Community College Review最新文献

STEM Enrollment Decision Trees as Graduation Predictors for Community College Students Enrolled in Remedial Mathematics 作为社区学院数学补习生毕业预测因素的 STEM 入学决策树

IF 1.3

Community College Review Pub Date : 2024-09-17 DOI: 10.1177/00915521241279832

Zachary Richards, Angela M. Kelly

{"title":"STEM Enrollment Decision Trees as Graduation Predictors for Community College Students Enrolled in Remedial Mathematics","authors":"Zachary Richards, Angela M. Kelly","doi":"10.1177/00915521241279832","DOIUrl":"https://doi.org/10.1177/00915521241279832","url":null,"abstract":"Objective/Research Question: Community college graduation rates are typically quite low, and developmental mathematics enrollment and coursetaking patterns may constrain academic outcomes. To identify ways in which community college graduation rates may be improved, decision trees were utilized to examine the STEM coursetaking patterns of N = 5,065 students who matriculated in remedial mathematics. Methods: The research design was guided by Tinto’s academic and social integration framework, which provided an analytical lens for identifying how decision trees facilitate academic decision making when academic and social integration is limited. Decision trees identified course sequence rules to predict graduation, which can be used to formulate course pathways for community college advisors and their students. Results: Nine rules from the decision tree were identified, which could be used to advise community college students in coursetaking that aligns with career aspirations. The most important variable predicting graduation was completing College-Level Mathematics, which included Algebra II, Statistics, Precalculus, and survey mathematics courses. General education sciences courses such as Astronomy, Geology, Environmental Science, and Marine Biology were the most important science courses predicting graduation. Conclusions/Contributions: Results suggest the importance of College-Level Mathematics in providing the skills necessary for students to be successful in subsequent STEM coursework and persist to graduation. Designating specific academic pathways may improve social and academic integration and graduation rates, providing continuity as students work with different advisors to choose majors and plan course sequences. Transparent, accessible enrollment planning fosters programmatic consistency and student agency in selecting coursework that will maximize their success.","PeriodicalId":46564,"journal":{"name":"Community College Review","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142263962","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}

引用次数: 0

Exploring Economic & Workforce Development Alignment: A Content Analysis of California’s Community College Baccalaureate Program Applications 探索经济与劳动力发展的一致性：加州社区学院学士学位课程申请内容分析

IF 1.3

Community College Review Pub Date : 2024-09-17 DOI: 10.1177/00915521241274279

Davis Vo, Cecilia Rios-Aguilar

{"title":"Exploring Economic & Workforce Development Alignment: A Content Analysis of California’s Community College Baccalaureate Program Applications","authors":"Davis Vo, Cecilia Rios-Aguilar","doi":"10.1177/00915521241274279","DOIUrl":"https://doi.org/10.1177/00915521241274279","url":null,"abstract":"Objective: Community college baccalaureate (CCB) programs are expanding across the nation, particularly in California—home of the largest and most ethnically/racially diverse community college system in the nation. CCB programs provide many benefits, two of which include providing an accessible and affordable pathway towards baccalaureate attainment, and also meeting economic and workforce development (EWD) goals, particularly for students from historically minoritized communities. While the community colleges of the United States have historically provided accessible education that aligns with EWD, more can be learned about the strategies these institutions use to do so. Methods: Using a content analysis methodology, we examined the application proposals of the first 15 approved CCB programs in California to understand how these community colleges as aligned with EWD. Results: The findings we generated suggest that the first 15 approved California CCB colleges (1) utilized varied information and sources to understand their labor market conditions, (2) rarely acknowledged how their CCB programs would address student inequities in the labor market, and (3) were limited in articulating the specific practices, structures, and systems they would implement to be EWD-aligned. Conclusion: Policymakers, practitioners, and researchers can help ensure successful EWD alignment and equity by improving data systems to better understand labor market conditions, conducting more quantitative and qualitative research to capture students’ labor market experiences and outcomes, and comprehensively aligning college- and career-related practices, programs, structures, and systems.","PeriodicalId":46564,"journal":{"name":"Community College Review","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142263966","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}

引用次数: 0

Applying What We Know About Student Success to Creating a Model for Faculty Success 将我们对学生成功的了解用于创建教师成功模式

