Community College Review最新文献_第3页

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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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

Book Review: The impacts of green space on student experience at an urban community college: An exploration of wellbeing, belonging, and scholarly identity, Naidoo, V. 书评:《城市社区学院绿地对学生体验的影响:幸福感、归属感和学术认同的探索》，奈都，V。

Community College Review Pub Date : 2023-09-19 DOI: 10.1177/00915521231201217

None Adriantoni, Fikri Yanda, Welhelmina Febriana Ayhuan

引用次数: 0

Investigating the Viability of Transfer Pathways to STEM Degrees: Do Community Colleges Prepare Students for Success in University STEM Courses? 研究STEM学位转移途径的可行性：社区学院是否为学生在大学STEM课程中的成功做好准备？

IF 1.3

Community College Review Pub Date : 2023-07-17 DOI: 10.1177/00915521231181955

P. Bahr, Elizabeth S. Jones, Joshua Skiles

{"title":"Investigating the Viability of Transfer Pathways to STEM Degrees: Do Community Colleges Prepare Students for Success in University STEM Courses?","authors":"P. Bahr, Elizabeth S. Jones, Joshua Skiles","doi":"10.1177/00915521231181955","DOIUrl":"https://doi.org/10.1177/00915521231181955","url":null,"abstract":"Objective: Community colleges have considerable potential to grow the number of individuals who complete STEM baccalaureate degrees and to broaden access to educational opportunities in STEM. However, efforts to tap this potential have been hampered by nagging questions about whether community colleges prepare students adequately for advanced STEM courses at universities. In this study, we draw on data from four universities in Michigan to investigate differences in the course and degree outcomes of students who completed prerequisite STEM courses in community colleges versus students who completed prerequisites at the university. Methods: We use logistic and linear regression to control for several potentially confounding variables, including prior academic achievement as measured by high school grade point average. Results: In three of the universities, we did not find evidence of consistently weaker outcomes among students who completed STEM prerequisites at community colleges or among transfer students generally. In the fourth university, students taking STEM prerequisites in a community college had weaker course outcomes than did non-transfer students. Intersecting qualitative evidence points to differences in levels of support for transfer students as a probable explanation for the differences in students’ outcomes, rather than inadequate rigor of community college STEM coursework. Conclusion: Our findings generally align with prior evidence of minor or inconsistent differences in outcomes for students who previously attended a community college, but also point to the probable role of institutional factors at universities in influencing the chances of success among students who utilize community college to complete STEM coursework.","PeriodicalId":46564,"journal":{"name":"Community College Review","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43793220","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

Experiences of Diverse Introductory Computer Science Students Moving to Online Classes in a Pandemic 在大流行病中，不同类型的计算机科学入门学生转向在线课程的经历

IF 1.3

Community College Review Pub Date : 2023-07-14 DOI: 10.1177/00915521231182112

L. Lyon, Colin Schatz, Emily Green

{"title":"Experiences of Diverse Introductory Computer Science Students Moving to Online Classes in a Pandemic","authors":"L. Lyon, Colin Schatz, Emily Green","doi":"10.1177/00915521231182112","DOIUrl":"https://doi.org/10.1177/00915521231182112","url":null,"abstract":"Research question: For students enrolling in introductory computer science classes at community colleges, how did they experience the class in an emergency remote teaching environment, particularly in contrast to in-person instruction at the start of the semester? Methods: Semi-structured interviews were conducted with 18 students from diverse backgrounds who were enrolled in introductory computer science at a community college in California during the first semester of online classes due to the COVID-19 pandemic. Grounded theory data analysis was conducted on the interview data. Results: Students’ overall educational trajectories were largely unchanged by the shift to emergency remote teaching. However, one crucial factor in many students’ learning experiences was the lack of a physical transition to the campus and a corresponding transition into a school or studying mode supported by physically gathering with other students and away from distractions at home. Experiences in the classroom were found less engaging by many, and virtual interactions were sometimes awkward. Students struggled to get individualized help from instructors and campus resources and to interact with peers. Conclusions/Contributions: Instructors and administrators in community colleges need to be aware that the loss of college campus spaces and embodied peer interactions may pose an especially large barrier to success for the population they serve. An important takeaway for instructors is that the modalities and tools employed in emergency remote teaching are experienced quite differently by different students, and that additional supports, such as videotaped classes and flexibility in due dates, can be key for students’ success.","PeriodicalId":46564,"journal":{"name":"Community College Review","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41713744","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

