Putting Students First: How Colleges Develop Students Purposefully

What environmental conditions have a significant effect on community college student‐transfer activity? What are the interrelationships between the external and institutional conditions affecting community college student‐transfer activity? These questions were examined using a sample of 78 public community colleges across the country that participated in the 1990 Transfer Assembly (Center for the Study of Community Colleges). Analyses involved semi‐stepwise regressions and two‐tailed t‐ tests. The dependent variables based on first‐time freshmen of the Fall 1985 cohort were credits accumulated and transfer rates of students completing 12 or more credits. Findings suggest that institutions with larger percentages of students completing 12 or more credits have greater proportions of full‐time and younger students and are located in areas with high unemployment. Institutions with larger percentages of students transferring with 12 or more credits have are located in high income areas in states with formalized articulation and transfer agreements.     

Does Posttransfer Involvement Matter for Persistence of Community College Transfer Students?

Because of increasing mobility among various college student populations, both the baccalaureate degree attainment of community college beginners and the role played by their receiving 4-year institution are growing in importance. In this study, we examined how the academic and social involvement of community college transfer students differs by the type of receiving institution, and how strongly their posttransfer involvement is associated with persistence. Results indicated that academic and social involvement were higher for students who transferred to private not-for-profit doctoral institutions, as compared to those who transferred to other types of institutions. Also, among the involvement variables, academic advising is the factor that is most positively associated with the persistence of these students. Our findings make the case for a comprehensive examination of persistence of community college transfer students, looking at both their level of involvement and the type of institution they move to.     

Determinants of predisposition to transfer among community college students: A structural model

Employing aspects of Tinto's (1975, 1987) theoretical framework, the purpose of this study was to test a model of student transfer behaviors and attitudes with a community college student population. More specifically, this study examined the structural relationships among five constructs: (1) student background factors, (2) initial commitments, (3) social integration, (4) academic integration, and (5) predisposition to transfer. Student background factors were examined to determine their direct and indirect effects on community college students' initial commitments, social integration, and academic integration on three multiple indicators of the dependent variable, predisposition to transfer: (1) number of four-year institutions students planned to apply for transfer, (2) transfer behavior, and (3) transfer perceptions. The study supported utilization of factors identified in the retention literature that are based on Tinto's model to examine transfer attitudes and behaviors among community college students. Students with high levels of social and academic integration tended to have high levels of predisposition to transfer. Ethnic background was found to have no relationship to predisposition to transfer.     

EARLY TRANSFER: A CASE STUDY OF TRADITIONAL-AGED COMMUNITY COLLEGE STUDENTS

The traditional 2+2 path no longer reflects the general practice of student transfer between 2- and 4-year institutions. However, students continue to enroll in and complete a substantial number of credits at community colleges. Studies related to transfer most frequently have focused on gathering statistics to measure posttransfer academic performance or student perceptions regarding the transfer process. It is important to talk with students to understand why they transfer before completing the associate degree. This article presents a qualitative analysis of interviews with 103 students who transferred from a public community college to a public state university. Findings indicated that many students enrolled at the community college with a specific intent other than earning the associate degree. Faculty members and students at both the community college and the university also influenced the number of credit hours students completed before transfer.     

ACADEMIC AND SOCIAL INTEGRATION OF COMMUNITY COLLEGE STUDENTS: A CASE STUDY

The literature suggests that most studies on student retention have focused on student satisfaction at 4-year institutions where students tend to be more traditional in nature. The study discussed in this article investigated how Tinto's (Tinto, Russo, & Kadel, 1994) model of retention could be applied to 2-year institutions. It explored academic and social integration and their effects on student withdrawal rates as well as the effect of background skills on withdrawal rates. Study participants were 462 second-semester degree-seeking community college students who completed a survey regarding their satisfaction with the academic and social climate of the community college. Performance on Computer Placement Tests (CPTs) were correlated with withdrawal rates to determine the association between background skill levels and withdrawal patterns. No correlation was found between academic and social integration and withdrawal rates. However, findings did show that the poorer the CPT performance, the more likely students were to withdraw from courses.     

