Community College Review最新文献_第2页

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":"30 24","pages":""},"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":"23 1","pages":""},"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":" 32","pages":""},"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":"21 23","pages":"95 - 120"},"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

Comparison of Surgical Decompression and Steroid Therapy for the Management of Traumatic Optic Neuropathy: A Systematic Review and Meta-Analysis. 手术减压和类固醇治疗外伤性视神经病变的比较:系统回顾和荟萃分析。

IF 1.7

Community College Review Pub Date : 2023-12-01 Epub Date: 2022-11-28 DOI: 10.1177/19433875221142682

Sameer Pandey, Gosla S Reddy, Ashi Chug, Ashutosh Dixit, Balgovind S Raja

{"title":"Comparison of Surgical Decompression and Steroid Therapy for the Management of Traumatic Optic Neuropathy: A Systematic Review and Meta-Analysis.","authors":"Sameer Pandey, Gosla S Reddy, Ashi Chug, Ashutosh Dixit, Balgovind S Raja","doi":"10.1177/19433875221142682","DOIUrl":"10.1177/19433875221142682","url":null,"abstract":"Study design: A systematic review and meta-analysis.Objective: Treatment of traumatic optic neuropathy (TON) has been a subject of debate for many decades due to the scarcity of evidence-based treatment protocols. This review compares surgical decompression (SD) and steroid therapy (ST) as treatment approaches in TON patients.Methods: A PRISMA-guided systematic review using PubMed, Embase, Ovid and Scopus databases was performed till the last search date of July 31st 2021. The outcome of interest was an improvement in visual acuity. A meta-analysis of the odds ratio was performed using a random-effect model and sub-group analysis based upon criteria for assessment of improvement in visual acuity.Results: Sixteen studies (including 1046 patients) were included in the review. The review could identify 590 patients treated with SD and 456 treated with ST. In addition, there was a second cohort of patients presenting with NLP (no light perception). A meta-analysis with a sub-group analysis revealed that there was statistically no significant difference between the two treatment approaches in terms of improvement in VA.Conclusions: There is no difference in treatment results of SD or ST for TON. Several treatment protocols and different criteria for assessing visual acuity led to difficulty in generating evidence for selecting the correct treatment approach.","PeriodicalId":46564,"journal":{"name":"Community College Review","volume":"12 1","pages":"306-316"},"PeriodicalIF":1.7,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10693263/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87040928","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

“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":"5 1","pages":"30 - 57"},"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

Lost in Translation: Information Asymmetry as a Barrier to Accrual of Transfer Student Capital 迷失在翻译中:信息不对称是阻碍转校生资本积累的障碍

Community College Review Pub Date : 2023-09-26 DOI: 10.1177/00915521231201208

Dustin M. Grote, Amy J. Richardson, Walter C. Lee, David B. Knight, Kaylynn Hill, Hannah Glisson, Bevlee A. Watford

{"title":"Lost in Translation: Information Asymmetry as a Barrier to Accrual of Transfer Student Capital","authors":"Dustin M. Grote, Amy J. Richardson, Walter C. Lee, David B. Knight, Kaylynn Hill, Hannah Glisson, Bevlee A. Watford","doi":"10.1177/00915521231201208","DOIUrl":"https://doi.org/10.1177/00915521231201208","url":null,"abstract":"Objective: Transfer student capital (TSC) helps community college students realize the potential for the transfer pathway to serve as a lower-cost option to a bachelor’s degree. However, students’ accrual of TSC depends on the quality and quantity of information networks and infrastructure; information asymmetry in these networks can impede students’ transfer progress. Methods: Using interview data from stakeholders who support engineering transfer students at one research university and two community college partners, we apply a methodology that combines qualitative coding techniques (i.e., descriptive, process, and evaluative coding) with network and pathway analyses to explore an information network for coursework transfer in engineering. Results: Our findings illustrate the disjointed and complex web of information sources that transfer students may use to accrue TSC. We highlight pathways fraught with information asymmetry as well as information sources and processes that give promise to students’ ability to accrue TSC and successfully navigate transfer of coursework vertically. Conclusions: An abundance of information sources and paths does not equate to a better transfer system. Utilizing network analysis to visualize and evaluate information sources and processes provides an additional method for evaluating information systems for transfer. Consolidating information sources or improving processes linking information sources could improve inefficiencies in transfer students’ transitions.","PeriodicalId":46564,"journal":{"name":"Community College Review","volume":"65 10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135719308","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 Partnership Model to Enhance Mental Health Staffing: Lessons From Two Community Colleges 加强精神卫生人员配备的伙伴关系模式:来自两所社区学院的经验教训