IF 1.3

Community College Review Pub Date : 2024-06-24 DOI: 10.1177/00915521241259022

Audrey J. Jaeger, Laura G. Maldonado, Susan Burleson, Constance Wolfe

{"title":"Applying What We Know About Student Success to Creating a Model for Faculty Success","authors":"Audrey J. Jaeger, Laura G. Maldonado, Susan Burleson, Constance Wolfe","doi":"10.1177/00915521241259022","DOIUrl":"https://doi.org/10.1177/00915521241259022","url":null,"abstract":"Purpose: This conceptual piece applies what we know about student success to introduce a faculty model of success called the Faculty Pathway to Excellence. The model elevates faculty voices in the conversation of student success in community colleges. Method: We collected qualitative data from interviews with faculty at two community colleges and focus groups with faculty from six community colleges to help inform a faculty-focused framework. Proposed model: By changing the conversation to a more comprehensive perspective of faculty success, the model emphasizes the connections, establishment, navigation and leadership, and teaching and learning excellence of faculty members throughout their career trajectories. We define faculty success as faculty retention, faculty satisfaction/sense of belonging, faculty productivity, and ultimately student success (e.g., learning, retention, completion, transfer). Contributions: The development of this Faculty Pathway to Excellence suggests a wider variety of strategies by administration to attract, support, and retain faculty. It also has the potential to help faculty members envision and prepare for the multiple and non-linear pathways in academia. Understanding faculty and their career progression is critical to advance student success conversations. Finding ways to enhance faculty growth and development across all career stages helps students and faculty succeed.","PeriodicalId":46564,"journal":{"name":"Community College Review","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141502785","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}

引用次数: 0

The Academic and Personal Experiences of Engineering Technology and Welding Technology Students: A Literature Review 工程技术和焊接技术专业学生的学术和个人经历：文献综述

IF 1.3

Community College Review Pub Date : 2024-06-21 DOI: 10.1177/00915521241258460

Vibhavari Vempala, Joi-Lynn Mondisa

{"title":"The Academic and Personal Experiences of Engineering Technology and Welding Technology Students: A Literature Review","authors":"Vibhavari Vempala, Joi-Lynn Mondisa","doi":"10.1177/00915521241258460","DOIUrl":"https://doi.org/10.1177/00915521241258460","url":null,"abstract":"Objective/Research Question: There is a growing demand for skilled workers in engineering and technology fields. However, the number of engineering technology degrees awarded is much less compared to engineering, and a high percentage of students in engineering technology do not persist beyond the first year. To meet the demands for skilled workers, it is important to understand the experiences of engineering technology students to identify factors that contribute to their matriculation and persistence. The purpose of this paper is to summarize the research that exists on the academic and personal experiences of engineering technology and welding technology students. The research questions guiding this study are: (a) what are the academic and personal experiences of engineering technology and welding technology students at 2- and 4-year institutions? and (b) what are students’ experiences with persisting in engineering technology? Methods: Using our research questions and predetermined inclusion criteria, we performed a literature review of relevant articles retrieved from Scopus and ERIC ProQuest databases. Results: We identify three areas of opportunities for future research examination: (a) experiences of students of marginalized populations in engineering technology, (b) how to leverage career and technical education and 2-year engineering technology programs to support matriculation, and (c) ways to address the negative stigma associated with engineering technology programs. Conclusions/Contributions: To meet the demands of the nation’s economy and future workforce, it is important to further examine the experiences of engineering technology students.","PeriodicalId":46564,"journal":{"name":"Community College Review","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141528850","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}

引用次数: 0

The Role of Multiple Measures in Community College Developmental Mathematics 多重测量在社区学院发展数学中的作用

IF 1.3

Community College Review Pub Date : 2024-06-12 DOI: 10.1177/00915521241259168

Kristen P. Kremer, Carlton J. Fong, Agustín J. García

{"title":"The Role of Multiple Measures in Community College Developmental Mathematics","authors":"Kristen P. Kremer, Carlton J. Fong, Agustín J. García","doi":"10.1177/00915521241259168","DOIUrl":"https://doi.org/10.1177/00915521241259168","url":null,"abstract":"Objective: Developmental education provides postsecondary students requisite skills to take credit-bearing coursework. Yet, racial disparities exist in which students are most likely to be placed into developmental education. The present study investigates how multiple measures of students’ mathematics background ameliorate racial disparities in developmental math outcomes among U.S. community college students. Methods: The High School Longitudinal Study of 2009 was used to identify sample participants ( n = 3,650) who attended a 2-year postsecondary institution (community college) within 3 years of high school graduation. A series of logistic regression models were employed with developmental math outcomes as dependent variables predicted by multiple measures of student’s math background and demographic covariates. Results: Compared to White students, Black and Hispanic students had poorer developmental math outcomes; however, inclusion of multiple measures of high school math experiences reduced racial disparities. Multiple measures significantly reduced developmental math enrollment by 13% for Black students and 15% for Hispanic students, improved developmental math passing rates for Black students by 25% and Hispanic students by 25%, and improved passing rates for the first college-credit bearing math course for Hispanic students by 73%. Conclusion: The present study highlights how multiple measures of students’ math background might be an important lever for more racially-equitable placement processes. For Black and Hispanic students, the most influential high school measures were high school math GPA, highest high school math course, and math motivation. More work is needed to fine-tune how multiple measures can be used to increase access and equitable outcomes for students.","PeriodicalId":46564,"journal":{"name":"Community College Review","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141350315","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}

