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.     

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.     

Differences in educational outcomes of African American students from different socioeconomic backgrounds

This research tested a structural equation model of educational outcomes for three socioeconomic status (SES) groups of African American students enrolled in a community college. The structural model, which was based on a variant of Tinto's (1987) model, contained two exogenous constructs, educational intentions/commitment and external commitments, and three endogenous constructs, academic integration, social integration, and educational outcomes. The study demonstrated that higher levels of academic and social engagement had positive direct effects on educational outcomes for all students regardless of SES background. Other paths that were supported included the positive direct effects of educational intentions/commitment on academic and social integration and the negative impact of external commitments on social integration. Significant structural differences were not present in the measurement of model constructs or the process of educational outcomes among lowest, lower to middle, and middle to upper SES groups.     

Belonging to higher education: inclusive education for students with intellectual disabilities

Abstract

The college experience in Iceland has traditionally been reserved for those who have passed the matriculation examination and meet the admission requirements of higher educational institutions. Since 2007, the University of Iceland has offered a Vocational Diploma Programme for people with intellectual disabilities in inclusive settings. The purpose of this article is to describe the diploma programme as well as exploring students’ sense of belonging to the college community. The diploma programme is located at the School of Education and students trained to work at pre-primary schools, after school clubs and within the field of disability such as self-advocacy. Inclusion has been achievable by adapting the general curriculum and learning outcomes to individual needs, flexible teaching methods and the cooperation between academic faculty members, programme coordinators, student mentors and the diploma students themselves. The diploma students receive academic and social support from student mentors who are other undergraduate students at the School of Education. The collaboration with student mentors has proven to be valuable, expanded diploma students’ social networks and contributed to a sense of belonging. Regardless of various attitudinal and structural hindrances, there is much evidence that the diploma students are not only tolerated but welcomed at the School of Education and belong to the college community.     

Effects of a First-Semester Learning Community on Nontraditional Technical Students

The study consisted of 25 full-time Electronic Technician Certificate students with 16 randomly assigned to an experimental group registered in a team-taught learning community and with nine randomly assigned to a control group registered for individually taught unlinked classes. We hypothesized that the experimental group would have significantly better academic and social integration and more positive perceptions of their experiences than the control class as well as higher course grades and grade point averages, more contact with classmates and instructors, and greater commitment to college and second semester persistence. Both student self-reported surveys and institutional data were analyzed. Results indicated that the team-taught learning community did make a difference to its students and yielded quantitative and qualitative support for hypotheses dealing with student perceptions of academic and social integration. Findings failed to support hypotheses dealing with behavioral outcomes except for strong support for commitment to college.     

FUTURE AGENDAS FOR WOMEN COMMUNITY COLLEGE LEADERS AND CHANGE AGENTS

This paper describes results of a five‐year statewide follow‐up study of first‐time, full‐time community college students and documents the academic and career progress of these students from first entry into college to subsequent experiences after leaving the community college. Results detail students’ success in reaching their personal, academic, and career objectives and describe the variables affecting progress in achieving those objectives. Over 75% had achieved their original educational objective and, if starting again, 80% would attend the same community college. Lack of funds, change in life‐style, or a change in goals were most often cited as the reasons for not achieving educational objectives. One surprising finding was that 27% of respondents transferred from one Kansas community college to another during the course of the study. Additional studies are indicated to identify continuing educational pursuits of students who formerly may have been assumed to be community college dropouts.     

One Goal,Two Institutions: How a Community College and 4-Year University Partner to Bridge Student College Readiness Gaps

ABSTRACT

Recent national attention on college completion poses unique challenges and opportunities for community colleges. Moving underprepared students through basic skills educational courses to degree attainment represents an ongoing challenge. With more than 60% of community college students enrolled in remedial education, 2-year institutions must explore innovative approaches aimed at underprepared student completion. One community college did just that and partnered with a 4-year institution to expand postsecondary pathway options for underprepared first-year students. By establishing the Tiger Gateway Program, these two institutions collaborated to address student college readiness gaps using a summer bridge model. Seventy-five percent of participants self-reported as Hispanic/Latino with the remaining 25% identifying as African American or Black. Outcomes indicate participants who completed the program, 23 of 26, made gains in intellectual, academic, and social development. Findings support scholarship attesting that highly structured, meaningful, well-defined collaboration particularly benefits students from low-socio-status and underserved populations.     

