Pub Date : 2023-11-16DOI: 10.1080/10668926.2023.2283600
Nikola Grafnetterova, Guillermo Ortega, José Del Real Viramontes
Community colleges make up an important sector of postsecondary education by providing access to students from all backgrounds, including athletes with aspirations to find an alternative path to be...
{"title":"Experiences of 2-Year Transfer Athletes: “There should be More of an Education Process”","authors":"Nikola Grafnetterova, Guillermo Ortega, José Del Real Viramontes","doi":"10.1080/10668926.2023.2283600","DOIUrl":"https://doi.org/10.1080/10668926.2023.2283600","url":null,"abstract":"Community colleges make up an important sector of postsecondary education by providing access to students from all backgrounds, including athletes with aspirations to find an alternative path to be...","PeriodicalId":51558,"journal":{"name":"Community College Journal of Research and Practice","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138541858","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 : 2023-11-15DOI: 10.1080/10668926.2023.2283592
Meghan Merritt
Published in Community College Journal of Research and Practice (Ahead of Print, 2023)
发表于《社区学院研究与实践杂志》(2023年出版前)
{"title":"The Community’s College: The Pursuit Of Democracy, Economic Development, and Success","authors":"Meghan Merritt","doi":"10.1080/10668926.2023.2283592","DOIUrl":"https://doi.org/10.1080/10668926.2023.2283592","url":null,"abstract":"Published in Community College Journal of Research and Practice (Ahead of Print, 2023)","PeriodicalId":51558,"journal":{"name":"Community College Journal of Research and Practice","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138541855","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 : 2023-11-09DOI: 10.1080/10668926.2023.2278812
Ilse Schrynemakers, Victor Fichera, Cary Lane
ABSTRACTConsidering the importance of faculty’s role in policymaking – especially when related to student success – this study provided a comprehensive analysis of faculty’s perceived obstacles to student success in post-remedial academia, as well as their suggestions for improving outcomes. This study analyzed survey feedback from faculty (N = 849) at 12 different colleges at the City University of New York (CUNY), from both 2-year and 4-year institutions, across a range of disciplines, from both tenured and untenured faculty, and from both part-time and full- time faculty. Respondents, overall, identified worsening academic literacies, a reduction in academic standards, and an overall reduction in student success since developmental education has been phased out. Faculty also suggested an array of policy, curricular, and classroom-level solutions that would help student outcomes in post-remedial academia. These included reinstating exam-based placement protocols, developing students’ academic literacies more rigorously, and re-offering pre-requisite (remedial) coursework. AcknowledgmentsSupport for this project was provided by a PSC-CUNY Award, jointly funded by the Professional Staff Congress and the City University of New York.Disclosure statementNo potential conflict of interest was reported by the author(s).Data availability statementThe data that support the findings in this study are available from the corresponding author (IMS) upon reasonable request.Additional informationFundingThis work was supported by the PSC-CUNY Research Foundation.
{"title":"Weighing In: Faculty Recommendations for Policy and Practice at Post-Remedial Community Colleges","authors":"Ilse Schrynemakers, Victor Fichera, Cary Lane","doi":"10.1080/10668926.2023.2278812","DOIUrl":"https://doi.org/10.1080/10668926.2023.2278812","url":null,"abstract":"ABSTRACTConsidering the importance of faculty’s role in policymaking – especially when related to student success – this study provided a comprehensive analysis of faculty’s perceived obstacles to student success in post-remedial academia, as well as their suggestions for improving outcomes. This study analyzed survey feedback from faculty (N = 849) at 12 different colleges at the City University of New York (CUNY), from both 2-year and 4-year institutions, across a range of disciplines, from both tenured and untenured faculty, and from both part-time and full- time faculty. Respondents, overall, identified worsening academic literacies, a reduction in academic standards, and an overall reduction in student success since developmental education has been phased out. Faculty also suggested an array of policy, curricular, and classroom-level solutions that would help student outcomes in post-remedial academia. These included reinstating exam-based placement protocols, developing students’ academic literacies more rigorously, and re-offering pre-requisite (remedial) coursework. AcknowledgmentsSupport for this project was provided by a PSC-CUNY Award, jointly funded by the Professional Staff Congress and the City University of New York.Disclosure statementNo potential conflict of interest was reported by the author(s).Data availability statementThe data that support the findings in this study are available from the corresponding author (IMS) upon reasonable request.Additional informationFundingThis work was supported by the PSC-CUNY Research Foundation.","PeriodicalId":51558,"journal":{"name":"Community College Journal of Research and Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135242072","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 : 2023-09-29DOI: 10.1080/10668926.2023.2256249
Susannah Sandrin, Joel Nishimura, Misti Sexton, Samantha Barbosa, Pamela Marshall, Amanda Chapman, Niall McCarthy, James Tuohy
A study of hidden risks, anxieties and barriers to STEM student transfer from community college to a large, comprehensive university is presented. This qualitative study employed a thematic analysis of student responses to a semi-structured interview that asked students about their hesitancy to transfer to a 4-year institution. Participants included students enrolled in a collaborative NSF-sponsored S-STEM scholarship project between three community colleges and a large public university (all in the same large metropolitan area). The project included elements that are well documented in the literature to encourage transfer. These include advising visits by university staff, clear articulation pathways, scholarship support to assist with costs, peer and near peer mentoring opportunities, and cohort-building activities between campuses and on each individual campus. Transfer rates in this group were higher, but still many students with declared interest in transferring did not transfer on time or at all. The authors identified numerous hidden risks and barriers to transfer, in addition to the well-known ones found in the literature. These include additional academic, financial, social, logistical and external/family related barriers. A theme common to many of these barriers was complex bureaucratic processes and events outside of student’s direct control. Many student comments highlighted the importance of in-person connections, mentoring and advising.
