Pub Date : 2023-05-31DOI: 10.1080/10668926.2023.2219636
Ronald R Johnson, C. Salinas, Deborah L. Floyd, Bryan D. Hursh
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.
{"title":"“I Made My Own Lane at the Community college:” A Narrative Study on the Hero’s Journey of Latino Men Transfer Students","authors":"Ronald R Johnson, C. Salinas, Deborah L. Floyd, Bryan D. Hursh","doi":"10.1080/10668926.2023.2219636","DOIUrl":"https://doi.org/10.1080/10668926.2023.2219636","url":null,"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.","PeriodicalId":51558,"journal":{"name":"Community College Journal of Research and Practice","volume":"47 1","pages":"494 - 508"},"PeriodicalIF":1.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46950762","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 : 2023-05-30DOI: 10.1080/10668926.2023.2219650
Mark Schneider, Lisa Snodgrass
ABSTRACTA 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.PLAN LANGUAGE SUMMARYOne of the foundational blocks of concurrent enrollment (CE) programming are the high school teachers who are simultaneously college instructors, also known as CE instructors, in the classroom. However, a clarification and update to CE liberal arts credentialing standards set to come into effect in 2025, which requires many liberal arts CEinstructors to take additional graduate level coursework in their subject area, has the potential to disrupt CE programming in high schools. The loss of CE instructors and a reduction of CE programming would negatively impact students and instructors, and, even more broadly, negatively impact communities and states. We found that instructors who were not close to retirement were more likely to complete the additional coursework and maintain their CE credentials if their school administration, or a school administration who would hire them as a future CE instructor, was willing to increase CE instructor salaries compared to their teacher base pay. Increases in pay were viewed by instructors as the main avenue a school administration could recognize the additional work that goes into becoming a CE instructor by a high school teacher. Those who did not complete the additional coursework most often cited a lack of encouragement by their school district and not seeing the possibility of a return on their investment of time and energy to complete additional graduate coursework. With these findings and school administrators, higher education policymakers, and state policymakers in mind, financial incentives and policies school districts and state agencies could implement and offer to CE instructors to increase the supply of CE instructors are then discussed. Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"Understanding the Concurrent Enrollment Instructor Credentialing Cliff from the Instructors’ Perspective: A Qualitative Study Utilizing Principal-Agent Theory","authors":"Mark Schneider, Lisa Snodgrass","doi":"10.1080/10668926.2023.2219650","DOIUrl":"https://doi.org/10.1080/10668926.2023.2219650","url":null,"abstract":"ABSTRACTA 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.PLAN LANGUAGE SUMMARYOne of the foundational blocks of concurrent enrollment (CE) programming are the high school teachers who are simultaneously college instructors, also known as CE instructors, in the classroom. However, a clarification and update to CE liberal arts credentialing standards set to come into effect in 2025, which requires many liberal arts CEinstructors to take additional graduate level coursework in their subject area, has the potential to disrupt CE programming in high schools. The loss of CE instructors and a reduction of CE programming would negatively impact students and instructors, and, even more broadly, negatively impact communities and states. We found that instructors who were not close to retirement were more likely to complete the additional coursework and maintain their CE credentials if their school administration, or a school administration who would hire them as a future CE instructor, was willing to increase CE instructor salaries compared to their teacher base pay. Increases in pay were viewed by instructors as the main avenue a school administration could recognize the additional work that goes into becoming a CE instructor by a high school teacher. Those who did not complete the additional coursework most often cited a lack of encouragement by their school district and not seeing the possibility of a return on their investment of time and energy to complete additional graduate coursework. With these findings and school administrators, higher education policymakers, and state policymakers in mind, financial incentives and policies school districts and state agencies could implement and offer to CE instructors to increase the supply of CE instructors are then 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":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135643517","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 : 2023-05-26DOI: 10.1080/10668926.2023.2212923
Jill M. Beccaris-Pescatore, J. Paris, Jonathan C. Reiter, J. Winfield
{"title":"Driven Away: The Relationship Between Gasoline Prices and Community College Student Retention","authors":"Jill M. Beccaris-Pescatore, J. Paris, Jonathan C. Reiter, J. Winfield","doi":"10.1080/10668926.2023.2212923","DOIUrl":"https://doi.org/10.1080/10668926.2023.2212923","url":null,"abstract":"","PeriodicalId":51558,"journal":{"name":"Community College Journal of Research and Practice","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44010489","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 : 2023-05-25DOI: 10.1080/10668926.2023.2216659
M. Perkins, Jonathan W. Carrier, Joseph M. Schaffer
{"title":"Course Placement for Non-Traditional Community College Students","authors":"M. Perkins, Jonathan W. Carrier, Joseph M. Schaffer","doi":"10.1080/10668926.2023.2216659","DOIUrl":"https://doi.org/10.1080/10668926.2023.2216659","url":null,"abstract":"","PeriodicalId":51558,"journal":{"name":"Community College Journal of Research and Practice","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49298519","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 : 2023-05-19DOI: 10.1080/10668926.2023.2215202
S. Dika, Yi Wang, Mark M. D’Amico, Carmen Serrata, E. M. Bohlig
{"title":"A Critical Examination of Perceptions of Supportive Institutional Environment Among Transfer-Seeking Community College Students","authors":"S. Dika, Yi Wang, Mark M. D’Amico, Carmen Serrata, E. M. Bohlig","doi":"10.1080/10668926.2023.2215202","DOIUrl":"https://doi.org/10.1080/10668926.2023.2215202","url":null,"abstract":"","PeriodicalId":51558,"journal":{"name":"Community College Journal of Research and Practice","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42963726","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 : 2023-04-20DOI: 10.1080/10668926.2023.2201925
Jeremy Wright-Kim
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.