Reciprocal effects between the academic and social integration of college students

The academic and social integration of college students has been the focus of much recent research. The Tinto model of college student withdrawal focused on the constructs as explanation for commitment to goals and persistence. Research results suggested that perhaps reciprocal relationships existed between academic and social integration. Significant influences from academic integration to social integration and vice-versa indicated differing reciprocal effects for males and females.     

Expectations for college and student persistence

Tinto postulates that students enter college with expectations. If these expectations are unmet, there is early disenchantment with the social and academic communities. Such disenchantments hinder academic and social integration which, in turn, influence subsequent institutional and goal commitments and ultimately student departure. These formulations are tested in a multi-institutional study of 263 first-time freshmen who entered four-year colleges and universities. The findings indicate that both academic and social integration are positively influenced by the meeting of expectations for academic and career development. Social integration is positively influenced by expectations for opportunities for personal involvement, but negatively affected by expectations for a collegiate atmosphere. Indirect effects on intentions to remain in the focal college are indirectly influenced by collegiate atmosphere and academic and career development. Implications for enrollment management and the development of linkages between theories of college choice and student departure are drawn.An earlier version of this article was presented at the annual meeting of the American Educational Research Association, Atlanta, GA, April 12–16, 1993.     

Cultivating Voice: First-Generation Students Seek Full Academic Citizenship in Multicultural Learning Communities

Research has shown that first-generation, low-income college students experience both isolation and marginalization, especially during their first-year of college, which impacts their long-term persistence in higher education. In this article, I argue that learning community pedagogy designed with attention to multicultural curricula is one vehicle to address the challenges faced by these college students. Organized around the themes of identity, community, and agency, an interdisciplinary Multicultural Learning Voices Community (MLVC) was created at a large, public midwestern research university to provide TRiO students with challenging academic coursework that would connect with their lived experience and help them build bridges of social and academic integration during their critical first-year of college. This article presents qualitative data from a multiple case study of seven cohorts of the MLVC, which captures students’ perceptions of their experience. Rashné R. Jehangir  is Assistant Professor in the Department of Post Secondary Teaching and Learning in Education the University of Minnesota. She received her Ph.D. in Educational Policy and Administration and M.A. in Counseling and Student Personnel Psychology from the University of Minnesota. Her research interests include student development; access; persistence of low-income, first-generation students; and the transformation of teaching and learning to address intellectual, social, emotional and student development. She can be reached at jehan001@umn.edu.     

Factors affecting hispanic student transfer behavior

Few studies examine transfer of nontraditional-age Hispanic community college students to four-year institutions. The present study examined attitudes, cognitive and noncognitive experiences, and transfer-related behaviors of students (N=277) who graduated from one two-year institution, in order to determine factors associated with successful transfer and make appropriate policy recommendations. An undergraduate survey based on Tinto's (1975, 1987) conceptual framework and Cabrera, Nora, and Castaneda's (1993) integrated model of student retention provided measures of family concerns, encouragement, social and academic integration, English communication skills, and educational and institutional commitments. Structural equation modeling via LISREL gave parameter estimates of causal links among variables in the hypothesized model. Variables significant for Hispanic transfer students were mathematics ability, academic achievement, and an intent to transfer.An earlier version of this paper was presented at the Association for Institutional Research Forum, Chicago, Illinois, May 1993.     

FACTORS INFLUENCING HISPANIC STUDENT RETENTION WITHIN THE COMMUNITY COLLEGE

This study is a correlative predictive study focusing on the identification of factors impacting on the ability of Hispanic students to achieve their educational objectives within the community college environment. The study sample of 698 students was selected from a community college in Southwest Texas with a student enrollment that was 61% Hispanic. Through regression analysis, factors that were significantly related to the completion of the students’ educational objectives were identified. These relationships were identified for the total sample and for each of four subgroups, Hispanics, white nonHispanics, males, and females. The results indicated that positive or negative reasons for withdrawal and the students’ positive perceptions of their educational experiences were significantly related to the ability of all students to complete their objectives. However, there were sufficient differences between the groupings of factors retained for the total sample and the four subgroups to warrant the conclusion that the community college needs to consider each subgroup as a unique population and to develop policies and programs specifically oriented to each subgroup's needs. This specificity of approach was seen as being particularly important for the improved retention of high‐risk subgroups, such as the Hispanic students.     

