Journal of postsecondary student success最新文献

Test-Optional Policies: Impacts to Date and Recommendations for Equity in Admissions 考试选择政策：迄今为止的影响和对招生公平的建议

Journal of postsecondary student success Pub Date : 2024-07-23 DOI: 10.33009/fsop_jpss135721

Reginald M. Gooch, Vinetha K. Belur, Sara B. Haviland, Ou Lydia Liu

引用次数: 0

Campus Support Program Service Use by Students Who Experienced Foster Care, Relative Care, or Homelessness 经历过寄养、亲属照料或无家可归的学生使用校园支持计划服务的情况

Journal of postsecondary student success Pub Date : 2024-07-23 DOI: 10.33009/fsop_jpss134703

Lisa A Jackson, L. Schelbe, Jennifer Geiger, Christopher Schoborg

{"title":"Campus Support Program Service Use by Students Who Experienced Foster Care, Relative Care, or Homelessness","authors":"Lisa A Jackson, L. Schelbe, Jennifer Geiger, Christopher Schoborg","doi":"10.33009/fsop_jpss134703","DOIUrl":"https://doi.org/10.33009/fsop_jpss134703","url":null,"abstract":"Campus support programs (CSPs) in higher education institutions seek to address the barriers encountered by students who experienced foster care or homelessness (SEFC/H). This mixed methods study of a CSP at Florida State University examined the SEFC/H’s service use and students’ perceptions of the CSP to better understand student experiences. Study participants included 54 CSP students who graduated between 2015 and 2020. They completed surveys at graduation and six months and one year post-graduation. Students reported service use and perceptions of the services’ helpfulness. They described what they valued in the CSP and what the CSP could have done to better prepare them for life after graduation. Findings show a high level of service use and perceptions of helpfulness. Students reported valuing the support; resources; physical space; sense of belonging, community, family, and home; growth and motivation; and success because of their CSP involvement. Areas where students believed the CSP could better prepare them for life after graduation included finances, graduate school, career planning, life skills, and connections. Implications for CSP include assisting SEFC/H with (a) planning and life skills, (b) financial literacy and money, and (c) mentors and connections.","PeriodicalId":477179,"journal":{"name":"Journal of postsecondary student success","volume":"29 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141813813","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

Academic Learning Experiences and Challenges of Students With Disabilities in Higher Education 高等教育中残疾学生的学术学习经历和挑战

Journal of postsecondary student success Pub Date : 2024-07-23 DOI: 10.33009/fsop_jpss134617

Yi-Fan Li, Dalun Zhang, Heather M. Dulas, Mary L. Whirley

{"title":"Academic Learning Experiences and Challenges of Students With Disabilities in Higher Education","authors":"Yi-Fan Li, Dalun Zhang, Heather M. Dulas, Mary L. Whirley","doi":"10.33009/fsop_jpss134617","DOIUrl":"https://doi.org/10.33009/fsop_jpss134617","url":null,"abstract":"Students with disabilities are an increasing subpopulation in higher education. Recently, research has put an emphasis on students’ voices to explore their academic learning experiences, as well as the learning strategies they use to overcome learning barriers. This study aimed to investigate the academic learning experiences of students with disabilities in college or graduate studies and the learning strategies they used when faced with insufficient or delayed support. This study used interpretative phenomenological analysis to gather data from three online focus groups, with a total of 10 participants. The results demonstrated three themes: experiences or issues related to university resources and accommodations, building influence through advocacy and education, and being an independent learner. Some participants continued to face academic learning challenges despite their active seeking of accommodations and support. Some participants utilized study strategies, especially when support was inadequate or not immediately provided. This study highlighted the urgent need for higher education institutions to establish support services and resources for all students. Related discussions and implications are presented.","PeriodicalId":477179,"journal":{"name":"Journal of postsecondary student success","volume":"90 16","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141812928","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

Quality of Student–Faculty Interactions, Persistence, and the Mediating Role of Student Satisfaction 师生互动的质量、持续性和学生满意度的中介作用

Journal of postsecondary student success Pub Date : 2024-07-23 DOI: 10.33009/fsop_jpss134793

