Community College Review最新文献_第10页

Book Review: Power to the transfer: Critical race theory and a transfer receptive culture by Jain, D., Bernal Melendez, S. N., & Herrera, A. R. Jain，D.，Bernal Melendez，S.N.和Herrera，a.R.的书评：转移的力量：批判种族理论和接受转移的文化。

IF 1.3

Community College Review Pub Date : 2021-03-24 DOI: 10.1177/00915521211002902

N. Contreras

引用次数: 0

Thinking Through Transfer: Examining How Community College Students Make Transfer Decisions. 透过转学思考:检视社区大学生如何作出转学决定

IF 1.3

Community College Review Pub Date : 2021-01-01 Epub Date: 2020-10-16 DOI: 10.1177/0091552120964876

Huriya Jabbar, Eliza Epstein, Joanna Sánchez, Catherine Hartman

{"title":"Thinking Through Transfer: Examining How Community College Students Make Transfer Decisions.","authors":"Huriya Jabbar, Eliza Epstein, Joanna Sánchez, Catherine Hartman","doi":"10.1177/0091552120964876","DOIUrl":"10.1177/0091552120964876","url":null,"abstract":"Objective: For many students, community college is a convenient first step toward a bachelor's degree. Yet, although more than 80% of those who enroll in community colleges intend to transfer to a 4-year institution, fewer than 35% do so within 6 years. Quantitative data reveal the presence of a transfer gap and there is extensive research on college choice for high school students, but little qualitative research has been done to examine the transfer process for community college students to identify what drives their decisions.Method: In this article, we draw on interviews with 58 community college students in Texas to examine how they made transfer decisions.Results: We find that their decision-making and transfer pathways were complex and nonlinear in ways that were particular to the uncertainty of the community college context. For a subset of students, we identify minor hurdles that could derail their decision-making, lengthen their timelines to transfer, or lead to a failure to transfer.Contribution: By illuminating student pathways to transfer using qualitative research, our work identifies potential areas where policy and practice could strengthen transfer to improve student outcomes.","PeriodicalId":46564,"journal":{"name":"Community College Review","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10857860/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45647973","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Community College Study Abroad: An Event History Analysis 社区大学海外留学:事件历史分析

IF 1.3

Community College Review Pub Date : 2020-12-28 DOI: 10.1177/0091552120982021

M. Whatley

{"title":"Community College Study Abroad: An Event History Analysis","authors":"M. Whatley","doi":"10.1177/0091552120982021","DOIUrl":"https://doi.org/10.1177/0091552120982021","url":null,"abstract":"Objective: The purpose of this study is twofold. First, this study explores individual student characteristics, specifically those related to demographics, financial need, academic characteristics, and social and cultural capitals, related to study abroad participation among community college students. Second, this study identifies when over the course of their studies community college students are most likely to participate in study abroad. Method: Data consist of student records provided by a large community college located in the U.S. Southeast. An event history model was used to estimate the relationship between both time-variant and time-invariant student-level indicators and study abroad participation. Smoothed hazard estimates were extracted from this model to explore the likelihood of study abroad participation over time. Results: Findings indicate that race/ethnicity, gender, state-residency status, age, need-based aid eligibility, field of study, and enrollment status (full- or part-time) significantly predicted study abroad participation. These results at times stand in contrast with findings from the literature on study abroad participation among students in the 4-year sector. Smoothed hazard estimates indicated that community college students were more likely to study abroad the longer they were enrolled at the community college. Contributions: These results speak to ways in which community college students access capital resources to promote participation in study abroad and highlight unique aspects of community college study abroad programming. Results also provide a foundation for recommendations for practice that would serve to open access to education abroad at community colleges.","PeriodicalId":46564,"journal":{"name":"Community College Review","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2020-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0091552120982021","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46690283","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: 7

Promoting Access and Equity for Underrepresented Racial Minorities? An Examination of Policies and Practices in Community College Baccalaureate Programs 促进代表性不足的少数种族的机会和公平？社区大学学士学位课程的政策与实践研究

IF 1.3

Community College Review Pub Date : 2020-10-22 DOI: 10.1177/0091552120964877

Marcela G. Cuellar, Patricia Gándara

{"title":"Promoting Access and Equity for Underrepresented Racial Minorities? An Examination of Policies and Practices in Community College Baccalaureate Programs","authors":"Marcela G. Cuellar, Patricia Gándara","doi":"10.1177/0091552120964877","DOIUrl":"https://doi.org/10.1177/0091552120964877","url":null,"abstract":"Objective/Research Question: The purpose of this study was to examine the extent to which programs offering community college baccalaureates (CCBs) address access and equity for underrepresented racial minorities (URMs). The study first aimed to understand how administrators described the purpose of CCBs with regard to advancing equity for URMs. Next, the study explored how CCB programs incorporate policies and practices advancing access and success of URM students. Method: The study employed a multiple-case study design by focusing on three states offering bachelor’s degrees at several community colleges. Interviews with administrators were conducted at two colleges offering CCB programs in each state. Colleges differed in demographic composition and in the number and type of CCB programs offered. Results: Administrators described how CCBs advanced socioeconomic mobility, which promoted equity, particularly for low-income students. Findings suggested that only some attention was placed on providing access to URMs, which was largely contingent on the representation of URMs in the surrounding community and feeder programs. Few outreach efforts and support services specifically targeted URMs. Conclusion/Contributions: Given that URMs are largely concentrated at community colleges and significant gaps exist between URMs and non-URMs in college completion, CCBs might serve as an educational policy to reduce those gaps. As CCBs are primarily framed as essential to meeting workforce needs, increased opportunities for URMs may be limited without intentional efforts to outreach and support URMs.","PeriodicalId":46564,"journal":{"name":"Community College Review","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2020-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0091552120964877","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49050785","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: 18

