Pub Date : 2023-09-19DOI: 10.1177/00915521231201217
None Adriantoni, Fikri Yanda, Welhelmina Febriana Ayhuan
{"title":"Book Review: <i>The impacts of green space on student experience at an urban community college: An exploration of wellbeing, belonging, and scholarly identity</i>, Naidoo, V.","authors":"None Adriantoni, Fikri Yanda, Welhelmina Febriana Ayhuan","doi":"10.1177/00915521231201217","DOIUrl":"https://doi.org/10.1177/00915521231201217","url":null,"abstract":"","PeriodicalId":46564,"journal":{"name":"Community College Review","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135060862","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-17DOI: 10.1177/00915521231181955
P. Bahr, Elizabeth S. Jones, Joshua Skiles
Objective: Community colleges have considerable potential to grow the number of individuals who complete STEM baccalaureate degrees and to broaden access to educational opportunities in STEM. However, efforts to tap this potential have been hampered by nagging questions about whether community colleges prepare students adequately for advanced STEM courses at universities. In this study, we draw on data from four universities in Michigan to investigate differences in the course and degree outcomes of students who completed prerequisite STEM courses in community colleges versus students who completed prerequisites at the university. Methods: We use logistic and linear regression to control for several potentially confounding variables, including prior academic achievement as measured by high school grade point average. Results: In three of the universities, we did not find evidence of consistently weaker outcomes among students who completed STEM prerequisites at community colleges or among transfer students generally. In the fourth university, students taking STEM prerequisites in a community college had weaker course outcomes than did non-transfer students. Intersecting qualitative evidence points to differences in levels of support for transfer students as a probable explanation for the differences in students’ outcomes, rather than inadequate rigor of community college STEM coursework. Conclusion: Our findings generally align with prior evidence of minor or inconsistent differences in outcomes for students who previously attended a community college, but also point to the probable role of institutional factors at universities in influencing the chances of success among students who utilize community college to complete STEM coursework.
{"title":"Investigating the Viability of Transfer Pathways to STEM Degrees: Do Community Colleges Prepare Students for Success in University STEM Courses?","authors":"P. Bahr, Elizabeth S. Jones, Joshua Skiles","doi":"10.1177/00915521231181955","DOIUrl":"https://doi.org/10.1177/00915521231181955","url":null,"abstract":"Objective: Community colleges have considerable potential to grow the number of individuals who complete STEM baccalaureate degrees and to broaden access to educational opportunities in STEM. However, efforts to tap this potential have been hampered by nagging questions about whether community colleges prepare students adequately for advanced STEM courses at universities. In this study, we draw on data from four universities in Michigan to investigate differences in the course and degree outcomes of students who completed prerequisite STEM courses in community colleges versus students who completed prerequisites at the university. Methods: We use logistic and linear regression to control for several potentially confounding variables, including prior academic achievement as measured by high school grade point average. Results: In three of the universities, we did not find evidence of consistently weaker outcomes among students who completed STEM prerequisites at community colleges or among transfer students generally. In the fourth university, students taking STEM prerequisites in a community college had weaker course outcomes than did non-transfer students. Intersecting qualitative evidence points to differences in levels of support for transfer students as a probable explanation for the differences in students’ outcomes, rather than inadequate rigor of community college STEM coursework. Conclusion: Our findings generally align with prior evidence of minor or inconsistent differences in outcomes for students who previously attended a community college, but also point to the probable role of institutional factors at universities in influencing the chances of success among students who utilize community college to complete STEM coursework.","PeriodicalId":46564,"journal":{"name":"Community College Review","volume":"51 1","pages":"567 - 592"},"PeriodicalIF":1.3,"publicationDate":"2023-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43793220","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-14DOI: 10.1177/00915521231182112
L. Lyon, Colin Schatz, Emily Green
Research question: For students enrolling in introductory computer science classes at community colleges, how did they experience the class in an emergency remote teaching environment, particularly in contrast to in-person instruction at the start of the semester? Methods: Semi-structured interviews were conducted with 18 students from diverse backgrounds who were enrolled in introductory computer science at a community college in California during the first semester of online classes due to the COVID-19 pandemic. Grounded theory data analysis was conducted on the interview data. Results: Students’ overall educational trajectories were largely unchanged by the shift to emergency remote teaching. However, one crucial factor in many students’ learning experiences was the lack of a physical transition to the campus and a corresponding transition into a school or studying mode supported by physically gathering with other students and away from distractions at home. Experiences in the classroom were found less engaging by many, and virtual interactions were sometimes awkward. Students struggled to get individualized help from instructors and campus resources and to interact with peers. Conclusions/Contributions: Instructors and administrators in community colleges need to be aware that the loss of college campus spaces and embodied peer interactions may pose an especially large barrier to success for the population they serve. An important takeaway for instructors is that the modalities and tools employed in emergency remote teaching are experienced quite differently by different students, and that additional supports, such as videotaped classes and flexibility in due dates, can be key for students’ success.
