Community College Review最新文献_第2页

Transactional and Stopgap Relationships Between Community College Department Chairs and Their Adjuncts 社区学院系主任与兼职教师之间的事务性和权宜性关系

IF 1.3

Community College Review Pub Date : 2024-01-11 DOI: 10.1177/00915521231218239

Keith Zoromski, Pietro A. Sasso

{"title":"Transactional and Stopgap Relationships Between Community College Department Chairs and Their Adjuncts","authors":"Keith Zoromski, Pietro A. Sasso","doi":"10.1177/00915521231218239","DOIUrl":"https://doi.org/10.1177/00915521231218239","url":null,"abstract":"Objective: The purpose of this study was to describe the relationship between community college department chairs and their adjunct faculty. Methods: This was a descriptive phenomenological qualitative study that used individual semi-structured interviews of 14 department chairs from a purposive sample drawn from a midwestern community college. Data analysis was conducted through two cycles of coding using phenomenological approaches. Results: Findings suggest that department chair relationships with adjunct faculty are transactional, have limited depth, and are perceived as scheduling stopgaps. Department chairs describe their connection as centered on scheduling or administration to prioritize student needs above relationship building. Contributions: The study contributes to existing research by elucidating that the department chair-adjunct didactic relationship is superficial. Department chairs, opposed to lead instructors, hold the most influence to positively influence the academic environment through a deepened relationship with adjunct faculty. Important implications for practice are provided for focused intentional efforts to humanize adjunct faculty within their institutions.","PeriodicalId":46564,"journal":{"name":"Community College Review","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139626098","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

“What Do We Have to Do?” Community College CTE Faculty Perceptions, Preparedness, and Propositions in Supporting Disabled Students’ Employment Opportunities "我们该做些什么？社区学院 CTE 教师对支持残疾学生就业机会的看法、准备情况和主张

IF 1.3

Community College Review Pub Date : 2024-01-07 DOI: 10.1177/00915521231222273

B. Nachman

{"title":"“What Do We Have to Do?” Community College CTE Faculty Perceptions, Preparedness, and Propositions in Supporting Disabled Students’ Employment Opportunities","authors":"B. Nachman","doi":"10.1177/00915521231222273","DOIUrl":"https://doi.org/10.1177/00915521231222273","url":null,"abstract":"Objective/Research Question: The purpose of this grounded theory study is to explore how community college CTE faculty members aim to support disabled students in their career pursuits. Methods: This constructivist grounded theory study entailed interviewing 20 faculty members across two southeastern United States community colleges. Results: Findings unveil the prominence of community college faculty holding mixed perceptions and limited understandings of disabled individuals’ experiences in CTE fields, tending to weed disabled students out of these professions, and possessing various ideas for how to better enable disabled students’ success, including bolstering disability awareness and acceptance. Conclusions/Contributions. These insights contribute to the formation of the 3Ps Model of Faculty Professional Engagement with Minoritized Students that will guide researchers in how to understand the processes that shape faculty engagement with minoritized students. The study also reveals opportunities for growth in how community college faculty and practitioners address issues surrounding building up disabled community college students’ employment pathways.","PeriodicalId":46564,"journal":{"name":"Community College Review","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139448764","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

Transfer Student Receptivity in Patriarchal STEM Contexts: Evidence of Gendered Transfer Student Stigma in Computer Science From a Mixed Methods Study 父权制 STEM 环境下转校生的接受能力：从混合方法研究看计算机科学专业转学生的性别污名证据