Community College Review Pub Date : 2023-09-22 DOI: 10.1177/00915521231201419

Kenneth M. Coll, Cathleen B. Ruch, Charles P. Ruch, Jessica L. Dimitch, Brenda J. Freeman

{"title":"A Partnership Model to Enhance Mental Health Staffing: Lessons From Two Community Colleges","authors":"Kenneth M. Coll, Cathleen B. Ruch, Charles P. Ruch, Jessica L. Dimitch, Brenda J. Freeman","doi":"10.1177/00915521231201419","DOIUrl":"https://doi.org/10.1177/00915521231201419","url":null,"abstract":"Objective: Community colleges have historically reported high levels of student mental health needs, with low levels of available face to face services. Ways of meeting this mental health staffing challenge is an area of import for each institution. The COVID-19 pandemic exacerbated this situation. The objective of this analysis is to examine the impact of the pandemic on college students, with particular attention to community college student mental health issues and to illuminate a possible strategy to respond the expanded staffing needs faced by this sector of higher education. Method: This work is based on a review of studies reporting the pandemic’s impact on community college student mental health, and needed mental health staffing. Two case studies, one urban and one rural, are presented here to highlight needed community college-university partnerships focused on increasing mental health professionals for community colleges. Results: The case studies illuminated commonalities between urban-rural settings, as well as challenges. Based on the literature review and case studies a generic model for responding to this critical mental health staffing need is presented. Contributions: This work challenges the notion that traditional staffing arrangements are the only patterns available to expand needed mental health professionals needed in community colleges. Studies of alternative staffing arrangement, evaluation, impact, and student satisfaction are warranted.","PeriodicalId":46564,"journal":{"name":"Community College Review","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136060345","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

Is Coming Out in the Community College Classroom an “Occupational Hazard?” 在社区大学课堂上出柜是一种“职业危害”吗?

Community College Review Pub Date : 2023-09-22 DOI: 10.1177/00915521231201166

Michael B. Sundblad, Diana R. Dansereau

{"title":"Is Coming Out in the Community College Classroom an “Occupational Hazard?”","authors":"Michael B. Sundblad, Diana R. Dansereau","doi":"10.1177/00915521231201166","DOIUrl":"https://doi.org/10.1177/00915521231201166","url":null,"abstract":"Objective: This study is a replication of Russ et al.’s (2002) work, which showed that students’ credibility beliefs about and perceived learning from a male university instructor were negatively affected when he identified as gay. Because the primary professional responsibility of community college faculty is teaching, and student evaluations may influence decisions about teacher effectiveness, perceived teacher credibility may be of particular importance within community colleges. Given the number of years that have elapsed since the 2002 study, determining whether the documented bias still exists is necessary. Therefore, the purpose of this study was to determine how community college students’ perceptions of a male teacher’s credibility and perceptions of their own learning were influenced by the instructor being open about his sexual orientation. Methods: This study used mixed methods, was undergirded by Critical Realism, and employed a sequential design with questionnaires and semi-structured interviews. Results: Participants as a collective did not provide significantly different ratings for any dimension of credibility nor for perceptions of learning in either condition. Interview data largely supported the statistical findings; however, they also revealed discomfort with gay instructors and an eagerness to support marginalized instructors; participant reactions aligned with three broad categories of indifference, discomfort, or allyship. Open-ended responses suggested that participants attended more to competence for the straight lecturer and more to character traits for the gay lecturer. Contributions: The findings, especially with regard to participants’ reduced focus of attention on competence for marginalized instructors, have practical implications for equity and faculty evaluation.","PeriodicalId":46564,"journal":{"name":"Community College Review","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136060349","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