{"title":"Experiences of Diverse Introductory Computer Science Students Moving to Online Classes in a Pandemic","authors":"L. Lyon, Colin Schatz, Emily Green","doi":"10.1177/00915521231182112","DOIUrl":"https://doi.org/10.1177/00915521231182112","url":null,"abstract":"Research question: For students enrolling in introductory computer science classes at community colleges, how did they experience the class in an emergency remote teaching environment, particularly in contrast to in-person instruction at the start of the semester? Methods: Semi-structured interviews were conducted with 18 students from diverse backgrounds who were enrolled in introductory computer science at a community college in California during the first semester of online classes due to the COVID-19 pandemic. Grounded theory data analysis was conducted on the interview data. Results: Students’ overall educational trajectories were largely unchanged by the shift to emergency remote teaching. However, one crucial factor in many students’ learning experiences was the lack of a physical transition to the campus and a corresponding transition into a school or studying mode supported by physically gathering with other students and away from distractions at home. Experiences in the classroom were found less engaging by many, and virtual interactions were sometimes awkward. Students struggled to get individualized help from instructors and campus resources and to interact with peers. Conclusions/Contributions: Instructors and administrators in community colleges need to be aware that the loss of college campus spaces and embodied peer interactions may pose an especially large barrier to success for the population they serve. An important takeaway for instructors is that the modalities and tools employed in emergency remote teaching are experienced quite differently by different students, and that additional supports, such as videotaped classes and flexibility in due dates, can be key for students’ success.","PeriodicalId":46564,"journal":{"name":"Community College Review","volume":"1 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41713744","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-04DOI: 10.1177/00915521231182121
Heather N. McCambly, Stephanie Aguilar-Smith, Eric R. Felix, Xiaodan Hu, Lorenzo Baber
Purpose: The purpose of this article is to use Victor Ray’s theory of racialized organizations (TRO), and multiple applied exemplars, as a framework and call to action for community college researchers and policymakers. In doing so, we provide a meso-level analytic view on how and why the most accessible postsecondary pathway for minoritized students is also the most chronically under-resourced sector of higher education in the United States. Argument: Understanding community colleges as a type of racialized organization opposes traditional meritocratic perspectives that view these institutions as culturally neutral spaces, guided by open access and unrestricted credential choice. Decades of research suggest that egalitarian principles attached to community colleges do not necessarily translate into equitable student experiences and outcomes. Responses to these inequitable outcomes, however, primarily assign blame to individual dispositions. Without deep consideration of contextual conditions that shape organizational policies and practices, outcome disparities are viewed as a condition of cultural deficits rather than structured impotence. Conclusions: This paper advances our collective attunement, as community college scholars, to organizational arrangements that perpetuate and weaken white supremacy. In short, we use a racialized organizational lens to think in new ways about how community colleges, as an institutional type, are often as marginalized as the students they serve.
