Pub Date : 2023-03-15DOI: 10.1080/10668926.2023.2189178
Federick J. Ngo, Kristine Jan Cruz Espinoza
{"title":"“Now We Come Here, We Feel it”: Experiences of Anti-Asian Racism Among Community College Students in ESOL Programs","authors":"Federick J. Ngo, Kristine Jan Cruz Espinoza","doi":"10.1080/10668926.2023.2189178","DOIUrl":"https://doi.org/10.1080/10668926.2023.2189178","url":null,"abstract":"","PeriodicalId":51558,"journal":{"name":"Community College Journal of Research and Practice","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48201903","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 : 2023-03-13DOI: 10.1080/10668926.2023.2189641
W. Scull, Jonathan W. Carrier, Stephen Simon
{"title":"eSports Programs in Community Colleges: A Rural-Serving Community College Example","authors":"W. Scull, Jonathan W. Carrier, Stephen Simon","doi":"10.1080/10668926.2023.2189641","DOIUrl":"https://doi.org/10.1080/10668926.2023.2189641","url":null,"abstract":"","PeriodicalId":51558,"journal":{"name":"Community College Journal of Research and Practice","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43834037","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 : 2023-03-13DOI: 10.1080/10668926.2023.2189176
Pamela Den Heijer, Ton Zondervan, J. Voogt
{"title":"Preparing VET Students in Vocational Education for Affective Involvement in a Value Conflict: Practicing Affective Perceptual Awareness","authors":"Pamela Den Heijer, Ton Zondervan, J. Voogt","doi":"10.1080/10668926.2023.2189176","DOIUrl":"https://doi.org/10.1080/10668926.2023.2189176","url":null,"abstract":"","PeriodicalId":51558,"journal":{"name":"Community College Journal of Research and Practice","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41758398","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 : 2022-12-19DOI: 10.1080/10668926.2022.2156633
Amber Holton-Thomas, Lara Perez-Felkner, D. Templeton
ABSTRACT To sustain the higher education industry and address U.S. economic downturns, researchers must prioritize research on undergraduates aged 24 or above – contemporary students. This empirical study finds contemporary students have lower chances of attaining degrees—any degrees—than their younger peers. Using nationally representative U.S. data from the Beginning Postsecondary Longitudinal Study, our interaction models reveal that the penalty experienced by contemporary-age students is more significant at four-year colleges where older students are less than half as likely to attain degrees as their younger peers. Transferring also distinctly and positively enhances the predicted probability of degree attainment for contemporary-age students (p < .000), reducing the age penalty. Our findings underscore the significance of prioritizing contemporary students in research and practice to increase degree attainment. We close with implications for practice, policy, and research.
{"title":"How Do Institutional Type and Transfer Affect Contemporary College Students’ Degree Attainment?","authors":"Amber Holton-Thomas, Lara Perez-Felkner, D. Templeton","doi":"10.1080/10668926.2022.2156633","DOIUrl":"https://doi.org/10.1080/10668926.2022.2156633","url":null,"abstract":"ABSTRACT To sustain the higher education industry and address U.S. economic downturns, researchers must prioritize research on undergraduates aged 24 or above – contemporary students. This empirical study finds contemporary students have lower chances of attaining degrees—any degrees—than their younger peers. Using nationally representative U.S. data from the Beginning Postsecondary Longitudinal Study, our interaction models reveal that the penalty experienced by contemporary-age students is more significant at four-year colleges where older students are less than half as likely to attain degrees as their younger peers. Transferring also distinctly and positively enhances the predicted probability of degree attainment for contemporary-age students (p < .000), reducing the age penalty. Our findings underscore the significance of prioritizing contemporary students in research and practice to increase degree attainment. We close with implications for practice, policy, and research.","PeriodicalId":51558,"journal":{"name":"Community College Journal of Research and Practice","volume":"47 1","pages":"602 - 607"},"PeriodicalIF":1.0,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49118052","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 : 2022-12-19DOI: 10.1080/10668926.2022.2156634
Jonathan W. Carrier, M. Perkins, A. C. DeDiego
ABSTRACT Community colleges are trending toward a decrease in full-time faculty and an increase in adjunct faculty. Using 2019–2020 IPEDS data from 853 community colleges, researchers explored the relationship between full-time faculty and community college student retention, and combined graduation and transfer rate. Results demonstrated that proportion of full-time faculty was related to community college student graduation and transfer rate. Results also showed that proportion of full-time faculty was not related to retention for full-time or part-time community college students but that these retention rates have a small mediation between full-time faculty proportion and combined graduation and transfer rates. Implications for future research are discussed.