IF 1.3

Community College Review Pub Date : 2024-01-04 DOI: 10.1177/00915521231218233

J. Blaney, Theresa E. Hernandez, David F. Feldon, Annie M. Wofford

{"title":"Transfer Student Receptivity in Patriarchal STEM Contexts: Evidence of Gendered Transfer Student Stigma in Computer Science From a Mixed Methods Study","authors":"J. Blaney, Theresa E. Hernandez, David F. Feldon, Annie M. Wofford","doi":"10.1177/00915521231218233","DOIUrl":"https://doi.org/10.1177/00915521231218233","url":null,"abstract":"Research Questions: While community college transfer (i.e., upward transfer) represents an important mechanism for advancing equity across STEM fields, existing studies of gender and women’s participation within computer science have largely excluded the perspectives of upward transfer students. We address this gap in the literature by exploring transfer receptivity and gender discrimination within computer science, guided by the following questions: (1) How do upward transfer computer science students report their receptivity experiences, and how might this differ by gender? (2) How do upward transfer computer science students make meaning of receptivity experiences, and how might that meaning making be shaped by gender? Methods: We use a sequential mixed methods design, relying on longitudinal survey and interview data from upward transfer computer science majors, collected throughout students’ first year at the receiving university. Results: Findings reveal that, relative to men, upward transfer women report greater experiences of transfer stigma and challenges accessing resources at the receiving university. Qualitative findings document additional nuances in how upward transfer students—especially women—describe resilience as they navigate the university campus, encounter navigation challenges at the university, and make meaning of various manifestations of transfer stigma on campus. Contributions: In addition to implications for research and theory, we discuss what universities can do to foster a more receptive environment for upward transfer women. Specific recommendations focus on ensuring that spaces for women in computing are inclusive of transfer students and, likewise, creating supportive transfer cohort communities that are inclusive of women.","PeriodicalId":46564,"journal":{"name":"Community College Review","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139385451","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: 1

Nonmedical Use of Prescription Stimulants and Nicotine Among Community College Students 社区学院学生非医疗使用处方兴奋剂和尼古丁的情况

IF 1.3

Community College Review Pub Date : 2024-01-04 DOI: 10.1177/00915521231218208

Hannah G. Truitt, Meredith K. Ginley, Kelly Foster, R. Sevak, Nicholas E. Hagemeier

{"title":"Nonmedical Use of Prescription Stimulants and Nicotine Among Community College Students","authors":"Hannah G. Truitt, Meredith K. Ginley, Kelly Foster, R. Sevak, Nicholas E. Hagemeier","doi":"10.1177/00915521231218208","DOIUrl":"https://doi.org/10.1177/00915521231218208","url":null,"abstract":"Objective: Despite community colleges accounting for 34% of all undergraduate enrollment, research on substance-use patterns among community college students is limited. Community college students may engage in substance use differently than their 4-year university counterparts due to differences in psychosocial factors and decreased availability of mental health services. The current study aimed to elucidate risk factors underlying non-medical use of prescription simulants (NMUS) and nicotine use by community college students. Methods: A web-based survey was administered to 10 of 13 community colleges within a southeastern state’s Board of Regents school system. The survey included questions related to NMUS, nicotine use, alcohol use, mental health diagnosis, and demographics. Results: Overall, 9% of the participants reported NMUS, and 24.6% used nicotine. Multivariate analysis of variance and χ2 tests revealed group differences among individuals using only nicotine, only NMUS, both nicotine and NMUS, and neither nicotine nor NMUS. Post-hoc 2 × 2 χ2 tests indicated that individuals using both nicotine and NMUS had higher incidence of mental health diagnoses, were more likely to live in urban areas, reported higher weekly alcohol consumption, and were more likely to be male as compared to individuals using neither substance. Attention-deficit hyperactivity disorder (ADHD) symptoms were higher in individuals using only NMUS and both NMUS and nicotine as compared to those using only nicotine or neither substance. Conclusions: These findings provide insight into demographic and psychological variables associated with NMUS and nicotine use among community college students that could be benefitted by greater access to affordable mental health services.","PeriodicalId":46564,"journal":{"name":"Community College Review","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139387337","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

Transfer-Intending Women in Computing: An Exploratory Analysis of Trends, Characteristics, and Experiences Shaping Women’s Computing Participation 计算机领域的转学女生：对影响女性参与计算机学习的趋势、特点和经历的探索性分析

IF 1.3

Community College Review Pub Date : 2023-12-29 DOI: 10.1177/00915521231218236

J. Blaney, Sarah L. Rodriguez, Amanda R. Stevens

{"title":"Transfer-Intending Women in Computing: An Exploratory Analysis of Trends, Characteristics, and Experiences Shaping Women’s Computing Participation","authors":"J. Blaney, Sarah L. Rodriguez, Amanda R. Stevens","doi":"10.1177/00915521231218236","DOIUrl":"https://doi.org/10.1177/00915521231218236","url":null,"abstract":"Objective: Community college transfer pathways are critical for advancing gender equity in STEM. Yet, community college students are often ignored within studies of women’s participation in undergraduate computing. In a first effort to address this gap in the literature, this paper explores the composition of transfer-intending computing students over time (Study One) and gender differences in the characteristics and experiences of transfer-intending computing students (Study Two). Methods: This descriptive paper uses Center for Community College Student Engagement (CCCSE) survey data. Study One relies on a sample of nearly 30,000 transfer aspirants in computing across the United States between 2011 and 2019, allowing us to explore trends over time. Study Two examines a subset of over 9,000 students from the most recent survey cohort, providing a more nuanced snapshot of transfer-intending computing students. Descriptive statistics were used to examine how student experiences differ by gender and race/ethnicity. Results: Study One findings show that women’s representation among transfer-intending computing students has declined over time. Study Two results reveal that, relative to men, women spend more time caregiving, commuting, studying, in student groups, and utilizing advising services, pointing to unique demands on women’s time. We also identify significant differences in how Black and Indigenous women financed their college, relative to other women. Conclusions: While women are underrepresented among transfer-intending computing students, they represent a diverse group to support. We point to recommendations for policy and practice to support transfer-intending women in STEM and future research that considers intersectional identities among this diverse group.","PeriodicalId":46564,"journal":{"name":"Community College Review","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139147608","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

