors share the reasoning, factors, and commonalities behind the findings as to why concurrent enrollment instructors did or did not complete the required coursework before the upcoming credentialing deadline to maintain their eligibility as a concurrent enrollment instructor. Implications for the field and recommendations for policy changes further research are offered.
TL;DR: This paper examined the relationship between annual, state-level gasoline prices and community college student retention and found that one dollar increase in gasoline price per gallon is associated with a 0.918% point decrease in community college retention rates.
Abstract: Previous studies identified student-specific and institutional factors that impact community college student retention. However, few studies have examined associations between commodity prices and community college student retention. Guided by rational choice theory, we examine the relationship between annual, state-level gasoline prices and community college student retention. Using institution fixed effects and data from IPEDS, the Bureau of Labor Statistics, and the Energy Information Administration, we analyze 11,460 observations collected between 2006 and 2019 from 942 community colleges. We find a statistically significant relationship between gasoline prices and retention rates: one dollar increase in gasoline price per gallon is associated with a 0.918% point decrease in community college student retention rates, when accounting for institutional characteristics and local unemployment rates. Our study expands the current literature on the impact of transportation costs on student retention and argues that institutions should work to support students’ financial concerns, including gasoline prices.
TL;DR: In this article , the authors describe the content validation of the Transitioning Learners to Calculus in Community Colleges Institutional Self-Assessment Tool, which comprises five content areas, each with an associated set of items representing practices to promote the success of underrepresented racially minoritized (URM) students as they transition into and through mathematics courses required for degrees in science, technology, engineering, and mathematics (STEM).
Abstract: This article describes the content validation of the Transitioning Learners to Calculus in Community Colleges Institutional Self-Assessment Tool. The instrument comprises five content areas, each with an associated set of items representing practices to promote the success of underrepresented racially minoritized (URM) students as they transition into and through mathematics courses required for degrees in science, technology, engineering, and mathematics (STEM). Five subject matter experts participated in the convent validation. Scale-level index scores for each content area were above .85, and 18 of 22 items met the content validity index threshold of 1.0. The instrument has demonstrated strong content validity and is recommended for mathematics programs in community colleges to self-assess the degree to which they have implemented these practices and to identify next steps to enhance their support of URM students in mathematics courses required for STEM degrees.
TL;DR: This article investigated students' transition to an Academic Pathway Program (APP) offered at a College affiliated to a metropolitan university in Sydney, Australia and found that most students reported positive moods, emotional coping, and were able to seek help without many barriers.
Abstract: ABSTRACT There is a lot of research on pathways students’ transition to universities, however, little is known about those students’ initial transition to the Academic Pathway Program (APP). This study investigated students’ transition to an Academic Pathway Program (APP) offered at a College affiliated to a metropolitan university in Sydney, Australia. Data collected from a sample of students using the Transition, Wellbeing, Help-seeking, and Adjustments Survey (TWHAS) were analysed both descriptively and inferentially. Most students reported positive moods, emotional coping, and were able to seek help without many barriers. Also, most students reported adjusting positively to the College, despite facing a few personal and social challenges such as finding time to exercise, balance study with family commitments and socialise with friends outside the College. Further, a possible association between students’ adjustments and their initial feelings when beginning the College, proficiency in written and spoken English, and help-seeking was noted. Additionally, differences in the students’ transitional challenges, wellbeing, help-seeking behaviors, adjustments across gender, age, and type of enrollment were evident. The implications of these findings for supporting students’ transition to the Academic Pathway Programs and recommendations for future research addressing the limited sample size are discussed.
TL;DR: In this article , the authors examined the interaction points between students, institutional actors, institutional policies, and state/federal policies and revealed layers of interactions resulting in three consequences: prevention of aid qualification, delay of aid receipt, and loss of aid.
Abstract: This study describes students’ experiences applying for and maintaining financial aid at a community college in Southern California. Through individual interviews and focus groups, we examined the interaction points between students, institutional actors, institutional policies, and state/federal policies. We theorize that interactions between students and their environment contribute to an ecosystem for community college students, of which penalty may be just one component. Data from the study revealed layers of interactions resulting in three consequences: prevention of aid qualification, delay of aid receipt, and loss of aid. Implications for this study indicate the need to relax further policies and procedures associated with the aid-seeking process at the institutional and policy level.
TL;DR: This article examined anti-Asian racism in the wake of COVID-19 and focused attention on the experiences of Asian immigrant students enrolled in programs for English Speakers of Other Languages at a two-year AANAPISI.
Abstract: This inquiry examines anti-Asian racism in the wake of COVID-19 and focuses attention on the experiences of Asian immigrant students enrolled in programs for English Speakers of Other Languages at a two-year AANAPISI. We draw upon AsianCrit to explore the racialization of these newcomer immigrant students and examine experiences with direct and vicarious racism . Interviews with 20 Asian immigrant students resulted in five initial themes: 1) racism affected students personally and vicariously; 2) students lived in fear of racist attack; 3) Asian racialization was unexpected, 4) students sought community in processing anti-Asian racism, and 5) students expected institutions to address racism.
TL;DR: In this paper , the authors present a teacher case study exploring Classroom Equity Data Inquiry (CEDI), a tool for faculty professional learning focused on equitable student outcomes, and describe the author's sustained CEDI utilizing six years of equity data in her English as a Second Language classes at a small northern California community college.
Abstract: Longstanding inequities exist in community colleges across the United States. To address these inequities, California Community Colleges educators have engaged in a variety of practices including the writing of equity plans and participation in equity data inquiry. However, there is an urgent need for greater focus on racial equity and for more faculty involvement in equity work at the classroom level. This paper presents a teacher case study exploring Classroom Equity Data Inquiry (CEDI), a tool for faculty professional learning focused on equitable student outcomes. In CEDI, professors examine their disaggregated classroom data, reflect on their class equity gaps, and pursue relevant professional development. They implement targeted interventions and then assess those interventions. This paper describes the author’s sustained CEDI utilizing six years of equity data in her English as a Second Language classes at a small northern California community college. First, it provides a definition and rationale for CEDI. Second, it details the author’s CEDI process and challenges. Third, it shares the author’s changes in thinking and practice including high impact interventions the author implemented to reduce equity gaps for men of color in her classes. Fourth, the article describes positive qualitative student data and increased success and retention rates for Hispanic and multi-race males following the interventions. The article concludes that CEDI requires training, support, and time, but that the approach merits further research. More research is needed on CEDI methods and their possible impact on racial equity in the classroom.
TL;DR: This article conducted structured interviews with 12 current community college presidents to develop an understanding of the operations of fundraising in community colleges to create a baseline for both further research and additional educational opportunities, finding that community colleges have a rudimentary, almost non-existent structure for fundraising while others have highly sophisticated programs.
Abstract: All higher education institutions have concerns about their fiscal health, and many have engaged in fundraising practices to augment and supplement other sources of revenue. Community colleges have been slower than their 4-year counterparts to engage in fundraising. Despite enrolling almost half of all students in postsecondary education, they continue to raise a small percentage of all philanthropic funds that are given to education. The current study was designed to develop an understanding of the operations of fundraising in community colleges to create a baseline for both further research and additional educational opportunities. Through structured interviews with 12 current community college presidents, data highlighted the wide range of practices and resources available for fundraising. Additionally, findings indicated that some community colleges have a rudimentary, almost non-existent structure for fundraising while others have highly sophisticated programs. These results stress the need for both further research and professional development targeted at community colleges, their leaders, and providing an understanding of the range of community college structures and settings that might impact fundraising.