Optimizing Intent to Transfer: Engagement and Community College English Learners

Researchers have long struggled to accurately identify the needs of English learner (EL) students and the factors that facilitate their postsecondary success. Although prior research suggests that EL students disproportionately select into community colleges, there is a dearth research that examines transfer to four-year schools among community college English learner (CCEL) students. In this study, we examined whether and to what extent community college students’ linguistic status shapes the relationship between engagement and intent to transfer to a four-year institution. Using data from the Community College Survey of Student Engagement, we used logistic regression to examine how, if at all, the relationships between the multiple forms of student engagement and intent to transfer might differ by linguistic status, net of various student and school-level controls. Ultimately, our findings suggest that students’ returns to engagement do differ by linguistic status, with CCEL students experiencing the greatest gains relative to their intent to transfer. Not only are CCEL students are more likely to engage in academic discourse, internalize teachers’ pedagogical offerings, and recognize institutional supports than their non-CCEL peers, but they appear to derive greater benefits from both academic engagement and instruction in the use critical thinking skills than their non-CCEL peers. We conclude with recommendations for educators, policymakers, and researchers seeking to improve CCEL students’ educational attainment and engagement.

     

Measuring and Examining General Self-Efficacy Among Community College Students: A Structural Equation Modeling Approach

This study examined a psychosocial mechanism of how general self-efficacy interacts with other key factors and influences degree aspiration for students enrolled in an urban diverse community college. Using general self-efficacy scales, the authors hypothesized the General Self-efficacy model for Community College students (the GSE-CC model). A Confirmatory factor analysis was used to establish a measurement model in which three general self-efficacies were confirmed along with other latent factors (e.g., social capital, transfer capital, etc.). The GSE-CC model was then tested and finalized via structural equation modeling (SEM) techniques. The results showed that general self-efficacy significantly impacted the degree aspiration both directly and indirectly. In addition, general self-efficacy may serve as a bridge between social capital and transfer capital for community college students. Based on the findings, community college practitioners can generate practical implications to promote positive general self-efficacy among students. Further studies were encouraged to adopt/modify the GSE-CC model and test it across different student groups.     

THE EFFECT OF ACADEMIC FACTORS ON TRANSFER STUDENT PERSISTENCE AND GRADUATION: A COMMUNITY COLLEGE TO LIBERAL ARTS COLLEGE CASE STUDY

Critics contend that enrollment in a community college lessens the likelihood that a student will complete a bachelor's degree (S. Brint & J. Karabel, 1989). A number of studies have examined personal, demographic, and environmental characteristics that influence the academic performance of community college transfer students. This research has included characteristics that are not readily available to admissions representatives at four‐year institutions, and studies have not considered the private, liberal arts college as the senior institution.

The purpose of this study was to identify easily ascertainable characteristics that occur prior to transfer and to assess the relationship of these characteristics to persistence and baccalaureate attainment at a private, liberal arts college. Two academic factors related to persistence and graduation were included in the methodology: completion of the associate (AA) degree and community college grade point average (GPA) The subjects for the study were 200 students who completed the AA degree and transferred from one of three community colleges to a private, liberal arts college over a 5‐year period.

Results indicated that whereas completion of the AA degree resulted in a higher persistence/graduation rate, completion of the AA degree with a community college GPA of 3.0 or higher increased the persistence/graduation rate to a level equal to that of native students.     