{"title":"Community Colleges as Racialized Organizations: Outlining Opportunities for Equity","authors":"Heather N. McCambly, Stephanie Aguilar-Smith, Eric R. Felix, Xiaodan Hu, Lorenzo Baber","doi":"10.1177/00915521231182121","DOIUrl":"https://doi.org/10.1177/00915521231182121","url":null,"abstract":"Purpose: The purpose of this article is to use Victor Ray’s theory of racialized organizations (TRO), and multiple applied exemplars, as a framework and call to action for community college researchers and policymakers. In doing so, we provide a meso-level analytic view on how and why the most accessible postsecondary pathway for minoritized students is also the most chronically under-resourced sector of higher education in the United States. Argument: Understanding community colleges as a type of racialized organization opposes traditional meritocratic perspectives that view these institutions as culturally neutral spaces, guided by open access and unrestricted credential choice. Decades of research suggest that egalitarian principles attached to community colleges do not necessarily translate into equitable student experiences and outcomes. Responses to these inequitable outcomes, however, primarily assign blame to individual dispositions. Without deep consideration of contextual conditions that shape organizational policies and practices, outcome disparities are viewed as a condition of cultural deficits rather than structured impotence. Conclusions: This paper advances our collective attunement, as community college scholars, to organizational arrangements that perpetuate and weaken white supremacy. In short, we use a racialized organizational lens to think in new ways about how community colleges, as an institutional type, are often as marginalized as the students they serve.","PeriodicalId":46564,"journal":{"name":"Community College Review","volume":"51 1","pages":"658 - 679"},"PeriodicalIF":1.3,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44722897","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-01Epub Date: 2023-05-10DOI: 10.1177/00915521231163929
Amaranta Ramirez, David B Rivera, Adrian M Valadez, Samantha Mattis, Alison Cerezo
Objective: The COVID-19 global pandemic has created severe, long-lasting challenges to college students in the United States (US). In the present study, we assessed mental health symptomatology (depression, anxiety, life stress), academic challenges, and economic stress during the first wave of the Coronavirus pandemic. Method: A total sample of 361 college students (Mage = 22.26, SD = 5.56) was gathered from a community college (N = 134) and mid-size public university (N = 227) in Southwest US, both designated as Hispanic Serving Institutions. Results: Pearson and point biserial correlations indicated associations between mental health symptomatology, academic challenges, and economic stress, including expected delays in graduation. Multivariate analysis revealed that community college students had statistically significantly higher scores on anxiety F(1, 312) = 5.27, p = .02, = .01 than 4-year university students, as well as key differences with respect to academic challenges. Chi Square analyses revealed that Latinx families experienced greater economic hardships, including job loss or reduced work hours (χ2 (1, N = 361) = 28.56, p = .00) than other ethnic/racial groups. Conclusions/Contributions: Findings revealed that community college students faced disparately negative mental health symptomatology, academic challenges, and economic stress during the first wave of the Coronavirus pandemic. Further, Latinx students' families experienced significant economic hardship that may have impacted students' academic progress and future planning.
2019冠状病毒病(COVID-19)全球大流行给美国大学生带来了严峻而持久的挑战。在本研究中，我们评估了第一波冠状病毒大流行期间的心理健康症状(抑郁、焦虑、生活压力)、学术挑战和经济压力。方法:选取美国西南部一所社区学院(N = 134)和一所中等规模公立大学(N = 227)为西班牙裔服务机构，共361名大学生(Mage = 22.26, SD = 5.56)。结果:Pearson和点双列相关性表明心理健康症状、学业挑战和经济压力(包括预期的毕业延迟)之间存在关联。多因素分析显示，社区大学生焦虑得分显著高于社区大学生F(1,312) = 5.27, p =。2， η p =。与四年制大学生相比，以及在学术挑战方面的主要差异。卡方分析显示，与其他族裔/种族相比，拉丁裔家庭经历了更大的经济困难，包括失业或工作时间减少(χ2 (1, N = 361) = 28.56, p = .00)。结论/贡献:研究结果显示，在第一波冠状病毒大流行期间，社区大学生面临着不同程度的负面心理健康症状、学业挑战和经济压力。此外，拉丁裔学生的家庭经历了严重的经济困难，这可能影响了学生的学业进步和未来规划。
{"title":"Examining Mental Health, Academic, and Economic Stressors During the COVID-19 Pandemic Among Community College and 4-Year University Students.","authors":"Amaranta Ramirez, David B Rivera, Adrian M Valadez, Samantha Mattis, Alison Cerezo","doi":"10.1177/00915521231163929","DOIUrl":"10.1177/00915521231163929","url":null,"abstract":"<p><p><b>Objective:</b> The COVID-19 global pandemic has created severe, long-lasting challenges to college students in the United States (US). In the present study, we assessed mental health symptomatology (depression, anxiety, life stress), academic challenges, and economic stress during the first wave of the Coronavirus pandemic. <b>Method:</b> A total sample of 361 college students (<i>M</i><sub>age</sub> = 22.26, <i>SD</i> = 5.56) was gathered from a community college (<i>N =</i> 134) and mid-size public university (<i>N =</i> 227) in Southwest US, both designated as Hispanic Serving Institutions. <b>Results:</b> Pearson and point biserial correlations indicated associations between mental health symptomatology, academic challenges, and economic stress, including expected delays in graduation. Multivariate analysis revealed that community college students had statistically significantly higher scores on anxiety <i>F</i>(1, 312) = 5.27, <i>p</i> = .02, <math><mrow><msubsup><mi>η</mi><mi>p</mi><mn>2</mn></msubsup></mrow></math> = .01 than 4-year university students, as well as key differences with respect to academic challenges. Chi Square analyses revealed that Latinx families experienced greater economic hardships, including job loss or reduced work hours (χ<sup>2</sup> (1, <i>N</i> = 361) = 28.56, <i>p</i> = .00) than other ethnic/racial groups. <b>Conclusions/Contributions:</b> Findings revealed that community college students faced disparately negative mental health symptomatology, academic challenges, and economic stress during the first wave of the Coronavirus pandemic. Further, Latinx students' families experienced significant economic hardship that may have impacted students' academic progress and future planning.</p>","PeriodicalId":46564,"journal":{"name":"Community College Review","volume":"51 1","pages":"463-478"},"PeriodicalIF":1.3,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10183329/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48497833","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-28DOI: 10.1177/00915521231182119