{"title":"Spending at Baccalaureate-Granting Community Colleges: A Focus on Institutional Aid","authors":"Jeremy Wright-Kim","doi":"10.1080/10668926.2023.2201925","DOIUrl":"https://doi.org/10.1080/10668926.2023.2201925","url":null,"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.","PeriodicalId":51558,"journal":{"name":"Community College Journal of Research and Practice","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135663485","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 : 2023-04-03DOI: 10.1080/10668926.2021.1993380
Pamela L. Eddy, Jemilia S. Davis, Andrea L. DeSantis, Karen J. Haley
ABSTRACT Strategic plans are valuable tools for colleges seeking to cast vision and provide focused guidance for leadership and faculty, but it is not clear how these plans address student success. This study analyzed plans from 55 of the 58 community colleges in North Carolina. First, we analyzed the plans using a 10-step strategic planning framework to determine how well each aligned with this planning process. Then, we analyzed the plans to see how they aligned with a framework for student success that includes four elements: completion, learning, labor market outcomes and equity. Additionally, we examined the plans with an interest in understanding how they reflected the influence of neoliberalism ideals. We found that all 55 strategic plans identified goals, and most of the plans also provided strategies corresponding with these goals. Less attention, however, was given to implementation. A close look at the identified goals within the plans highlighted predominance of labor market objectives (36%), followed by attention to transfer/completion (31%) and learning (25%), with minimal attention to equity (9%), which suggests that neoliberal ideals – that gauge success by accountability measures of completion – have placed pressure on colleges in the strategic planning process. Our document analysis suggests that community college leaders are missing an opportunity to leverage the strategic planning process to support organizational learning and change by not focusing campus attention on shared goals prioritizing student success and advancing diversity, equity, and inclusion. Neglecting to provide publicly-available planning documents also misses the benefit of stakeholder engagement.
{"title":"A Call for Action to Strengthen the Commitment to Equitable Student Success: A Case Study of North Carolina Community College Strategic Plans","authors":"Pamela L. Eddy, Jemilia S. Davis, Andrea L. DeSantis, Karen J. Haley","doi":"10.1080/10668926.2021.1993380","DOIUrl":"https://doi.org/10.1080/10668926.2021.1993380","url":null,"abstract":"ABSTRACT Strategic plans are valuable tools for colleges seeking to cast vision and provide focused guidance for leadership and faculty, but it is not clear how these plans address student success. This study analyzed plans from 55 of the 58 community colleges in North Carolina. First, we analyzed the plans using a 10-step strategic planning framework to determine how well each aligned with this planning process. Then, we analyzed the plans to see how they aligned with a framework for student success that includes four elements: completion, learning, labor market outcomes and equity. Additionally, we examined the plans with an interest in understanding how they reflected the influence of neoliberalism ideals. We found that all 55 strategic plans identified goals, and most of the plans also provided strategies corresponding with these goals. Less attention, however, was given to implementation. A close look at the identified goals within the plans highlighted predominance of labor market objectives (36%), followed by attention to transfer/completion (31%) and learning (25%), with minimal attention to equity (9%), which suggests that neoliberal ideals – that gauge success by accountability measures of completion – have placed pressure on colleges in the strategic planning process. Our document analysis suggests that community college leaders are missing an opportunity to leverage the strategic planning process to support organizational learning and change by not focusing campus attention on shared goals prioritizing student success and advancing diversity, equity, and inclusion. Neglecting to provide publicly-available planning documents also misses the benefit of stakeholder engagement.","PeriodicalId":51558,"journal":{"name":"Community College Journal of Research and Practice","volume":"47 1","pages":"254 - 272"},"PeriodicalIF":1.0,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46628738","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 : 2023-03-27DOI: 10.1080/10668926.2023.2192694
V. Paton, Soohyun Yi, S. Schiffecker, Lucy Arellano, P. Pal
{"title":"Students’ Perceived Importance-Satisfaction Gaps in Vertical Transfer Experiences","authors":"V. Paton, Soohyun Yi, S. Schiffecker, Lucy Arellano, P. Pal","doi":"10.1080/10668926.2023.2192694","DOIUrl":"https://doi.org/10.1080/10668926.2023.2192694","url":null,"abstract":"","PeriodicalId":51558,"journal":{"name":"Community College Journal of Research and Practice","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42268439","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 : 2023-03-27DOI: 10.1080/10668926.2023.2192701
E. Spencer, Mia Ocean, Matt Saboe, S. Condliffe, Keith Hazen
{"title":"“We Service the Taxpayers and Families Where Others Do Not”: A Rural Community College Typology","authors":"E. Spencer, Mia Ocean, Matt Saboe, S. Condliffe, Keith Hazen","doi":"10.1080/10668926.2023.2192701","DOIUrl":"https://doi.org/10.1080/10668926.2023.2192701","url":null,"abstract":"","PeriodicalId":51558,"journal":{"name":"Community College Journal of Research and Practice","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47516933","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 : 2023-03-21DOI: 10.1080/10668926.2023.2189181
Jorge Burmicky, Christopher Estrella-Ramirez, Susana H. Hernández, Wonsun Ryu, Rodrigo Aguayo, Victor B. Sáenz
{"title":"Men of Color Programs Serving Latino Men at Hispanic-Serving Community Colleges: An Organizational Identity Exploration","authors":"Jorge Burmicky, Christopher Estrella-Ramirez, Susana H. Hernández, Wonsun Ryu, Rodrigo Aguayo, Victor B. Sáenz","doi":"10.1080/10668926.2023.2189181","DOIUrl":"https://doi.org/10.1080/10668926.2023.2189181","url":null,"abstract":"","PeriodicalId":51558,"journal":{"name":"Community College Journal of Research and Practice","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41839821","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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