AN INVESTIGATION OF CRITICAL MASS: The Role of Latino Representation in the Success of Urban Community College Students

The community college has historically functioned as a primary access point to postsecondary education for Latino students. This study, an investigation conducted through an analysis of the Transfer and Retention of Urban Community College Students (TRUCCS) project, focuses on Latino students enrolled in urban “minority-majority” community colleges, where Latino students have a high representation. The specific interest of this research is the role and effect of the level of representation of Latino community college students on their academic outcomes. The relationship between the level of representation of Latinos, and the levels of academic success are analyzed in concert with other variables, such as, the level of representation of Latino faculty on campus, student age, attitude, academic integration, English ability and aspiration. Findings indicate a relationship between academic success of Latino community college students and the proportion of Latino students and faculty on campus. The findings thus suggest that a critical mass of Latinos may be a positive influence encouraging “minority” students to higher academic performance.     

Hispanic Student Enrollment and Attainment in Texas Two-year Colleges: A Multiyear,Statewide Analysis

In this investigation, we examined the numbers and percentages of Hispanic college students enrolled in Texas two-year colleges and the numbers and percentages of Hispanic students who obtained associate degrees from Texas two-year colleges for the 2000 through the 2011 academic years. Hispanic student enrollment and educational attainment increased from 2000 to 2011. Statistically significant increases were revealed in both the numbers of Hispanic students attending Texas community colleges and in the percentages of enrollment comprised of Hispanic students from 2000 to 2011. Also revealed were statistically significant increases in the numbers of Hispanic students obtaining associate degrees and the percentages of Hispanic students obtaining associate degrees from Texas community colleges from 2000 to 2011. Implications of these findings and recommendations for future research are provided.     

“Do I Really Belong Here?”: The Stigma of Being a Community College Transfer Student at a Four-Year University

ABSTRACT

Students who begin their educational journeys in community college face many obstacles trying to complete their bachelor’s degrees. Much research has been dedicated to identifying academic factors that predict successful transfer and degree attainment, but relatively little research investigates how the community college experience affects these students once enrolled at the four-year university. Here, we present the results of a qualitative study that explored the challenges faced by 14 community college students during and after transfer. Specifically, we focus on student reports of a sense of stigma from having attended community college and how students overcame these feelings. Recommendations are provided for how community colleges and four-year universities can better equip their students with the knowledge and resources to combat this perception of stigma.     

The reverse transfer student: A growing factor in higher education

Study purposes were (a) to identify factors associated with academic performance of students enrolled at a four-year university and a two-year community college; and (b) to determine if students who (1) dropped out of a four-year university, (2) entered a two-year community college, and then (3) returned to the same four-year institution improved in academic performance. The 195 undergraduate subjects began their college careers at a large university and subsequently transferred to a community college, a type of student mobility referred to as reverse transfer student. Following a poor academic performance at the university, the students achieved satisfactorily at the two-year college. Students who later returned to the university improved their grades with each quarter's course work. Factors associated with academic performance at the two institutions were identified.     

Moving on: A cooperative study of student transfer

With no statewide student tracking system in place for California's tripartite postsecondary education system, three of the state's leading institutions joined in a study of the effectiveness of student transfer—the bridge between community college and university-level education. Transfer success was measured by student preparation, persistence, and performance both before and after transfer. The study examined whether the need for remediation before transfer affected students' progress and degree attainment. The findings run counter to the traditional notion that few remedial students persevere and transfer. A comparison of graduation rates with other community college transfers and with native university students indicated these transfers performed better.Presented at the Thirty-first Annual Forum of the Association for Institutional Research, San Francisco, May 26–29, 1991.     

Examination of Factors that Predict Academic Adjustment and Success of Community College Transfer Students in STEM at 4-Year Institutions