Dana G. Holland Zahner
Objective/Research Question: This research explores how community college students, who are underrepresented in science, technology, engineering, and mathematics (STEM) fields and aspire to vertical transfer in STEM make choices about majors and transfer destinations. The question is important to advancing equity in STEM, which continues to perpetuate disparities in attainment for minoritized, first-generation, and financially disadvantaged students, who disproportionately enter higher education in community colleges. Methods: Using a longitudinal, qualitative research design, the study relied on semi-structured interviewing to generate in-depth evidence about student experiences. Results: Findings showed that career goals were uniformly influential to students, yet career information was unevenly available or comprehensible during community college. Students’ choices about what to major in and where to transfer were iterative and intertwined, with these choices deeply connected to students’ families and lifetime priorities. Delays in student decision-making tended to have less to do with uncertain individual preferences than to lack of information about a specific STEM major and its alignment with possible future degrees, transfer destinations, and career pathways, as well as contingencies associated with the transfer admission process. Conclusions/Contributions: This research demonstrated STEM-specific nuance in how underrepresented community college students navigate major, career, and transfer destination decision-making as well as the influence of family and location-based priorities in student choices. Future research should investigate how to best provide directional support for students’ major and transfer destination decisions, including major-to-career awareness and the academic and personal dimensions of transfer.
{"title":"Navigating STEM Major and Transfer Destination Choices: Community College Student Experiences through the Lens of Practice Theory","authors":"Dana G. Holland Zahner","doi":"10.1177/00915521231182119","DOIUrl":"https://doi.org/10.1177/00915521231182119","url":null,"abstract":"Objective/Research Question: This research explores how community college students, who are underrepresented in science, technology, engineering, and mathematics (STEM) fields and aspire to vertical transfer in STEM make choices about majors and transfer destinations. The question is important to advancing equity in STEM, which continues to perpetuate disparities in attainment for minoritized, first-generation, and financially disadvantaged students, who disproportionately enter higher education in community colleges. Methods: Using a longitudinal, qualitative research design, the study relied on semi-structured interviewing to generate in-depth evidence about student experiences. Results: Findings showed that career goals were uniformly influential to students, yet career information was unevenly available or comprehensible during community college. Students’ choices about what to major in and where to transfer were iterative and intertwined, with these choices deeply connected to students’ families and lifetime priorities. Delays in student decision-making tended to have less to do with uncertain individual preferences than to lack of information about a specific STEM major and its alignment with possible future degrees, transfer destinations, and career pathways, as well as contingencies associated with the transfer admission process. Conclusions/Contributions: This research demonstrated STEM-specific nuance in how underrepresented community college students navigate major, career, and transfer destination decision-making as well as the influence of family and location-based priorities in student choices. Future research should investigate how to best provide directional support for students’ major and transfer destination decisions, including major-to-career awareness and the academic and personal dimensions of transfer.","PeriodicalId":46564,"journal":{"name":"Community College Review","volume":"51 1","pages":"538 - 566"},"PeriodicalIF":1.3,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43848217","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-28DOI: 10.1177/00915521231182094
Tanzina Ahmed
Objective. Theorists have posited that community college students’ socio-academic integrative relationships with other students, college staff, and instructors, as well as their sense of college-related aspiration, mindset, grit, and agency, may impact their academic success. When community college students narrate (i.e., create stories that help them understand, investigate, and communicate) about higher education, they may reflect upon such relational and internal experiences in ways that signal later academic performance. This study reviews how students narrate to reflect upon their relational and internal experiences within a community college. It then connects students’ narrative explorations to their year-end grade point average (GPA). Method. Script analysis was used to explore how 104 ethnically, culturally, and linguistically diverse community college students reflected on their best and worst college experiences using different scripts, which are collective and shared ways of knowing that people use to organize their understandings of recounted experiences. Multiple regression models linked students’ narrative scripts to their year-end GPA. Results. Students narrated on their college lives using a variety of different scripts. When narrating about their worst experiences, students’ focus on socio-academic relational conflicts and on their grit and agency while coping with college-related difficulties predicted their having a higher year-end GPA. Conclusion. In a partial confirmation of Wang’s and Deil-Amen’s theoretical expectations, students’ narrative expressions of grit and agency, as well as their relational experiences and conflicts with other students, instructors, and staff at college, predicted their academic success.