Community Colleges as Racialized Organizations: Outlining Opportunities for Equity 社区大学作为种族化组织：公平的机会概述

IF 1.3

Community College Review Pub Date : 2023-07-04 DOI: 10.1177/00915521231182121

Heather N. McCambly, Stephanie Aguilar-Smith, Eric R. Felix, Xiaodan Hu, Lorenzo Baber

{"title":"Community Colleges as Racialized Organizations: Outlining Opportunities for Equity","authors":"Heather N. McCambly, Stephanie Aguilar-Smith, Eric R. Felix, Xiaodan Hu, Lorenzo Baber","doi":"10.1177/00915521231182121","DOIUrl":"https://doi.org/10.1177/00915521231182121","url":null,"abstract":"Purpose: The purpose of this article is to use Victor Ray’s theory of racialized organizations (TRO), and multiple applied exemplars, as a framework and call to action for community college researchers and policymakers. In doing so, we provide a meso-level analytic view on how and why the most accessible postsecondary pathway for minoritized students is also the most chronically under-resourced sector of higher education in the United States. Argument: Understanding community colleges as a type of racialized organization opposes traditional meritocratic perspectives that view these institutions as culturally neutral spaces, guided by open access and unrestricted credential choice. Decades of research suggest that egalitarian principles attached to community colleges do not necessarily translate into equitable student experiences and outcomes. Responses to these inequitable outcomes, however, primarily assign blame to individual dispositions. Without deep consideration of contextual conditions that shape organizational policies and practices, outcome disparities are viewed as a condition of cultural deficits rather than structured impotence. Conclusions: This paper advances our collective attunement, as community college scholars, to organizational arrangements that perpetuate and weaken white supremacy. In short, we use a racialized organizational lens to think in new ways about how community colleges, as an institutional type, are often as marginalized as the students they serve.","PeriodicalId":46564,"journal":{"name":"Community College Review","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44722897","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

Examining Mental Health, Academic, and Economic Stressors During the COVID-19 Pandemic Among Community College and 4-Year University Students. 在社区学院和四年制大学学生中研究COVID-19大流行期间的心理健康、学术和经济压力因素

IF 1.3

Community College Review Pub Date : 2023-07-01 Epub Date: 2023-05-10 DOI: 10.1177/00915521231163929

Amaranta Ramirez, David B Rivera, Adrian M Valadez, Samantha Mattis, Alison Cerezo

{"title":"Examining Mental Health, Academic, and Economic Stressors During the COVID-19 Pandemic Among Community College and 4-Year University Students.","authors":"Amaranta Ramirez, David B Rivera, Adrian M Valadez, Samantha Mattis, Alison Cerezo","doi":"10.1177/00915521231163929","DOIUrl":"10.1177/00915521231163929","url":null,"abstract":"Objective: The COVID-19 global pandemic has created severe, long-lasting challenges to college students in the United States (US). In the present study, we assessed mental health symptomatology (depression, anxiety, life stress), academic challenges, and economic stress during the first wave of the Coronavirus pandemic. Method: A total sample of 361 college students (Mage = 22.26, SD = 5.56) was gathered from a community college (N = 134) and mid-size public university (N = 227) in Southwest US, both designated as Hispanic Serving Institutions. Results: Pearson and point biserial correlations indicated associations between mental health symptomatology, academic challenges, and economic stress, including expected delays in graduation. Multivariate analysis revealed that community college students had statistically significantly higher scores on anxiety F(1, 312) = 5.27, p = .02, <math><mrow><msubsup><mi>η</mi><mi>p</mi><mn>2</mn></msubsup></mrow></math> = .01 than 4-year university students, as well as key differences with respect to academic challenges. Chi Square analyses revealed that Latinx families experienced greater economic hardships, including job loss or reduced work hours (χ2 (1, N = 361) = 28.56, p = .00) than other ethnic/racial groups. Conclusions/Contributions: Findings revealed that community college students faced disparately negative mental health symptomatology, academic challenges, and economic stress during the first wave of the Coronavirus pandemic. Further, Latinx students' families experienced significant economic hardship that may have impacted students' academic progress and future planning.","PeriodicalId":46564,"journal":{"name":"Community College Review","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10183329/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48497833","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