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

IF 1.3

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

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

{"title":"Exploring Sense of Belonging, Socioacademic Integrative Moments, and Learning Communities Related to ELs’ Persistence Based on Reenrollment Decisions in Community Colleges","authors":"Tiberio Garza, Margarita Huerta, H. García, Jared M. Lau","doi":"10.1177/0091552120964873","DOIUrl":"https://doi.org/10.1177/0091552120964873","url":null,"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.","PeriodicalId":46564,"journal":{"name":"Community College Review","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2020-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0091552120964873","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45994256","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: 11

An Emotive Operation of Neoliberalism in Higher Education: Seeking a Second Chance in Hong Kong 新自由主义在高等教育中的情感运作:在香港寻求第二次机会

IF 1.3

Community College Review Pub Date : 2020-10-16 DOI: 10.1177/0091552120964878

Y. Wong

{"title":"An Emotive Operation of Neoliberalism in Higher Education: Seeking a Second Chance in Hong Kong","authors":"Y. Wong","doi":"10.1177/0091552120964878","DOIUrl":"https://doi.org/10.1177/0091552120964878","url":null,"abstract":"Objective: Educational expansion as a policy is believed to address the issue of the youth’s blocked social mobility. But, the argument that the transition to university is emotionally straining in a deindustrialized neoliberal context suggests an emotive aspect of neoliberalism in higher education. This article seeks to offer an illustration of such an emotive operation of neoliberalism through examining the emotional struggles of community-college students in Hong Kong. Method: This study draws on two qualitative analyses based on data collected from 83 community-college students in Hong Kong pursuing a bachelor’s degree through a newly available transfer function of an associate degree. Results: Given an emphasis of neoliberalism on individualism and competition, the respondents showed the following negative emotions: perverse feelings of inferiority about the new option, stress about the competitiveness of this pursuit and strategic/calculating in organizing their learning and dealing with their classmates, and anxiety of being seen as inadequate despite their successful transferals. Contributions: The emotional struggles of the respondents suggest that in view of a lack of well-paid prestigious professional or managerial jobs in a deindustrialized capitalist context, educational expansion as a policy—expanding the sector of community college in particular—wrapped up in a neoliberal discourse is not merely giving the youth a false hope but inflicting on them unnecessarily strained emotions. This suggestion urges policy makers to rethink the effectiveness of adopting an educational policy with a neoliberal approach to address an economic issue.","PeriodicalId":46564,"journal":{"name":"Community College Review","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2020-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0091552120964878","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41602903","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: 10

Book Review: 13 ideas that are transforming the community college world by O’Banion, T. U. (Ed.) 书评:《改变社区大学世界的13个想法》作者:t.u. O 'Banion

IF 1.3

Community College Review Pub Date : 2020-10-13 DOI: 10.1177/0091552120964875

J. Hale

引用次数: 0

New Editor Community College Review 新编辑社区学院评论

IF 1.3

Community College Review Pub Date : 2020-08-27 DOI: 10.1177/0091552120958530

引用次数: 0

Book Review: Facing an exponential future: Technology and the community college 书评：面向指数未来：科技与社区学院

IF 1.3

Community College Review Pub Date : 2020-07-16 DOI: 10.1177/0091552120942300

P. Pal

引用次数: 0

The Impact of Financial Aid on Associate Degree Attainment for Rural Community College Students: A Comparison of Rural, Urban, and Suburban Patterns 经济资助对农村社区大学生获得副学士学位的影响:农村、城市和郊区模式的比较

IF 1.3

Community College Review Pub Date : 2020-07-03 DOI: 10.1177/0091552120935975

Lijing Yang, S. Venezia

{"title":"The Impact of Financial Aid on Associate Degree Attainment for Rural Community College Students: A Comparison of Rural, Urban, and Suburban Patterns","authors":"Lijing Yang, S. Venezia","doi":"10.1177/0091552120935975","DOIUrl":"https://doi.org/10.1177/0091552120935975","url":null,"abstract":"Objective: Increasing rural community college degree attainment is very important to foster rural areas’ economic and social well-being. Rural community colleges differ greatly from their suburban and urban counterparts in financial aid patterns and student bodies. However, existing literature is vacant with respect to student financial aid and degree attainment in rural community colleges. The objective of this study was to examine the relationship between financial aid and associate degree attainment for rural community college students and compare the financing patterns of the three locales. Method: Using data from Beginning Postsecondary Students Longitudinal Study (BPS:04/09), we performed a series of logistic regression models that include financial aid variables and control variables from psychological, sociological, organizational, and internationalist perspectives. Results: We found rural community college students exceeded other locales in degree attainment. Logistic regression results reveal insignificant roles of Pell Grants and Federal Subsidized Loans, and negative role of Federal Unsubsidized Loans in associate degree attainment for rural community college students. Contributions: The results suggest that public subsidies, such as Pell Grants, were not sufficient to cover rural students’ unmet need for financing degree attainment, and that rural students are more cost-conscious in borrowing and spending than their suburban and urban counterparts.","PeriodicalId":46564,"journal":{"name":"Community College Review","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2020-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0091552120935975","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43318125","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: 7