Community College Journal of Research and Practice最新文献_第5页

Measuring Belongingness in Higher Education: Assessing the Relevance of the University Belongingness Questionnaire (UBQ) in Community College Settings 高等教育归属感的测量:社区大学归属感问卷的相关性评估

Community College Journal of Research and Practice Pub Date : 2023-09-13 DOI: 10.1080/10668926.2023.2256262

Christopher Slaten, Wes Bonifay, Bini Sebastian, Michael Steven Williams

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引用次数: 0

“Through Their Fingers Like Water”: How Community College Students View Family as Sources of Financial Education “通过他们的手指像水一样”:社区大学生如何看待家庭作为金融教育的来源

Community College Journal of Research and Practice Pub Date : 2023-09-13 DOI: 10.1080/10668926.2023.2257150

Z. W. Taylor, Karen L. Serna, Linda Eguiluz, McKayla Marois

{"title":"“Through Their Fingers Like Water”: How Community College Students View Family as Sources of Financial Education","authors":"Z. W. Taylor, Karen L. Serna, Linda Eguiluz, McKayla Marois","doi":"10.1080/10668926.2023.2257150","DOIUrl":"https://doi.org/10.1080/10668926.2023.2257150","url":null,"abstract":"ABSTRACTAs community college students often come from lower socioeconomic backgrounds, report greater financial challenges, and experience higher cohort default rates on student loans compared to peers attending four-year institutions, it is important to understand how community college students develop a sense of financial wellness. Moreover, research has also found that community college students, many of them students of Color, rely heavily on family to persist toward graduation. As a result, this study analyzes qualitative data from 14 community college students who reported on whether they viewed their family as financial education resources and what specific lessons they learned from their family to improve their financial wellness. Results suggest many community college students may not have family with extensive experience in and knowledge of financial sectors (e.g., banking, finance, investment) and education concepts (e.g., savings accounts, building credit, budgeting), and therefore, have little financial education to impart. In addition, many community college students’ financial education was limited to knowledge of saving, with students rarely reporting their family imparting any education about many other finance concepts. Finally, community college students witnessed reverse role modeling when it came to money management from their parents, often teaching these students what not to do with their finances. Implications for community college research, policy, and practice are addressed.Plain Language SummaryThis study reported on how 14 community college students viewed their family/family members as sources of financial education. Findings suggest these students learn little, if anything, from their families to improve their financial wellness. Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":51558,"journal":{"name":"Community College Journal of Research and Practice","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135783511","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

Socializing Future Community College Faculty Doctoral Professional Development and Career Preparation 社会化未来社区学院教师博士专业发展和职业准备

Community College Journal of Research and Practice Pub Date : 2023-09-12 DOI: 10.1080/10668926.2023.2256238

Radomir Ray Mitic, Enyu Zhou, Hironao Okahana

引用次数: 0

“Setting Down Roots”—Developing Formerly Incarcerated Student Programs Through Advocacy and Network Building “扎根”-通过倡导和网络建设发展前监禁学生项目

Community College Journal of Research and Practice Pub Date : 2023-09-12 DOI: 10.1080/10668926.2023.2256256