{"title":"“I Thought About Solutions”: How Students’ Narratives of Relational Conflict, Grit, and Agency Predict Academic Performance within Community College","authors":"Tanzina Ahmed","doi":"10.1177/00915521231182094","DOIUrl":"https://doi.org/10.1177/00915521231182094","url":null,"abstract":"Objective. Theorists have posited that community college students’ socio-academic integrative relationships with other students, college staff, and instructors, as well as their sense of college-related aspiration, mindset, grit, and agency, may impact their academic success. When community college students narrate (i.e., create stories that help them understand, investigate, and communicate) about higher education, they may reflect upon such relational and internal experiences in ways that signal later academic performance. This study reviews how students narrate to reflect upon their relational and internal experiences within a community college. It then connects students’ narrative explorations to their year-end grade point average (GPA). Method. Script analysis was used to explore how 104 ethnically, culturally, and linguistically diverse community college students reflected on their best and worst college experiences using different scripts, which are collective and shared ways of knowing that people use to organize their understandings of recounted experiences. Multiple regression models linked students’ narrative scripts to their year-end GPA. Results. Students narrated on their college lives using a variety of different scripts. When narrating about their worst experiences, students’ focus on socio-academic relational conflicts and on their grit and agency while coping with college-related difficulties predicted their having a higher year-end GPA. Conclusion. In a partial confirmation of Wang’s and Deil-Amen’s theoretical expectations, students’ narrative expressions of grit and agency, as well as their relational experiences and conflicts with other students, instructors, and staff at college, predicted their academic success.","PeriodicalId":46564,"journal":{"name":"Community College Review","volume":"51 1","pages":"487 - 508"},"PeriodicalIF":1.3,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47386715","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-26DOI: 10.1177/00915521231182120
Kristen L. Becker, Lea Andrah Beckworth
Objective: This research study examined gender wage equality among administrators across Arizona’s ten community college districts comprising 19 colleges. Method: Both descriptive and inferential statistics were used to analyze salary data. Results: All 19 college campuses evidenced differences in median income between 12-month, full-time women and men. However, when disaggregated by job category, median income of women and men was equal in a number of job categories in several institutions, illustrating the complexity of measuring gender wage equality using descriptive statistics. A multiple regression analysis revealed that only three of the 19 community colleges had gender-based salary differentials. Thus, gender wage equality prevails in most Arizona community colleges despite inconsistent salary schedules among the college districts and no state-level oversight. Contributions: Community colleges provide learning opportunities to a heterogeneous population of 5.4 million students annually. Understanding gender-based salary differentials among community college administrators can provide insights into diversity, equity, inclusion, and social justice in higher education.