Early Integration and Other Outcomes for Community College Transfer Students

The purpose of this study was to explore academic and social integration and other outcomes for community college transfer students. The study used Tinto’s (Leaving college: Rethinking the causes and cures of student attrition, 1993) Longitudinal Model of Institutional Departure and Deil-Amen’s (J Higher Educ, 82:54–91, 2011) concept of “socio-academic integrative moments” to inform the selection and organization of potential predictors. We developed regression models for relationships between demographic and background variables of interest and perceived academic and social integration following the first six weeks at the receiving university. We also included these perceived integration scores in regression models for six outcomes (first and second semester grade point average, first and second semester earned hours ratios, and second and third semester persistence). Academic and previous college background explained the greatest amount of variance in predicting early integration and academic outcomes.     

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.     

First Generation College Students: Motivation,Integration, and Academic Achievement

The study reported in this article investigated motivation and integration dimensions that influence college academic achievement of first-generation students compared to nonfirst-generation students. Participants consisted of 277 ethnically diverse students who were attending a community college. Bivariate and multivariate statistical analyses revealed that motivation and integration dimensions contributed significantly to academic achievement for first-generation students, but not for nonfirst-generation students. Specifically, among first-generation students, academic integration contributed to higher grade point averages while extrinsic motivation and amotivation contributed significantly to lower grades. Implications of these finding and recommendations are discussed.     

College tuition costs and early career socioeconomic achievement: do you get what you pay for?

The effects of college tuition costs on early career educational, occupational and economic achievements were estimated for a national sample of black and white college students. The findings suggest that attending a relatively high tuition college has a net positive influence on such outcomes as educational attainment, occupational status, income and women's entry into sex-atypical careers. These effects remained significant even when controls were made for student background characteristics (e.g., socioeconomic origins, secondary school achievement, educational and occupational aspirations); the academic selectivity, private/public control, size and graduate orientation of the college attended; and one's specific college experiences (e.g., academic major, academic achievement and social involvement). The findings are discussed in terms of several plausible causal mechanisms.     

The Value of Peer Interaction in the First-Term Community College Classroom: A Faculty Perspective

ABSTRACT

Existing literature suggests that social connection with peers is beneficial for first-term college students. First-term community college students are less likely to experience social interactions than their counterparts at residential universities. However, recent attention has pointed to the classroom as the main place where social interaction can occur. The objective of this study was to understand the value in promoting social integration in the first-term community college classroom. This qualitative study used a multiple case-study design to interview 13 instructors who promote social interaction in their community college classrooms filled with primarily first-term students. The sampling was reputational. Coding and thematic analysis was applied to each completed interview, and then a cross-case analysis was used to generate comprehensive themes for the entire study. According to the data generated by this study, the value of promoting social interaction in the community college classes is found in: (a) enhanced learning, (b) appealing classroom atmosphere, (c) student development and growth, (d) membership in supportive community, (e) student success, and (f) safety and comfort. The themes that emerged from the data indicate that there is qualitative value for both the student and the instructor when social interaction is present in a community college classroom. This study also suggests further research is needed to better understand how social interaction activities impact the student, and how practices can be delivered effectively and beneficially.     

Academic Fatalism: Applying Durkheim’s Fatalistic Suicide Typology to Student Drop-Out and the Climate of Higher Education

Student drop-out remains a critical issue facing educational professionals. For higher education, the vast research in the past 40 years has been influenced by the work of Tinto and his model of student persistence. In this model are several elements that have proven to sharpen the focus of student drop-out research such as the concept of integration. The philosophical foundation for these concepts stems from Durkheim’s work on suicide. Specifically, Tinto’s employs Durkheim’s “egotistical” suicide type as an analogy for student departure while attributing students’ departure as a decision to separate themselves from the academic community. However; assigning causation of student departure to students’ decisions stands in stark contrast to the theoretical underpinnings of Durkheim’s work. Durkheim believed that certain social tendencies cause suicides. If student drop-out is to be typified by a certain Durkheimian suicide “type,” then specific social facts must exist in those societies. In this article, student departure in higher education will be examined using Durkheim’s theory of suicide complemented with Bourdieu’s theory of symbolic violence. Egotistical suicide will then be re-examined as an analogy for student departure and the Durkheimian suicide “fatalistic” will be presented as suitable analogy for student departure.     

Utilizing Partnerships to Maximize Resources in College Counseling Services

Research indicates an increasing number of college students are experiencing severe psychological problems that are impacting their academic performance. However, many colleges and universities operate with constrained budgets that limit their ability to provide adequate counseling services for their student population. Moreover, accessing off-campus mental health services can be difficult for college students, in particular community college students, for a variety of reasons. This article describes a partnership between a community college and university that utilizes a graduate training program to provide on-campus counseling to both student populations enabling both institutions to maximize their resources.