引用次数: 0

Latinx Immigrant-Origin Community College Students: Examining Persistence and Transfer Through a Funds of Identity Framework 拉丁裔移民社区学院学生：通过 "身份基金 "框架研究持续学习和转学问题

IF 1.3

Community College Review Pub Date : 2024-06-10 DOI: 10.1177/00915521241258453

Marco A. Murillo

{"title":"Latinx Immigrant-Origin Community College Students: Examining Persistence and Transfer Through a Funds of Identity Framework","authors":"Marco A. Murillo","doi":"10.1177/00915521241258453","DOIUrl":"https://doi.org/10.1177/00915521241258453","url":null,"abstract":"Objective: The study aimed to understand how Latinx immigrant-origin community college students draw upon their funds of identity to persist and transfer. Methods: Utilizing a multimethodological qualitative approach, self-portraits and testimonios were collected from 20 Latinx immigrant-origin California community college students in spring 2022. All participants planned to transfer to a 4-year college in the fall. Data analysis included deductive, inductive, and axial coding. Results: Family ties shaped students’ aspirations and persistence while the development of new funds of identity help define their community college journey. In addition, culturally affirming courses and programs that aligned with students’ funds of identity supported persistence and transfer during challenging moments. Finally, students’ academic interests and career exploration operated as motivating factors to help them reach their future goals. Contributions: The results from this study demonstrate the need for community colleges to recognize and affirm Latinx immigrant-origin students’ diverse identities. Community colleges also need to ensure that programs and services align with students’ lived experiences.","PeriodicalId":46564,"journal":{"name":"Community College Review","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141366390","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}

引用次数: 0

A Systematic Review Examining Multi-Level Policy and Practice Recommendations, and Calls for Research, on Food Insecurity at American Community Colleges 对美国社区学院食品不安全问题的多层次政策和实践建议以及研究呼吁进行系统审查

IF 1.3

Community College Review Pub Date : 2024-03-30 DOI: 10.1177/00915521241241265

Charity-Ann J. D’Andrea-Baker, Brian Kapinos

{"title":"A Systematic Review Examining Multi-Level Policy and Practice Recommendations, and Calls for Research, on Food Insecurity at American Community Colleges","authors":"Charity-Ann J. D’Andrea-Baker, Brian Kapinos","doi":"10.1177/00915521241241265","DOIUrl":"https://doi.org/10.1177/00915521241241265","url":null,"abstract":"Purpose: The purpose of this systematic literature review is to examine policy and practice recommendations, along with calls for future research, aimed at addressing food insecurity for community colleges across the U.S. Argument/Proposed Model: This article will provide a detailed methodology for the systematic literature review, as well as the findings gathered from a range of peer-reviewed articles on this topic. The authors analyzed six significant themes that surfaced from the current literature related to policy and practice at the federal, state, local, and institutional levels. Conclusions/Contributions: Six chief themes are discussed in-depth, including but not limited to: important tools and approaches for marketing and communications, data-driven decision-making, and the augmentation of food support with other public benefits and institutional resources. These thematic findings address the issue of food insecurity on community college campuses, and also offer a range of techniques and areas for consideration. This systematic literature review offers a compilation of policy and practice recommendations steeped in actionable strategies for researchers, policymakers, campus leaders, and practitioners alike. The strategies can be implemented and/or tailored to meet the needs and nuances of any community college population.","PeriodicalId":46564,"journal":{"name":"Community College Review","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140362556","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}

引用次数: 0

The Good, The Bad, and the Balanced: A Typology of State Merit-Aid Programs for Community College Students 好的、坏的、平衡的：针对社区学院学生的州立择优补助计划类型学

IF 1.3

Community College Review Pub Date : 2024-03-19 DOI: 10.1177/00915521241238753

Xiaodan Hu, Frank Fernandez, Yuxi Qiu, Matt Capaldi

{"title":"The Good, The Bad, and the Balanced: A Typology of State Merit-Aid Programs for Community College Students","authors":"Xiaodan Hu, Frank Fernandez, Yuxi Qiu, Matt Capaldi","doi":"10.1177/00915521241238753","DOIUrl":"https://doi.org/10.1177/00915521241238753","url":null,"abstract":"Objective/Research Question: States have increasingly used merit-based criteria to distribute scholarships and grants, and the dominant conversation on merit-aid programs centers on students attending 4-year colleges and universities. This study examines the characteristics of state-funded merit-aid programs for community college students and provides implications for policymaking to promote educational equity. Methods: With a newly collected dataset capturing a variety of program-level features of state-funded merit-aid policies between 2003 and 2021, we used latent class analysis to identify different types of merit-aid programs for community college students. We present a 3-class model based on model fit indices and practical interpretation of policy designs. Results: Findings indicate three classes of merit-aid programs that extended support to community college students: The Community College Marginalizing Programs ( n = 47), The Community College Targeted Programs ( n = 4), and The Balanced Programs ( n = 17). Conclusions/Contributions: Drawing on Mettler’s notion of the policyscape, we discuss the characteristics of the three types of merit-aid programs and provide implications for designing merit-aid programs to better support community college students and promote educational equity.","PeriodicalId":46564,"journal":{"name":"Community College Review","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140172207","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}

