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":"21 1","pages":"0"},"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":"52 1","pages":"0"},"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":"41 1","pages":"0"},"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":"23 1","pages":"0"},"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":"55 1","pages":"0"},"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":"29 1","pages":"0"},"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}
Pub Date : 2023-09-07DOI: 10.1080/10668926.2023.2256247
Jill Channing, Benjamin Patterson
ABSTRACT Critical Race Theory (CRT) can be used as an analytical framework for understanding the propagation of systemic racism within societal structures and institutions, particularly in community colleges. CRT provides insights into the structural nature of racism as an issue of individual prejudice and one built into society’s fabric. However, many states are attempting to or have successfully banned CRT and its related concepts. Despite the chilling effect of these regulations, community colleges still have a role to play in integrating CRT and other culturally responsive pedagogies. Liberating the hidden curriculum refers to instructional methods and practices for challenging the implicit norms, values, structures, and practices in schools that perpetuate social norms and reproduce racial oppression. The principles of CRT can also help challenge microaggressions and encourage candid discussions of biases to reduce their impact and alter hidden curricula, thus engendering more equitable student experiences, opportunities, and outcomes. Implications for institutional and classroom practices include the importance of professional development and integrating culturally relevant and responsive pedagogy to provide more empowering educational experiences for all community college students.
{"title":"Critical Race Theory and U.S. Community Colleges: Contending with Controversy","authors":"Jill Channing, Benjamin Patterson","doi":"10.1080/10668926.2023.2256247","DOIUrl":"https://doi.org/10.1080/10668926.2023.2256247","url":null,"abstract":"ABSTRACT Critical Race Theory (CRT) can be used as an analytical framework for understanding the propagation of systemic racism within societal structures and institutions, particularly in community colleges. CRT provides insights into the structural nature of racism as an issue of individual prejudice and one built into society’s fabric. However, many states are attempting to or have successfully banned CRT and its related concepts. Despite the chilling effect of these regulations, community colleges still have a role to play in integrating CRT and other culturally responsive pedagogies. Liberating the hidden curriculum refers to instructional methods and practices for challenging the implicit norms, values, structures, and practices in schools that perpetuate social norms and reproduce racial oppression. The principles of CRT can also help challenge microaggressions and encourage candid discussions of biases to reduce their impact and alter hidden curricula, thus engendering more equitable student experiences, opportunities, and outcomes. Implications for institutional and classroom practices include the importance of professional development and integrating culturally relevant and responsive pedagogy to provide more empowering educational experiences for all community college students.","PeriodicalId":51558,"journal":{"name":"Community College Journal of Research and Practice","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46899397","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 : 2023-08-24DOI: 10.1080/10668926.2023.2249857
W. Bowlin, Carol Cutler White
{"title":"Should I Stay or Should I Go? Examining Persistence Factors Among Rural First-Year Community College Students","authors":"W. Bowlin, Carol Cutler White","doi":"10.1080/10668926.2023.2249857","DOIUrl":"https://doi.org/10.1080/10668926.2023.2249857","url":null,"abstract":"","PeriodicalId":51558,"journal":{"name":"Community College Journal of Research and Practice","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47287904","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 : 2023-08-23DOI: 10.1080/10668926.2023.2249847
C. Harbour, J. Sanders
{"title":"Community College Civic Education and Hannah Arendt","authors":"C. Harbour, J. Sanders","doi":"10.1080/10668926.2023.2249847","DOIUrl":"https://doi.org/10.1080/10668926.2023.2249847","url":null,"abstract":"","PeriodicalId":51558,"journal":{"name":"Community College Journal of Research and Practice","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46366477","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 : 2023-08-02DOI: 10.1080/10668926.2023.2237431
Dennis Stevenson
{"title":"A White Educators’ Guide to Equity: Teaching for Justice in Community College","authors":"Dennis Stevenson","doi":"10.1080/10668926.2023.2237431","DOIUrl":"https://doi.org/10.1080/10668926.2023.2237431","url":null,"abstract":"","PeriodicalId":51558,"journal":{"name":"Community College Journal of Research and Practice","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47860818","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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