Nicole Contreras-García

{"title":"“Setting Down Roots”—Developing Formerly Incarcerated Student Programs Through Advocacy and Network Building","authors":"Nicole Contreras-García","doi":"10.1080/10668926.2023.2256256","DOIUrl":"https://doi.org/10.1080/10668926.2023.2256256","url":null,"abstract":"This study examines formerly incarcerated student programming from practitioner perspectives at California community colleges. The following research questions guide the study: 1) How has the pandemic and concurrent sociopolitical contexts influence the way staff, faculty, and administrators approach their work? 2) How do practitioners describe their experiences supporting formerly incarcerated students? 3) How are challenges and opportunities toward sustaining their programs described? I used a basic qualitative approach to collect interview data with 15 staff, faculty, and administrators. Once data were transcribed, I engaged in open and axial coding to capture participants’ words, which developed into categories and emergent themes. Faculty and staff expressed profound care for students and their programs and acted on this care by challenging deficit-perspectives and advocating for students’ needs. Despite many programs’ funding concerns, participants shared how they gain support for currently and formerly incarcerated students by developing webs of support toward a more inclusive campus environment. Findings reveal how practitioners respond to and meet students’ personal and academic needs by allocating and sharing relevant resources like housing support and advising services. Staff often assume a case management role for students and advocate for their programs’ needs such as funding and physical meeting spaces. Findings affirm the need for colleges to expand their support for formerly incarcerated students and develop intentional spaces toward empowerment and desistance.","PeriodicalId":51558,"journal":{"name":"Community College Journal of Research and Practice","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135886055","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

Understanding the Unexpected Transition from In-Person to Online Courses: Perspectives from Community College Students in STEM 理解从面对面课程到在线课程的意外转变:来自STEM社区大学生的观点

Community College Journal of Research and Practice Pub Date : 2023-09-11 DOI: 10.1080/10668926.2023.2256255

Thai-Huy Nguyen, Maya Rabinowitz

引用次数: 0

Gaps in Information Literacy Preparedness Between Students at Community Colleges and Four-Year Institutions 社区大学和四年制大学学生信息素养准备的差距

Community College Journal of Research and Practice Pub Date : 2023-09-11 DOI: 10.1080/10668926.2023.2256253

Megan Dempsey, Joan Dalrymple

引用次数: 0

Critical Race Theory and U.S. Community Colleges: Contending with Controversy 批判种族理论与美国社区大学:与争议抗争

IF 1

Community College Journal of Research and Practice Pub Date : 2023-09-07 DOI: 10.1080/10668926.2023.2256247

Jill Channing, Benjamin Patterson

{"title":"Critical Race Theory and U.S. Community Colleges: Contending with Controversy","authors":"Jill Channing, Benjamin Patterson","doi":"10.1080/10668926.2023.2256247","DOIUrl":"https://doi.org/10.1080/10668926.2023.2256247","url":null,"abstract":"ABSTRACT Critical Race Theory (CRT) can be used as an analytical framework for understanding the propagation of systemic racism within societal structures and institutions, particularly in community colleges. CRT provides insights into the structural nature of racism as an issue of individual prejudice and one built into society’s fabric. However, many states are attempting to or have successfully banned CRT and its related concepts. Despite the chilling effect of these regulations, community colleges still have a role to play in integrating CRT and other culturally responsive pedagogies. Liberating the hidden curriculum refers to instructional methods and practices for challenging the implicit norms, values, structures, and practices in schools that perpetuate social norms and reproduce racial oppression. The principles of CRT can also help challenge microaggressions and encourage candid discussions of biases to reduce their impact and alter hidden curricula, thus engendering more equitable student experiences, opportunities, and outcomes. Implications for institutional and classroom practices include the importance of professional development and integrating culturally relevant and responsive pedagogy to provide more empowering educational experiences for all community college students.","PeriodicalId":51558,"journal":{"name":"Community College Journal of Research and Practice","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46899397","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

Should I Stay or Should I Go? Examining Persistence Factors Among Rural First-Year Community College Students 我该留下还是该走？农村社区大学一年级学生坚持性因素调查

IF 1

Community College Journal of Research and Practice Pub Date : 2023-08-24 DOI: 10.1080/10668926.2023.2249857

W. Bowlin, Carol Cutler White

引用次数: 0

Community College Civic Education and Hannah Arendt 社区大学公民教育与阿伦特

IF 1

Community College Journal of Research and Practice Pub Date : 2023-08-23 DOI: 10.1080/10668926.2023.2249847

C. Harbour, J. Sanders

引用次数: 0

A White Educators’ Guide to Equity: Teaching for Justice in Community College 白人教育工作者的公平指南:社区大学的正义教学