Chad N. Loes, Brian P. An, Teniell L. Trolian

{"title":"Quality of Student–Faculty Interactions, Persistence, and the Mediating Role of Student Satisfaction","authors":"Chad N. Loes, Brian P. An, Teniell L. Trolian","doi":"10.33009/fsop_jpss134793","DOIUrl":"https://doi.org/10.33009/fsop_jpss134793","url":null,"abstract":"Rising student attrition, exacerbated by the COVID-19 pandemic, has resulted in increased calls for higher education officials to better understand factors associated with increasing persistence rates, especially from the first- to second year of college. Though many studies have documented the influence of the frequency of student–faculty interactions on student persistence, less research has focused on the quality of those interactions, including potential mediating influences. To address these issues, this study used longitudinal data from 8,475 students among 44 four-year institutions to explore whether the quality of student–faculty interactions influences student persistence and whether student satisfaction mediates this relationship. Guided by theoretical models of persistence, we found that even in the presence of a range of potential confounders, students’ perceived quality of student–faculty interactions increased the odds of persistence to the second year of college. Furthermore, results from a Karlson–Holm–Breen (KHB) decomposition analysis suggest this relationship occurred indirectly through students’ satisfaction with the overall college experience.","PeriodicalId":477179,"journal":{"name":"Journal of postsecondary student success","volume":"78 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141812797","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

“To Make this Leap”: Understanding Relationships that Support Community College Students’ Transfer Journeys "实现这一飞跃"：了解支持社区学院学生转学的各种关系

Journal of postsecondary student success Pub Date : 2024-07-23 DOI: 10.33009/fsop_jpss134434

Beth E. W. Nahlik, Tara D. Hudson, Lindsay Nelson

{"title":"“To Make this Leap”: Understanding Relationships that Support Community College Students’ Transfer Journeys","authors":"Beth E. W. Nahlik, Tara D. Hudson, Lindsay Nelson","doi":"10.33009/fsop_jpss134434","DOIUrl":"https://doi.org/10.33009/fsop_jpss134434","url":null,"abstract":"For too many community college students, transferring to a four-year institution for a bachelor’s degree (i.e., vertical transfer) remains an unrealized aspiration. Prior research suggests that forms of capital can assist students in realizing their goals. Therefore, we sought to explore how relationships both within and outside of their institutions serve as sources of capital to support students’ vertical transfer journeys. Utilizing a qualitative research design, we applied Putnam’s (2000) two forms of social capital (bridging and bonding) and eight social support-related constructs from Moser’s (2013) expanded transfer student capital framework to data from focus groups and interviews with 33 pre- and post-transfer students. We found that participants actively constructed a patchwork of supportive relationships with both institutional agents and individuals external to the institution, which they utilized to search for, gather, and employ transfer capital. Our findings highlight that relationships outside of institutions are as crucial as relationships within the institution as sources of capital for vertical transfer students, suggesting a need to incorporate extra-institutional relationships into transfer capital frameworks and institutional initiatives to support transfer students. We also recommend institutions invest in programs designed to build students’ social and transfer capital.","PeriodicalId":477179,"journal":{"name":"Journal of postsecondary student success","volume":"141 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141810989","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

Where Students Thrive: A Florida State University Blueprint for Building Student Success 学生在哪里茁壮成长:佛罗里达州立大学建立学生成功的蓝图

Journal of postsecondary student success Pub Date : 2023-10-11 DOI: 10.33009/fsop_jpss133939

Pei Hu, Joe O'Shea, Allison Peters

引用次数: 0

Promise Program Effects at a Large, Urban Institution: A Study of Miami Dade College’s American Dream Scholarship 大型城市机构的承诺项目效果:迈阿密戴德学院美国梦奖学金研究

Journal of postsecondary student success Pub Date : 2023-10-11 DOI: 10.33009/fsop_jpss133359

Amy Li, Patricia Katri

{"title":"Promise Program Effects at a Large, Urban Institution: A Study of Miami Dade College’s American Dream Scholarship","authors":"Amy Li, Patricia Katri","doi":"10.33009/fsop_jpss133359","DOIUrl":"https://doi.org/10.33009/fsop_jpss133359","url":null,"abstract":"College promise programs, or place-based scholarships, are aimed at helping students attend and afford higher education. The American Dream Scholarship (ADS), offered by Miami Dade College (MDC), is a promise program that covers tuition and fees for the first 60 credits of an associate degree for students residing in and graduating from high school in Miami-Dade County. In this study, we relied on Bourdieu’s (1986) sociological framework to conceptualize the impact of the ADS on MDC’s student body. We posed the research question of whether the scholarship had any effect on total first-time, full-time college enrollment at MDC. Utilizing data primarily from the Integrated Postsecondary Education Data System, we used two comparison groups of colleges that were untreated by any county-level promise program: 26 colleges in the Florida College System and 37 public institutions nationally with the same Carnegie Classification as MDC. We applied difference-in-differences analyses and event studies to explore our research question. Results suggest that compared to untreated institutions in the Florida College System and institutions with the same Carnegie Classification, MDC enrolled 18.5% and 32% more first-time, full-time degree-seeking undergraduates, respectively, after ADS’s inception. This enrollment increase demonstrates that ADS positively contributed to MDC’s programmatic goals to increase student enrollments.","PeriodicalId":477179,"journal":{"name":"Journal of postsecondary student success","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136211239","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