{"title":"“I Thought It Was a Little Risky”: Transfer Barriers for Students with Scholarship Support","authors":"Susannah Sandrin, Joel Nishimura, Misti Sexton, Samantha Barbosa, Pamela Marshall, Amanda Chapman, Niall McCarthy, James Tuohy","doi":"10.1080/10668926.2023.2256249","DOIUrl":"https://doi.org/10.1080/10668926.2023.2256249","url":null,"abstract":"A study of hidden risks, anxieties and barriers to STEM student transfer from community college to a large, comprehensive university is presented. This qualitative study employed a thematic analysis of student responses to a semi-structured interview that asked students about their hesitancy to transfer to a 4-year institution. Participants included students enrolled in a collaborative NSF-sponsored S-STEM scholarship project between three community colleges and a large public university (all in the same large metropolitan area). The project included elements that are well documented in the literature to encourage transfer. These include advising visits by university staff, clear articulation pathways, scholarship support to assist with costs, peer and near peer mentoring opportunities, and cohort-building activities between campuses and on each individual campus. Transfer rates in this group were higher, but still many students with declared interest in transferring did not transfer on time or at all. The authors identified numerous hidden risks and barriers to transfer, in addition to the well-known ones found in the literature. These include additional academic, financial, social, logistical and external/family related barriers. A theme common to many of these barriers was complex bureaucratic processes and events outside of student’s direct control. Many student comments highlighted the importance of in-person connections, mentoring and advising.","PeriodicalId":51558,"journal":{"name":"Community College Journal of Research and Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135199904","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 : 2023-09-13DOI: 10.1080/10668926.2023.2256262
Christopher Slaten, Wes Bonifay, Bini Sebastian, Michael Steven Williams
ABSTRACTThe current study assesses the utility of the University Belongingness Questionnaire (UBQ) in community college settings. Utilizing item response theory (IRT), the UBQ was evaluated with a sample of 1155 community college students at one large community college on the west coast. In addition, other constructs were measured to ascertain the validity and further understand belonging in community college settings, including academic self-efficacy, intrinsic resilience, and ethnic identity. The results indicate the same three-factor solution as the UBQ when used with four-year university students, (a) Affiliation with (Community) College, (b) Campus Support and Acceptance, and (c) Faculty/Staff Relations. Four items were removed due to a lack of fit with the community college setting and poor reliability with their respective subscales and the total scale. Implications for community college personnel, future scale development, and higher education research are discussed. Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"Measuring Belongingness in Higher Education: Assessing the Relevance of the University Belongingness Questionnaire (UBQ) in Community College Settings","authors":"Christopher Slaten, Wes Bonifay, Bini Sebastian, Michael Steven Williams","doi":"10.1080/10668926.2023.2256262","DOIUrl":"https://doi.org/10.1080/10668926.2023.2256262","url":null,"abstract":"ABSTRACTThe current study assesses the utility of the University Belongingness Questionnaire (UBQ) in community college settings. Utilizing item response theory (IRT), the UBQ was evaluated with a sample of 1155 community college students at one large community college on the west coast. In addition, other constructs were measured to ascertain the validity and further understand belonging in community college settings, including academic self-efficacy, intrinsic resilience, and ethnic identity. The results indicate the same three-factor solution as the UBQ when used with four-year university students, (a) Affiliation with (Community) College, (b) Campus Support and Acceptance, and (c) Faculty/Staff Relations. Four items were removed due to a lack of fit with the community college setting and poor reliability with their respective subscales and the total scale. Implications for community college personnel, future scale development, and higher education research are discussed. Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":51558,"journal":{"name":"Community College Journal of Research and Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135784325","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 : 2023-09-13DOI: 10.1080/10668926.2023.2257150
Z. W. Taylor, Karen L. Serna, Linda Eguiluz, McKayla Marois