{"title":"Exploring Relationships Between Full-Time Faculty and Community College Student Success","authors":"Jonathan W. Carrier, M. Perkins, A. C. DeDiego","doi":"10.1080/10668926.2022.2156634","DOIUrl":"https://doi.org/10.1080/10668926.2022.2156634","url":null,"abstract":"ABSTRACT Community colleges are trending toward a decrease in full-time faculty and an increase in adjunct faculty. Using 2019–2020 IPEDS data from 853 community colleges, researchers explored the relationship between full-time faculty and community college student retention, and combined graduation and transfer rate. Results demonstrated that proportion of full-time faculty was related to community college student graduation and transfer rate. Results also showed that proportion of full-time faculty was not related to retention for full-time or part-time community college students but that these retention rates have a small mediation between full-time faculty proportion and combined graduation and transfer rates. Implications for future research are discussed.","PeriodicalId":51558,"journal":{"name":"Community College Journal of Research and Practice","volume":"47 1","pages":"608 - 611"},"PeriodicalIF":1.0,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45122795","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 : 2022-12-05DOI: 10.1080/10668926.2022.2150719
Deborah L. Floyd, Gianna Ramdin
The Community College Journal of Research and Practice (CCJRP) continues its 46-year aim of promoting community college scholarship through original research, empirically tested educational innovations, and scholarly discussions. The CCJRP has published a total of 552 issues, since its inaugural volume in 1976, comprised of works authored by experts and newly minted practitioners and researchers in the U.S. and abroad. Each monthly issue intentionally fosters a rich understanding of contemporary issues and challenges facing community colleges while investigating ideas and innovations that advance the study of community colleges. The CCJRP also publishes special issues relevant to the readership of the journal. In 2022, 12 issues were published each with a purposeful layout of community college topics, and varying in manuscript types and lengths. Volume 46 included full-length research and scholarly papers, shorter-length Research Exchange articles, and book reviews. The CCJRP demonstrated continued relevancy and leadership in the area of community college scholarship by beginning the 2022 volume year with a special double issue (Issues 1–2, January–February) titled, “Community Colleges’ Responses to the COVID-19 Era and Challenges of Change.” The special issue was centered on documenting community colleges’ responses to the challenges of change during the COVID-19 pandemic in the U.S. and abroad. The first (Sustaining STEM Student Learning Support and Engagement during COVID-19 by Thanawala et al. (2022), number of downloads = 1,968), second (Community Colleges Evolve during the COVID-19 Pandemic: What Worked, What Did Not Work, and Lessons Learned by Floyd et al. (2022), number of downloads = 1,666), and sixth (Basic Needs Initiatives at Texas Community College Hispanic Serving Institutions: Changes in Service Offerings during the COVID-19 Pandemic by Zottarelli et al. (2022), number of downloads = 1,166) most downloaded articles in the past 12 months (from articles published in the past 3 years) were published in the special issue. This is a meaningful representation of this special issue’s relevance in community college scholarship. This annual summary gives a report of the CCJRP’s 46 volume production efforts and accomplishments; discusses the journal’s impact and global reach, and speed and timely decisions; acknowledges and thanks to Taylor and Francis’ editorial and production teams, the CCJRP editorial board members, reviewers, and section editors who generously answer the call to volunteer their expert insights and guidance; resources for authors; and concludes with debut topics readers can anticipate in 2023.