{"title":"Gender-Based Salary Differentials Among Administrators in Arizona Community Colleges","authors":"Kristen L. Becker, Lea Andrah Beckworth","doi":"10.1177/00915521231182120","DOIUrl":"https://doi.org/10.1177/00915521231182120","url":null,"abstract":"Objective: This research study examined gender wage equality among administrators across Arizona’s ten community college districts comprising 19 colleges. Method: Both descriptive and inferential statistics were used to analyze salary data. Results: All 19 college campuses evidenced differences in median income between 12-month, full-time women and men. However, when disaggregated by job category, median income of women and men was equal in a number of job categories in several institutions, illustrating the complexity of measuring gender wage equality using descriptive statistics. A multiple regression analysis revealed that only three of the 19 community colleges had gender-based salary differentials. Thus, gender wage equality prevails in most Arizona community colleges despite inconsistent salary schedules among the college districts and no state-level oversight. Contributions: Community colleges provide learning opportunities to a heterogeneous population of 5.4 million students annually. Understanding gender-based salary differentials among community college administrators can provide insights into diversity, equity, inclusion, and social justice in higher education.","PeriodicalId":46564,"journal":{"name":"Community College Review","volume":"33 1","pages":"641 - 657"},"PeriodicalIF":1.3,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64968281","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-26DOI: 10.1177/00915521231182116
Kelly Wickersham, Peiwen Zheng, Xueli Wang, Amy C. Prevost
Objective: In Spring 2020 when COVID-19 hit, community colleges moved almost all classes online. This disruption impacts recent math reforms, including contextualization, raising concerns about sustained faculty and institutional leadership commitment. This study investigated how community college faculty teaching contextualized math courses adapted their instruction in response to COVID-19-related disruptions and how community college and instructional leadership addressed math contextualization efforts in response to COVID-19. Methods: Using multiple case studies, we conducted interviews with faculty and institutional leaders from two large community colleges in a Midwestern state. We also integrated field notes, observations, lesson plans, project documentation, and other contextual information as complementary data. Results: Three themes revealed how faculty and institutional leaders navigated the process of adapting contextualization efforts throughout the pandemic: reaching out to create community remotely, reimagining contextualization or pushing the pause button, and skilling up to persist through and toward change. Contribution: This study provides insight into the unique challenges and innovations due to sudden yet enduring disruptions that impact instruction, faculty development, and institutional support around instructional reform in the community college. This research informs faculty and institutional leaders navigating sustained efforts around math reform to identify actions to help institutions and their faculty continue advancing high-impact approaches and initiatives to math instruction in any environment.
{"title":"Reimagining Community College Math Reform Amid COVID-19","authors":"Kelly Wickersham, Peiwen Zheng, Xueli Wang, Amy C. Prevost","doi":"10.1177/00915521231182116","DOIUrl":"https://doi.org/10.1177/00915521231182116","url":null,"abstract":"Objective: In Spring 2020 when COVID-19 hit, community colleges moved almost all classes online. This disruption impacts recent math reforms, including contextualization, raising concerns about sustained faculty and institutional leadership commitment. This study investigated how community college faculty teaching contextualized math courses adapted their instruction in response to COVID-19-related disruptions and how community college and instructional leadership addressed math contextualization efforts in response to COVID-19. Methods: Using multiple case studies, we conducted interviews with faculty and institutional leaders from two large community colleges in a Midwestern state. We also integrated field notes, observations, lesson plans, project documentation, and other contextual information as complementary data. Results: Three themes revealed how faculty and institutional leaders navigated the process of adapting contextualization efforts throughout the pandemic: reaching out to create community remotely, reimagining contextualization or pushing the pause button, and skilling up to persist through and toward change. Contribution: This study provides insight into the unique challenges and innovations due to sudden yet enduring disruptions that impact instruction, faculty development, and institutional support around instructional reform in the community college. This research informs faculty and institutional leaders navigating sustained efforts around math reform to identify actions to help institutions and their faculty continue advancing high-impact approaches and initiatives to math instruction in any environment.","PeriodicalId":46564,"journal":{"name":"Community College Review","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44799198","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-26DOI: 10.1177/00915521231181941
David B. Monaghan, V. Coca
Objective/Research Question: Community college “Promise” programs have proliferated recently, particularly in areas with many low-income, academically struggling students. Many Promise programs restrict eligibility by high school performance but set eligibility thresholds quite low. As such they function as “low-bar” merit scholarships, and merit scholarships are often believed to incentivize improved academic performance. But do such “low-bar” merit scholarships boost high school attendance and grades? Methods: We investigate impacts of one such program, the Milwaukee Area Technical College Promise, on high school students in Milwaukee Public Schools, exploiting program design features to identify treatment effects through a differences-in-differences strategy. Results: The program appears to have marginally improved high school grades while slightly lowering attendance. These effects cancel each other out in terms of meeting combined GPA and attendance eligibility thresholds. Estimated positive impacts on GPA were statistically significant but very small for males, Black students, free lunch eligible students, special education students and current English language learners, while impacts on attendance were negative for most subgroups. The positive GPA effect was restricted to the program’s second year. Conclusions: We do not find strong evidence that low-bar scholarships are effective at improving academic performance. Policymakers should reconsider conventional wisdom underlying inclusion of merit criteria in broad-based scholarships.
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