“It’s Gonna Open Up Doors”: Alumni Reflections of Doctoral Community College Leadership Programs "它将打开大门"：社区学院博士领导力课程的校友感言

IF 1.3

Community College Review Pub Date : 2023-12-29 DOI: 10.1177/00915521231218232

B. Nachman, Jonathan T. Pryor, Michael T. Miller

{"title":"“It’s Gonna Open Up Doors”: Alumni Reflections of Doctoral Community College Leadership Programs","authors":"B. Nachman, Jonathan T. Pryor, Michael T. Miller","doi":"10.1177/00915521231218232","DOIUrl":"https://doi.org/10.1177/00915521231218232","url":null,"abstract":"Objective/Research Question: For decades doctoral community college leadership programs have prepared students for the challenges and rewards in steering community college campuses, yet minimal scholarship has explored these programs’ efficacy in serving their students. This study explores community college leaders’ motivations in starting, learning experiences during, and takeaways following participation in doctoral community college leadership programs. Methods: This narrative inquiry study draws on action learning as the theoretical framework and entails interviews with 19 community college administrators who graduated from doctoral community college leadership programs. Results: Findings are threefold, each related to the distinct pieces associated with the research questions at hand. Students’ motivations for enrolling in programing stem from financial and geographic accessibility, institutional credibility, personal fulfillment, and desires to advance their careers. During their time in programs, students benefited from curriculum that prepared them for their dissertations, cohort-based approaches that afforded community, and applicable assignments and activities that directly related to their roles as community college practitioners. Following their doctorate, students reflected on the value of having this degree for propelling their careers and recommended opportunities for programmatic improvement. Conclusion/Contributions: These findings offer new perspective into what doctoral community college leadership programs accomplish in supporting students’ objectives and professional practices, and also unveil ideas toward programmatic adjustments.","PeriodicalId":46564,"journal":{"name":"Community College Review","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139147731","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

Framing the Transfer Experience for Community College Students: Connection, Preparation, Support, Advocacy, and Resilience 构建社区学院学生的转学经历：联系、准备、支持、宣传和复原力

IF 1.3

Community College Review Pub Date : 2023-12-29 DOI: 10.1177/00915521231218254

Elena Sandoval-Lucero, Janell Lindsey, Libby Klingsmith, Rebecca Chavez

{"title":"Framing the Transfer Experience for Community College Students: Connection, Preparation, Support, Advocacy, and Resilience","authors":"Elena Sandoval-Lucero, Janell Lindsey, Libby Klingsmith, Rebecca Chavez","doi":"10.1177/00915521231218254","DOIUrl":"https://doi.org/10.1177/00915521231218254","url":null,"abstract":"Objective/Research Question: This practitioner-scholar study investigated perceptions and experiences of community college students who transferred upon completion of their associate degree programs in Colorado, a state with multiple state-level transfer policies. Each student participated in a cohort-based transfer support program offered at their community college. The research questions were: 1. Do community college students who participated in transfer programing while earning their associate degree perceive that it helped prepare them for successful transfer? 2. Do community college students perceive that their courses prepared them to be successful at a university? 3. What are the perceptions and experiences of community college students who transferred upon completion of their associate degree programs within a context of a state with multiple transfer policy initiatives? Methods: This study used a phenomenological approach and qualitative data collection methods. Results: While students believed their community colleges prepared them academically, and their transfer preparation programing was beneficial, their reflections highlight that regardless of support provided, academic preparation, or policy context, transfer from community college to university is challenging, problematic, and bureaucratic. Often community college students are viewed with a deficit lens by university staff. Conclusions/Contributions: Regardless of state policy context, transfer preparation, and support, obstacles encountered in the transfer process from community college to university must be negotiated through relationships and advocacy both on the part of college staff and the students themselves. However, students who transfer from a college with dedicated transfer support and preparation demonstrate resilience to complete the process successfully.","PeriodicalId":46564,"journal":{"name":"Community College Review","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139145156","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