Navigating STEM Major and Transfer Destination Choices: Community College Student Experiences through the Lens of Practice Theory STEM专业导航与转学目的地选择：实践理论视角下的社区大学生体验

IF 1.3

Community College Review Pub Date : 2023-06-28 DOI: 10.1177/00915521231182119

Dana G. Holland Zahner

{"title":"Navigating STEM Major and Transfer Destination Choices: Community College Student Experiences through the Lens of Practice Theory","authors":"Dana G. Holland Zahner","doi":"10.1177/00915521231182119","DOIUrl":"https://doi.org/10.1177/00915521231182119","url":null,"abstract":"Objective/Research Question: This research explores how community college students, who are underrepresented in science, technology, engineering, and mathematics (STEM) fields and aspire to vertical transfer in STEM make choices about majors and transfer destinations. The question is important to advancing equity in STEM, which continues to perpetuate disparities in attainment for minoritized, first-generation, and financially disadvantaged students, who disproportionately enter higher education in community colleges. Methods: Using a longitudinal, qualitative research design, the study relied on semi-structured interviewing to generate in-depth evidence about student experiences. Results: Findings showed that career goals were uniformly influential to students, yet career information was unevenly available or comprehensible during community college. Students’ choices about what to major in and where to transfer were iterative and intertwined, with these choices deeply connected to students’ families and lifetime priorities. Delays in student decision-making tended to have less to do with uncertain individual preferences than to lack of information about a specific STEM major and its alignment with possible future degrees, transfer destinations, and career pathways, as well as contingencies associated with the transfer admission process. Conclusions/Contributions: This research demonstrated STEM-specific nuance in how underrepresented community college students navigate major, career, and transfer destination decision-making as well as the influence of family and location-based priorities in student choices. Future research should investigate how to best provide directional support for students’ major and transfer destination decisions, including major-to-career awareness and the academic and personal dimensions of transfer.","PeriodicalId":46564,"journal":{"name":"Community College Review","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43848217","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

“I Thought About Solutions”: How Students’ Narratives of Relational Conflict, Grit, and Agency Predict Academic Performance within Community College “我思考解决方案”：学生对关系冲突、Grit和代理的叙述如何预测社区大学的学业成绩

IF 1.3

Community College Review Pub Date : 2023-06-28 DOI: 10.1177/00915521231182094

Tanzina Ahmed

{"title":"“I Thought About Solutions”: How Students’ Narratives of Relational Conflict, Grit, and Agency Predict Academic Performance within Community College","authors":"Tanzina Ahmed","doi":"10.1177/00915521231182094","DOIUrl":"https://doi.org/10.1177/00915521231182094","url":null,"abstract":"Objective. Theorists have posited that community college students’ socio-academic integrative relationships with other students, college staff, and instructors, as well as their sense of college-related aspiration, mindset, grit, and agency, may impact their academic success. When community college students narrate (i.e., create stories that help them understand, investigate, and communicate) about higher education, they may reflect upon such relational and internal experiences in ways that signal later academic performance. This study reviews how students narrate to reflect upon their relational and internal experiences within a community college. It then connects students’ narrative explorations to their year-end grade point average (GPA). Method. Script analysis was used to explore how 104 ethnically, culturally, and linguistically diverse community college students reflected on their best and worst college experiences using different scripts, which are collective and shared ways of knowing that people use to organize their understandings of recounted experiences. Multiple regression models linked students’ narrative scripts to their year-end GPA. Results. Students narrated on their college lives using a variety of different scripts. When narrating about their worst experiences, students’ focus on socio-academic relational conflicts and on their grit and agency while coping with college-related difficulties predicted their having a higher year-end GPA. Conclusion. In a partial confirmation of Wang’s and Deil-Amen’s theoretical expectations, students’ narrative expressions of grit and agency, as well as their relational experiences and conflicts with other students, instructors, and staff at college, predicted their academic success.","PeriodicalId":46564,"journal":{"name":"Community College Review","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47386715","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