{"title":"2022 Annual Summary: Journal and Metrics Impact, Global Reach, and Author Resources","authors":"Deborah L. Floyd, Gianna Ramdin","doi":"10.1080/10668926.2022.2150719","DOIUrl":"https://doi.org/10.1080/10668926.2022.2150719","url":null,"abstract":"The Community College Journal of Research and Practice (CCJRP) continues its 46-year aim of promoting community college scholarship through original research, empirically tested educational innovations, and scholarly discussions. The CCJRP has published a total of 552 issues, since its inaugural volume in 1976, comprised of works authored by experts and newly minted practitioners and researchers in the U.S. and abroad. Each monthly issue intentionally fosters a rich understanding of contemporary issues and challenges facing community colleges while investigating ideas and innovations that advance the study of community colleges. The CCJRP also publishes special issues relevant to the readership of the journal. In 2022, 12 issues were published each with a purposeful layout of community college topics, and varying in manuscript types and lengths. Volume 46 included full-length research and scholarly papers, shorter-length Research Exchange articles, and book reviews. The CCJRP demonstrated continued relevancy and leadership in the area of community college scholarship by beginning the 2022 volume year with a special double issue (Issues 1–2, January–February) titled, “Community Colleges’ Responses to the COVID-19 Era and Challenges of Change.” The special issue was centered on documenting community colleges’ responses to the challenges of change during the COVID-19 pandemic in the U.S. and abroad. The first (Sustaining STEM Student Learning Support and Engagement during COVID-19 by Thanawala et al. (2022), number of downloads = 1,968), second (Community Colleges Evolve during the COVID-19 Pandemic: What Worked, What Did Not Work, and Lessons Learned by Floyd et al. (2022), number of downloads = 1,666), and sixth (Basic Needs Initiatives at Texas Community College Hispanic Serving Institutions: Changes in Service Offerings during the COVID-19 Pandemic by Zottarelli et al. (2022), number of downloads = 1,166) most downloaded articles in the past 12 months (from articles published in the past 3 years) were published in the special issue. This is a meaningful representation of this special issue’s relevance in community college scholarship. This annual summary gives a report of the CCJRP’s 46 volume production efforts and accomplishments; discusses the journal’s impact and global reach, and speed and timely decisions; acknowledges and thanks to Taylor and Francis’ editorial and production teams, the CCJRP editorial board members, reviewers, and section editors who generously answer the call to volunteer their expert insights and guidance; resources for authors; and concludes with debut topics readers can anticipate in 2023.","PeriodicalId":51558,"journal":{"name":"Community College Journal of Research and Practice","volume":"47 1","pages":"1 - 8"},"PeriodicalIF":1.0,"publicationDate":"2022-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49254863","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 : 2022-12-05DOI: 10.1080/10668926.2022.2152130
Brandon J. Finney
{"title":"Community College Leadership and Management: Reframing Institutional Practices for Student Success","authors":"Brandon J. Finney","doi":"10.1080/10668926.2022.2152130","DOIUrl":"https://doi.org/10.1080/10668926.2022.2152130","url":null,"abstract":"","PeriodicalId":51558,"journal":{"name":"Community College Journal of Research and Practice","volume":"47 1","pages":"459 - 460"},"PeriodicalIF":1.0,"publicationDate":"2022-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46590596","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 : 2022-11-28DOI: 10.1080/10668926.2022.2152131
D. Shofstahl
{"title":"Workforce Education: A New Roadmap","authors":"D. Shofstahl","doi":"10.1080/10668926.2022.2152131","DOIUrl":"https://doi.org/10.1080/10668926.2022.2152131","url":null,"abstract":"","PeriodicalId":51558,"journal":{"name":"Community College Journal of Research and Practice","volume":"47 1","pages":"399 - 400"},"PeriodicalIF":1.0,"publicationDate":"2022-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42415160","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 : 2022-11-11DOI: 10.1080/10668926.2022.2138636
Alyssa Nguyen, Katie Brohawn, Kristen E. Fong, Kelley Karandjeff, Darla M. Cooper
{"title":"Through the Gate: Mapping the Transfer Landscape and Understanding What Students Say Builds Their Capacity for Transfer","authors":"Alyssa Nguyen, Katie Brohawn, Kristen E. Fong, Kelley Karandjeff, Darla M. Cooper","doi":"10.1080/10668926.2022.2138636","DOIUrl":"https://doi.org/10.1080/10668926.2022.2138636","url":null,"abstract":"","PeriodicalId":51558,"journal":{"name":"Community College Journal of Research and Practice","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2022-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46242892","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 : 2022-11-08DOI: 10.1080/10668926.2022.2135042
J. Wood, F. Harris
ABSTRACT Racelighting is a form of psychological manipulation whereby Black, Indigenous and People of Color (BIPOC) second-guess their experiences, perceptions, and realities due to racism. In this article, the authors provide recommendations for how community colleges can foster environments that counter the harmful effects of racelighting.
{"title":"Addressing Racelighting on Community College Campuses","authors":"J. Wood, F. Harris","doi":"10.1080/10668926.2022.2135042","DOIUrl":"https://doi.org/10.1080/10668926.2022.2135042","url":null,"abstract":"ABSTRACT Racelighting is a form of psychological manipulation whereby Black, Indigenous and People of Color (BIPOC) second-guess their experiences, perceptions, and realities due to racism. In this article, the authors provide recommendations for how community colleges can foster environments that counter the harmful effects of racelighting.","PeriodicalId":51558,"journal":{"name":"Community College Journal of Research and Practice","volume":"47 1","pages":"242 - 245"},"PeriodicalIF":1.0,"publicationDate":"2022-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47449982","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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