Early Childhood Professionals’ Challenges, Persistence, and Sensemaking in Teacher Education During the COVID-19 Pandemic 在 COVID-19 大流行期间，幼儿教育专业人员在师范教育中面临的挑战、坚持和感悟

IF 1.3

Community College Review Pub Date : 2023-12-04 DOI: 10.1177/00915521231201205

Kristabel Stark, Yanet Gomez Diaz, Jennyfer Trigueros, M. Ragunathan

{"title":"Early Childhood Professionals’ Challenges, Persistence, and Sensemaking in Teacher Education During the COVID-19 Pandemic","authors":"Kristabel Stark, Yanet Gomez Diaz, Jennyfer Trigueros, M. Ragunathan","doi":"10.1177/00915521231201205","DOIUrl":"https://doi.org/10.1177/00915521231201205","url":null,"abstract":"Objective/Research Question: Community college coursework is a crucial entry point for early childhood professionals seeking to advance their careers in education. In this study, we examine how degree candidates at a small community college experienced the shift to online learning and their reasons for persistence in college during the pandemic. Methods: Drawing on the theoretical framework of sensemaking, we conducted a thematic analysis of data from interviews with 19 early childhood professionals enrolled in teacher education coursework within one community college. Results: We found that degree candidates experienced the shift to online learning as both a barrier and facilitator to their educational obtainment, and that, during the pandemic, they remained highly committed to completing their degrees, motivated by financial advantages, career advancement, professional skill development, and the opportunity to be a role model for their own children. Conclusions/Contributions: Increasing the proportion of early childhood professionals who complete college degrees holds promise for improving children’s educational opportunities and addressing persistent structural inequities in the teacher workforce. By investigating how early childhood professionals made sense of the educational changes associated with the pandemic, this study provides insight into how community colleges can support students in their educational pursuits moving forward.","PeriodicalId":46564,"journal":{"name":"Community College Review","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138603507","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

“You’ve Got to Put the Student First”: Faculty Advisors as Educators and Emotional Laborers in Community College Baccalaureate Contexts "你必须把学生放在第一位"：社区学院学士学位背景下作为教育者和情感劳动者的学院顾问

IF 1.3

Community College Review Pub Date : 2023-11-24 DOI: 10.1177/00915521231201449

Edna Martinez, Sharon Velarde Pierce, Isela Peña

引用次数: 0

Assessing the Role of Spatial Inequality in Transfer Student Success 评估空间不平等在转学学生成功中的作用

IF 1.3

Community College Review Pub Date : 2023-11-19 DOI: 10.1177/00915521231201207

Rachel E. Worsham, Melissa Whatley, Andrew Crain, Sarah Deal, Benjamin T. Skinner

{"title":"Assessing the Role of Spatial Inequality in Transfer Student Success","authors":"Rachel E. Worsham, Melissa Whatley, Andrew Crain, Sarah Deal, Benjamin T. Skinner","doi":"10.1177/00915521231201207","DOIUrl":"https://doi.org/10.1177/00915521231201207","url":null,"abstract":"Objective: Vertical community college transfer has become an essential pathway for many students who hope to attain bachelor’s degrees. Prior literature indicates that institutional supports, like transfer articulation agreements and transfer advising, have a positive influence on transfer success. Yet, spatial inequality theory indicates that these resources may be distributed unevenly over geographic context. The purpose of this paper is to understand the relationship between spatial context and transfer student success. Methods: Using data from the University of North Carolina System, we estimate a series of regression models, to determine the relationship between county-level measures of rurality, economic distress, and access to broadband internet and the number of credits transferred from the community college to the 4-year institution, excess credits at graduation, and number of major changes at 4-year colleges. Results: The results of our analyses indicate that that the spatial context in which colleges are situated has a relationship to transfer student success. In particular, students transferring from counties that are more rural and economically distressed and have less access to broadband internet may experience worse transfer outcomes. Conclusions: The results of our study indicate that spatial inequality is complex and can be defined in many ways, which has implications for those who use geographic boundaries to identify areas for inquiry or intervention. Additionally, this study highlights the importance of considering variation in resources across spatial context when addressing educational inequality. Further study is necessary to understand the mechanisms driving our results, as well as other ways to measure spatial inequality.","PeriodicalId":46564,"journal":{"name":"Community College Review","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139260526","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