Success Breeds Success. Moroccan and Turkish Student Mentors in the Netherlands

Of all the major migrant groups in theNetherlands, Turkish and Moroccan pupilsperform the least well in school. Althoughsmaller in number there is also a Turkish andMoroccan group that is successful in school. Inseveral projects these successful Turkish andMoroccan higher education students give, as astudent mentor, guidance and counselling toTurkish and Moroccan pupils in secondaryeducation. International literature hasextensively reviewed the effects of mentoring.The content of mentoring as such, however, hasnot been studied so much. In the article I willfocus on this somehow neglected aspect in theresearch. I will, based on my own qualitativeresearch, go into depth on how mentoring ispracticed on a daily basis. With the aim todevelop (the beginning of) a methodology I willlook how a mentor relationship develops overtime and describe the variety of themes amentor relationships deals with.     

Desiring to Fit: Fostering the Success of Community College Transfer Students in STEM

The United States is experiencing a dire need for individuals who possess training and expertise in areas of science, technology, engineering, and mathematics (STEM). With over half of the nation’s students entering university environments via community colleges coupled with a large portion of this population majoring in STEM areas, the successful transition and adjustment of community college transfer students is essential to the STEM workforce. This article uses an ex post facto survey research design to examine the socialization factors that impact the transition and adjustment experiences of community college transfer students in STEM disciplines. Two hierarchical regression models are employed to examine the factors that impact the academic and social adjustment of community college transfer students in STEM majors. This research was situated using an adaptation of Weidman’s (1987) Socialization Theoretical Framework. Implications, and recommendations for policy and practice will be provided based on the overall results of this study.     

Community College Student Success Inventory (CCSSI) for Men of Color in Community Colleges: Content Validation Summary

This study reports on the content validation of the Community College Student Success Inventory (CCSSI) for Men of Color. The CCSSI was designed to be used by community colleges to assess their effectiveness in addressing success outcomes for men who have been historically underrepresented and underserved in education, particularly men of color. A panel of subject matter experts (SMEs) rated the instrument and provided qualitative feedback on additional areas for consideration. Content validity index (CVI) and scale level index scores (S-CVI) are reported. The instrument illustrated strong CVI and S-CVI scores. SMEs suggested several additional areas for consideration that were added to the CCSSI. The instrument is recommended for use by community colleges interested in enhancing outcomes for men of color.     

Capacity and Flexibility in Community College CTE Programs: Program Offerings and Student Success

Research in Higher Education - This article asks whether small changes to community college courses and programs can help improve student outcomes. We use administrative data from the California...     

Uncovering Scientist Stereotypes and Their Relationships with Student Race and Student Success in a Diverse,Community College Setting

A number of studies have identified correlations between children’s stereotypes of scientists, their science identities, and interest or persistence in science, technology, engineering, and mathematics. Yet relatively few studies have examined scientist stereotypes among college students, and the literature regarding these issues in predominantly nonwhite and 2-yr college settings is especially sparse. We piloted an easy-to-analyze qualitative survey of scientist stereotypes in a biology class at a diverse, 2-yr, Asian American and Native American Pacific Islander–Serving Institution. We examined the reliability and validity of the survey, and characterized students’ comments with reference to previous research on stereotypes. Positive scientist stereotypes were relatively common in our sample, and negative stereotypes were rare. Negative stereotypes appeared to be concentrated within certain demographic groups. We found that students identifying nonstereotypical images of scientists at the start of class had higher rates of success in the course than their counterparts. Finally, evidence suggested many students lacked knowledge of actual scientists, such that they had few real-world reference points to inform their stereotypes of scientists. This study augments the scant literature regarding scientist stereotypes in diverse college settings and provides insights for future efforts to address stereotype threat and science identity.     

Advancing Student Success with Competency Points: Elevating Engagement and Motivation in Community College English Composition Students

This research tested and evaluated how one method—Competency Points (CPs)—increased student success by enhancing engagement and motivation in community college English composition students. In 2005 I introduced Competency Points in my English Composition 1 classes, and began tracking how engaged and motivated students were to succeed as revealed by the following five indices: number of completed essays and reading assignments, frequency of class attendance and participation, and rate of course completion. Students showed marked improvement in four, and negligible improvement in one, of these variables.     

和谐校园构建中的学生自治与社团建设

和谐校园的构建需要管理者治校、教育者治学和学生自治三位一体共同发挥作用。学生自治是大学生实现自我管理、自我教育的重要方式。高校学生社团是学生自治的强大载体,是校园文化和素质教育的重要组成部分,是高校人才培养的有效手段。     

Hispanic Student Success: Factors Influencing the Persistence and Transfer Decisions of Latino Community College Students Enrolled in Developmental Education

This study examined the impact of a set of theoretically-derived predictor variables on the persistence and transfer of Hispanic community college students. Early models of student persistence have been validated primarily among 4-year college students. While the constructs have been well-established, the relationships of those relevant factors remain unexamined among community college transfer students, and specifically, among Hispanic students enrolled in developmental coursework and planning to transfer from a community college to a 4-year institution. Logistic regression analysis was used to test the hypothesized conceptual framework on an existing set of quantitative persistence data drawn from a national sample of Hispanic students.     

学生党员宿舍社区责任制的实践与探索

大学生宿舍社区是高等学校和谐校园建设的基础,是大学生身心健康成长的家园。当前,各高校的学生宿舍社区管理因缺乏学生的自我教育、自我管理而仍然存在许多问题,基于此对学生党员宿舍社区责任制在高校和谐校园建设和学生党员教育管理中的作用进行分析探索。