引用次数: 0

Food Insecurity Among Community College Caregivers During the COVID-19 Pandemic COVID-19 大流行期间社区学院护理人员的食品不安全问题

IF 1.3

Community College Review Pub Date : 2024-03-15 DOI: 10.1177/00915521241238754

Krista M. Soria, Stacey E. Vakanski, Trevor White, Ryan Arp

{"title":"Food Insecurity Among Community College Caregivers During the COVID-19 Pandemic","authors":"Krista M. Soria, Stacey E. Vakanski, Trevor White, Ryan Arp","doi":"10.1177/00915521241238754","DOIUrl":"https://doi.org/10.1177/00915521241238754","url":null,"abstract":"Objective: The purpose of this paper was to examine variables associated with food insecurity among community college caregivers during the COVID-19 pandemic. Methods: We used data from a multi-institutional survey of 15,051 caregivers enrolled at 130 community colleges in 42 states in fall 2020. We used a logistic regression to examine whether demographic, academic, caregiving-related, financial, or COVID-19-related variables were associated with caregivers’ food insecurity. Results: Over half (52%) of community college caregivers experienced food insecurity. Transgender caregivers, first-generation caregivers, and caregivers who were divorced or single, had multiple disabilities, were previously in foster care, and had a family that experienced trouble making ends meet growing up had significantly ( p < .05) higher probabilities of experiencing food insecurity. Community college caregivers who used childcare and those with at least one child up to 12 years old also had increased probabilities of experiencing food insecurity. Moreover, caregivers who felt childcare was not affordable and believed that they did not earn enough money to make employment worthwhile after paying for childcare expenses had higher probabilities of experiencing food insecurity, as did those who experienced housing insecurity and used Pell grants, student loans, and support from friends or family to pay for college. Losing a job, experiencing cuts to work hours or wages, employment as a frontline worker, and contracting COVID were associated with higher probabilities of food insecurity. Contributions: Community college caregivers experienced high rates of food insecurity during the pandemic and some caregivers were at greater risk of exacerbated probabilities of food insecurity. We advocate for targeted interventions, wraparound services, and increased advocacy for legislation to support student caregivers.","PeriodicalId":46564,"journal":{"name":"Community College Review","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140151582","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}

引用次数: 0

Master Narratives and Resistance Narratives: How Women of Color on Community College STEM Education Pathways Push Back 主叙事与反抗叙事：社区学院 STEM 教育路径上的有色人种女性如何反击

IF 1.3

Community College Review Pub Date : 2024-03-14 DOI: 10.1177/00915521241238746

Yoon Ha Choi

{"title":"Master Narratives and Resistance Narratives: How Women of Color on Community College STEM Education Pathways Push Back","authors":"Yoon Ha Choi","doi":"10.1177/00915521241238746","DOIUrl":"https://doi.org/10.1177/00915521241238746","url":null,"abstract":"Objective/Research Question: Master narratives, as theorized using a critical race perspective, are stories of the majority that function to obscure and normalize the oppressive operation of power in society. Counternarratives are the stories of minoritized individuals which expose and challenge the stories of the majority. This study examined master and counternarratives in STEM to uncover taken-for-granted power dynamics and hierarchies that systemically exclude and minoritize women of color on community college STEM education pathways. Methods: Narrative interviews were conducted with 12 women of color who were current or former community college STEM students. These interviews were analyzed according to the sensibilities of feminist narrative methodology. Results: Analysis of narratives resulted in three resistance narratives, or the different ways participants made sense of and pushed back against master narratives regarding what it means to be a woman of color in STEM. The three resistance narratives identified were: (1) taking action with the support of others, (2) connecting to something greater than oneself, and (3) redefining one’s identity and goals. Conclusions/Contributions: Attending to individual resistance narratives can unveil harmful master narratives in STEM that hinder the participation and success of diverse individuals. This study urges STEM researchers and practitioners to look beyond blaming individuals for “failing” to fit into the status quo of STEM and to devise solutions that will disrupt oppressive norms and practices that become normalized through unexamined master narratives in STEM.","PeriodicalId":46564,"journal":{"name":"Community College Review","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140151581","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}

引用次数: 0