ABSTRACTAs community college students often come from lower socioeconomic backgrounds, report greater financial challenges, and experience higher cohort default rates on student loans compared to peers attending four-year institutions, it is important to understand how community college students develop a sense of financial wellness. Moreover, research has also found that community college students, many of them students of Color, rely heavily on family to persist toward graduation. As a result, this study analyzes qualitative data from 14 community college students who reported on whether they viewed their family as financial education resources and what specific lessons they learned from their family to improve their financial wellness. Results suggest many community college students may not have family with extensive experience in and knowledge of financial sectors (e.g., banking, finance, investment) and education concepts (e.g., savings accounts, building credit, budgeting), and therefore, have little financial education to impart. In addition, many community college students’ financial education was limited to knowledge of saving, with students rarely reporting their family imparting any education about many other finance concepts. Finally, community college students witnessed reverse role modeling when it came to money management from their parents, often teaching these students what not to do with their finances. Implications for community college research, policy, and practice are addressed.Plain Language SummaryThis study reported on how 14 community college students viewed their family/family members as sources of financial education. Findings suggest these students learn little, if anything, from their families to improve their financial wellness. Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"“Through Their Fingers Like Water”: How Community College Students View Family as Sources of Financial Education","authors":"Z. W. Taylor, Karen L. Serna, Linda Eguiluz, McKayla Marois","doi":"10.1080/10668926.2023.2257150","DOIUrl":"https://doi.org/10.1080/10668926.2023.2257150","url":null,"abstract":"ABSTRACTAs community college students often come from lower socioeconomic backgrounds, report greater financial challenges, and experience higher cohort default rates on student loans compared to peers attending four-year institutions, it is important to understand how community college students develop a sense of financial wellness. Moreover, research has also found that community college students, many of them students of Color, rely heavily on family to persist toward graduation. As a result, this study analyzes qualitative data from 14 community college students who reported on whether they viewed their family as financial education resources and what specific lessons they learned from their family to improve their financial wellness. Results suggest many community college students may not have family with extensive experience in and knowledge of financial sectors (e.g., banking, finance, investment) and education concepts (e.g., savings accounts, building credit, budgeting), and therefore, have little financial education to impart. In addition, many community college students’ financial education was limited to knowledge of saving, with students rarely reporting their family imparting any education about many other finance concepts. Finally, community college students witnessed reverse role modeling when it came to money management from their parents, often teaching these students what not to do with their finances. Implications for community college research, policy, and practice are addressed.Plain Language SummaryThis study reported on how 14 community college students viewed their family/family members as sources of financial education. Findings suggest these students learn little, if anything, from their families to improve their financial wellness. Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":51558,"journal":{"name":"Community College Journal of Research and Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135783511","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 : 2023-09-12DOI: 10.1080/10668926.2023.2256238
Radomir Ray Mitic, Enyu Zhou, Hironao Okahana
{"title":"Socializing Future Community College Faculty Doctoral Professional Development and Career Preparation","authors":"Radomir Ray Mitic, Enyu Zhou, Hironao Okahana","doi":"10.1080/10668926.2023.2256238","DOIUrl":"https://doi.org/10.1080/10668926.2023.2256238","url":null,"abstract":"","PeriodicalId":51558,"journal":{"name":"Community College Journal of Research and Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135879321","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 : 2023-09-12DOI: 10.1080/10668926.2023.2256256
Nicole Contreras-García
This study examines formerly incarcerated student programming from practitioner perspectives at California community colleges. The following research questions guide the study: 1) How has the pandemic and concurrent sociopolitical contexts influence the way staff, faculty, and administrators approach their work? 2) How do practitioners describe their experiences supporting formerly incarcerated students? 3) How are challenges and opportunities toward sustaining their programs described? I used a basic qualitative approach to collect interview data with 15 staff, faculty, and administrators. Once data were transcribed, I engaged in open and axial coding to capture participants’ words, which developed into categories and emergent themes. Faculty and staff expressed profound care for students and their programs and acted on this care by challenging deficit-perspectives and advocating for students’ needs. Despite many programs’ funding concerns, participants shared how they gain support for currently and formerly incarcerated students by developing webs of support toward a more inclusive campus environment. Findings reveal how practitioners respond to and meet students’ personal and academic needs by allocating and sharing relevant resources like housing support and advising services. Staff often assume a case management role for students and advocate for their programs’ needs such as funding and physical meeting spaces. Findings affirm the need for colleges to expand their support for formerly incarcerated students and develop intentional spaces toward empowerment and desistance.