Higher Education Accommodation Decision-Making and Positionality: A Survey of Disability Resource Professionals 高等教育住宿决策与定位:残障资源专业人员调查

Journal of postsecondary student success Pub Date : 2023-10-11 DOI: 10.33009/fsop_jpss132666

Morgan Strimel, Grace Francis, Jodi Duke

{"title":"Higher Education Accommodation Decision-Making and Positionality: A Survey of Disability Resource Professionals","authors":"Morgan Strimel, Grace Francis, Jodi Duke","doi":"10.33009/fsop_jpss132666","DOIUrl":"https://doi.org/10.33009/fsop_jpss132666","url":null,"abstract":"In higher education settings, the central function of a disability resource professional (DRP) is determining accommodations in collaboration with disabled college students, making their role in the outcomes of students with disabilities paramount. Despite this importance, research on the process of determining accommodations is minimal, and professional guidance on the matter can be interpreted in varied ways, leading DRPs to rely on their professional judgment to reach final decisions. What subtly informs this professional judgment, particularly concerning DRPs’ positionalities and student identities, is largely unexplored. The purpose of this study was to explore the perspectives of U.S. DRPs related to their accommodation decision-making processes, experiences, and perceptions. Based on the results of this exploratory national survey of DRPs, accommodation decision-making processes described by participants can be divided into four components: (a) forming initial opinions, (b) engaging with students, (c) consulting with others, and (d) making final decisions. Notably, participants’ perceptions of positionality and identities in the accommodations process situated those of students to be more heavily considered than their own. Following a presentation of findings, the authors conclude with implications for the field and recommendations for future research.","PeriodicalId":477179,"journal":{"name":"Journal of postsecondary student success","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136210738","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

Empirical Benchmarks for Planning and Interpreting Causal Effects of Community College Interventions 规划和解释社区大学干预因果效应的实证基准

Journal of postsecondary student success Pub Date : 2023-10-11 DOI: 10.33009/fsop_jpss132759

Michael Weiss, Marie-Andrée Somers, Colin Hill

{"title":"Empirical Benchmarks for Planning and Interpreting Causal Effects of Community College Interventions","authors":"Michael Weiss, Marie-Andrée Somers, Colin Hill","doi":"10.33009/fsop_jpss132759","DOIUrl":"https://doi.org/10.33009/fsop_jpss132759","url":null,"abstract":"Randomized controlled trials (RCTs) are an increasingly common research design for evaluating the effectiveness of community college (CC) interventions. However, when planning an RCT evaluation of a CC intervention, there is limited empirical information about what sized effects an intervention might reasonably achieve, which can lead to under- or over-powered studies. Relatedly, when interpreting results from an evaluation of a CC intervention, there is limited empirical information to contextualize the magnitude of an effect estimate relative to what sized effects have been observed in past evaluations. We provide empirical benchmarks to help with the planning and interpretation of community college evaluations. To do so, we present findings across well-executed RCTs of 39 CC interventions that are part of a unique dataset known as The Higher Education Randomized Controlled Trials (THE-RCT). The analyses include 21,163–65,604 students (depending on outcome and semester) enrolled in 44 institutions. Outcomes include enrollment, credits earned, and credential attainment. Effect size distributions are presented by outcome and semester. For example, across the interventions examined, the mean effect on cumulative credits earned after three semesters is 1.14 credits. Effects around 0.16 credits are at the 25th percentile of the distribution. Effects around 1.69 credits are at the 75th percentile of the distribution. This work begins to provide empirical benchmarks for planning and interpreting effects of CC evaluations. A public database with effect sizes is available to researchers (https://www.mdrc.org/the-rct-empirical-benchmarks).","PeriodicalId":477179,"journal":{"name":"Journal of postsecondary student success","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136210458","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

Creating Systematic Structures to Support Student Success in Higher Education 创建系统结构以支持学生在高等教育中取得成功

Journal of postsecondary student success Pub Date : 2023-10-11 DOI: 10.33009/fsop_jpss134404

Stevie Lawrence

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