Exploring Sense of Belonging, Socioacademic Integrative Moments, and Learning Communities Related to ELs’ Persistence Based on Reenrollment Decisions in Community Colleges

IF 1.7 Q2 EDUCATION & EDUCATIONAL RESEARCH

Community College Review Pub Date : 2020-10-17 DOI:10.1177/0091552120964873

Tiberio Garza, Margarita Huerta, H. García, Jared M. Lau

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引用次数: 11

Abstract

Objective: The objective of this study was to create a model of English learners’ (ELs) persistence based on theory and empirical research. Findings from this research informs community college educators in helping ELs persist and guide future research regarding this important student population. Method: We examined ELs’ persistence using structural equation modeling (SEM) based on data from the Community College Survey of Student Engagement (CCSSE) among a U.S. national sample of 6,872 ELs. SEM was informed through the means of measurement models for latent variables. Reliability and validity were assessed through Cronbach’s alpha, principal component analysis, and fit indices. Results: Our results show that (a) sense of belonging had significant and positive direct effects on ELs’ persistence based on reenrollment decisions, (b) socioacademic integrative moments had significant and positive direct effects on ELs’ sense of belonging, and (c) learning communities had significant and positive direct effects on ELs’ socioacademic integrative moments and sense of belonging. Contributions: Community colleges offer broad access to postsecondary education for ELs, or students in the process of learning English as a second or other language. As a whole, our study contributes to a better understanding of how ELs may persist in their academic studies. We further discuss the implications of our findings in light of policy, practice, and future research.

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基于社区大学再入学决策的归属感、社会学术整合时刻和学习社区与大学生持续学习的关系

目的：本研究旨在建立一个基于理论和实证研究的英语学习者持久性模型。这项研究的结果为社区大学教育工作者提供了信息，帮助ELs坚持下去，并指导未来关于这一重要学生群体的研究。方法：基于社区大学学生参与度调查（CCSSE）的数据，我们使用结构方程模型（SEM）在6872名美国全国ELs样本中检验了ELs的持久性。SEM是通过潜在变量的测量模型来获得信息的。信度和有效性通过Cronbachα、主成分分析和拟合指数进行评估。结果：我们的研究结果表明：（a）归属感对ELs基于重新加入决策的持久性有显著且积极的直接影响；（b）社会-学术整合时刻对ELs的归属感有显著且正面的直接影响，以及（c）学习社区对ELs的社会-学术整合时刻和归属感有着显著而积极的直接影响。贡献：社区大学为ELs或正在学习英语作为第二语言或其他语言的学生提供了广泛的中学后教育机会。总的来说，我们的研究有助于更好地理解ELs如何在学术研究中坚持下去。我们根据政策、实践和未来的研究进一步讨论了我们的研究结果的含义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Community College Review EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.40

自引率

7.70%

发文量

期刊介绍： The Community College Review (CCR) has led the nation for over 35 years in the publication of scholarly, peer-reviewed research and commentary on community colleges. CCR welcomes manuscripts dealing with all aspects of community college administration, education, and policy, both within the American higher education system as well as within the higher education systems of other countries that have similar tertiary institutions. All submitted manuscripts undergo a blind review. When manuscripts are not accepted for publication, we offer suggestions for how they might be revised. The ultimate intent is to further discourse about community colleges, their students, and the educators and administrators who work within these institutions.