{"title":"“Setting Down Roots”—Developing Formerly Incarcerated Student Programs Through Advocacy and Network Building","authors":"Nicole Contreras-García","doi":"10.1080/10668926.2023.2256256","DOIUrl":"https://doi.org/10.1080/10668926.2023.2256256","url":null,"abstract":"This study examines formerly incarcerated student programming from practitioner perspectives at California community colleges. The following research questions guide the study: 1) How has the pandemic and concurrent sociopolitical contexts influence the way staff, faculty, and administrators approach their work? 2) How do practitioners describe their experiences supporting formerly incarcerated students? 3) How are challenges and opportunities toward sustaining their programs described? I used a basic qualitative approach to collect interview data with 15 staff, faculty, and administrators. Once data were transcribed, I engaged in open and axial coding to capture participants’ words, which developed into categories and emergent themes. Faculty and staff expressed profound care for students and their programs and acted on this care by challenging deficit-perspectives and advocating for students’ needs. Despite many programs’ funding concerns, participants shared how they gain support for currently and formerly incarcerated students by developing webs of support toward a more inclusive campus environment. Findings reveal how practitioners respond to and meet students’ personal and academic needs by allocating and sharing relevant resources like housing support and advising services. Staff often assume a case management role for students and advocate for their programs’ needs such as funding and physical meeting spaces. Findings affirm the need for colleges to expand their support for formerly incarcerated students and develop intentional spaces toward empowerment and desistance.","PeriodicalId":51558,"journal":{"name":"Community College Journal of Research and Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135886055","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 : 2023-09-11DOI: 10.1080/10668926.2023.2256255
Thai-Huy Nguyen, Maya Rabinowitz
{"title":"Understanding the Unexpected Transition from In-Person to Online Courses: Perspectives from Community College Students in STEM","authors":"Thai-Huy Nguyen, Maya Rabinowitz","doi":"10.1080/10668926.2023.2256255","DOIUrl":"https://doi.org/10.1080/10668926.2023.2256255","url":null,"abstract":"","PeriodicalId":51558,"journal":{"name":"Community College Journal of Research and Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135983333","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 : 2023-09-11DOI: 10.1080/10668926.2023.2256253
Megan Dempsey, Joan Dalrymple
Using cross-institutional survey data from 407 first-year college students, differences in information literacy preparation and academic library experiences between community college students and students at four-year institutions are examined. Results show that first-year community college students are more likely to be novice library users, having had fewer interactions with their high school library or librarian before coming to college. By the end of their first year of college, students at four-year institutions are more likely to be familiar with the concepts of ACRL’s Framework for Information Literacy for Higher Education (2016), suggesting that greater emphasis needs to be given to these concepts at community colleges so that their students are on equal footing with their peers at four-year institutions. Implications for community college faculty are presented, as well as recommendations for greater integration of discipline-specific, scaffolded information literacy instruction throughout community college programs of study.
{"title":"Gaps in Information Literacy Preparedness Between Students at Community Colleges and Four-Year Institutions","authors":"Megan Dempsey, Joan Dalrymple","doi":"10.1080/10668926.2023.2256253","DOIUrl":"https://doi.org/10.1080/10668926.2023.2256253","url":null,"abstract":"Using cross-institutional survey data from 407 first-year college students, differences in information literacy preparation and academic library experiences between community college students and students at four-year institutions are examined. Results show that first-year community college students are more likely to be novice library users, having had fewer interactions with their high school library or librarian before coming to college. By the end of their first year of college, students at four-year institutions are more likely to be familiar with the concepts of ACRL’s Framework for Information Literacy for Higher Education (2016), suggesting that greater emphasis needs to be given to these concepts at community colleges so that their students are on equal footing with their peers at four-year institutions. Implications for community college faculty are presented, as well as recommendations for greater integration of discipline-specific, scaffolded information literacy instruction throughout community college programs of study.","PeriodicalId":51558,"journal":{"name":"Community College Journal of Research and Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135981372","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}
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