Differences in Male and Female Texas Community College First-time-in-College Part-Time Students Over Time: A Multiyear, Statewide Analysis

John P Maynard, Ii,John R Slate

doi:10.51383/ijonmes.2021.61

John P Maynard, Ii, John R Slate

Open Access

https://doi.org/10.51383/ijonmes.2021.61

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Abstract

In this multiyear, statewide investigation, the extent to which enrollment rates of male and female, part-time, first-time-in-college students enrolled in Texas community colleges differed from the 2003-2004 academic year to the 2018-2019 academic year was determined. From the 2003-2004 academic year to the 2011-2012 academic year, statistically significant differences were identified in the enrollment rates of both male and female, part-time, first-time-in-college students. Cohen’s d effect sizes, calculated for both male and female, part-time students, were small (0.22). Enrollment rates for male and female, part-time, first-time-in-college students from the 2011-2012 academic year to the 2018-2019 academic year and from the 2003-2004 academic year to the 2018-2019 academic year were similar. Enrollment rates for male and female, part-time, first-time-in-college students enrolled in Texas community colleges remained consistently around 45% and 55%, respectively, during the 16 academic year span. Recommendations for future research as well as implications for policy were discussed.

Highlights

Community colleges perform a key role in providing students with opportunities to earn postsecondary credentials, such as a certificate or associate degree
The parttime, female enrollment of first-time-in-college Texas community college students varied by only 3.97 percentage points in this 16-year period
Statewide analysis, Texas community college enrollment rates were analyzed for the 2003-2004 academic year through the 2018-2019 academic years for part-time, male and female, first-time-in-college students

Summary

Introduction

Community colleges perform a key role in providing students with opportunities to earn postsecondary credentials, such as a certificate or associate degree. Lower tuition and fees, and the close proximity of community colleges to students’ homes and work places have resulted in increased accessibility to postsecondary education (Boggs, 2011; Cohen, Brawer, & Kisker, 2014; Ma & Baum, 2016). Students who have historically encountered barriers to higher education, such as students who are from low-income backgrounds, racial/ethnic minorities, first-generation, and academically underprepared, have benefitted from the presence and growth of community colleges (Boggs, 2011; Cohen et al, 2014; Jabbar, Sánchez, & Epstein, 2017). Cohen et al (2014) reported that the proximity of community colleges to students homes was more important to increasing accessibility than open admissions. Jabbar et al (2017) documented that institutional location was more important for students when examining institutional options and that certain groups of students, such as first-generation and racial/ethnic minorities, often were more constrained by financial and geographical concerns

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