ABSTRACT

There are a limited number of individuals who possess the skills to fulfill the workforce demand in STEM (science, technology, engineering, and math) in the United States. Therefore, community colleges and 4-year institutions must be able to identify academic and social factors that impact students’ participation in the areas of STEM. These institutions must also explore the possibility that these factors contribute to the high rate of students switching out of STEM fields. This study’s purpose was to develop a better understanding of the perceptions of community college transfer students who continue at a 4-year institution to determine academic and social factors that influenced their academic success in STEM. To collect the quantitative data, the Laanan-Transfer Students’ Questionnaire was utilized. The results of this study reveal that Academic Adjustment was predicted by father’s highest level of education, interaction with faculty at the community college and university, and perception as a transfer student at the university. The cumulative grade point average (GPA), was predicted by the highest level of education of the father, associate degree obtained at the community college, community college transfer GPA, general courses from the community college, transfer credit hours, and university course learning. Overall, the findings indicate that community colleges and 4-year institutions should encourage students to be connecting more in class and after class—not only with their peers, but also with faculty. Findings also suggest that students should become more involved academically and socially to enhance their academic and social adjustment at a 4-year institution.     

The Case for Comprehensive Counseling Centers at Community Colleges

This article addresses the need for a comprehensive counseling center to be housed on each campus of community colleges. Counseling helps to improve student academic success and retention, transfer, and graduation rates. Current research also illustrates an increase in psychological and emotional disturbances among college students across the nation, which, at times, results in acts of campus violence such as those that have occurred at Virginia Tech, Northern Illinois University, Henry Ford Community College, and the University of Alabama at Huntsville. This paper discusses the needs of the 21st century student body that result in the case for comprehensive college counseling centers. Recent legislation related to counseling at institutions of higher education is examined, recommendations are given, and components of a comprehensive counseling center are described.     

What really influences minority attendance? Sequential analyses of the high school and beyond sophomore cohort

While the factors that influence college minority student attendance have been the subject of recent study, there remain unresolved questions about how different factors influence college attendance decisions of applicants from historically disadvantaged backgrounds. In particular, there is ambiguity about whether blacks are more or less likely to attend than whites and what factors might improve their attendance rates. This study uses two sets of logistic regressions to identify the factors that can promote minority attendance: a set that examines attendance by all high school seniors in the high school class of 1982 and a set that examines attendance by college applicants in this class. Consistent with prior research on student access, three factors are identified that can potentially improve college attendance by minority students: (1) improved academic preparation in elementary and high school; (2) increased aspirations for higher levels of educational attainment; (3) increased levels of financial aid. Public interventions that would improve any of these factors for minority high school students are likely to improve minority participation rates.     

‘The accommodation I make is turning a blind eye’: faculty support for student mothers in higher education

The levels of support which faculty provide to students have been linked to a number of positive effects on students such as lower rates of attrition, greater satisfaction with college life, enhanced self-concept, improved academic performance and more likelihood of remaining enrolled in college through stressful life periods. There are surely fewer periods of life that are busier than new motherhood. This paper presents research carried out at a higher education institution in the United Arab Emirates. We look at the ways in which faculty interact with new student mothers and employ interviews to explore ways in which faculty acknowledge and offer academic and pastoral support to the new mothers. Their perceptions of students’ coping strategies when they combine motherhood and college studies are reported, and the ways in which faculty navigate college policy which relates to the student mothers. Faculty saw themselves as being extremely supportive and flexible towards new mothers. Whilst undergraduate student motherhood was uncommon in their home countries, it was generally felt that the increased organization, efficiency, time management and resilience witnessed in student mothers were assets to the college community. This study also has wider applicability to faculty support of non-traditional students in other settings.     

BOOK REVIEW

This investigation addressed the effects of teaching styles, student cognitive styles, matched and mismatched conditions, student age, and student gender in relation to course grades in community college education. The Gregorc Style Delineator was used to determine the dominant cognitive styles of 16 teachers and 207 students on two campuses of a comprehensive community college. Data were analyzed according to two analysis of variance models. The findings indicated that concrete sequential teachers assigned significantly lower grades to students than did teachers dominant in any other style and that students 25 years of age and older received significantly higher grades than younger students, except when matched with concrete random teachers. Although many authors have suggested that students whose cognitive styles match those of their teachers tend to attain higher grades, findings in this study contradicted the literature and indicated that mismatched students performed better academically.