2-year Community College Research Articles

Correlates of Sexual Victimization Among Community College Women.

The current study documents the correlates associated with the severity of sexual victimization among women enrolled in a 2-year community college. Comparisons between women with a history of severe sexual victimization (i.e., rape and attempted rape), moderate sexual victimization (i.e., unwanted contact and sexual coercion), and no history of sexual victimization revealed that women with a history of severe sexual victimization endorsed more drinks per week, increased problem drinking behavior, and more use of drug before sex and higher levels of self-protective dating behaviors compared with women with no history of sexual victimization. These findings suggest that programs should target the intersection of alcohol and drug use as correlates of sexual victimization among community college women.

The EMeRGE theory of emerging adult-aged women's sexual and reproductive health self-management: A grounded theory study.

To explore how emerging adult-aged women self-manage their sexual and reproductive health and to generate a grounded theory of these self-management processes. Grounded theory methods using a constructivist approach. Between September 2019 and September 2020, 18- to 25-years-old women (n = 13) were recruited from a 4-year university, a 2-year community college, and neighbourhoods surrounding the institutions of higher education. Individual interviews were transcribed verbatim and qualitatively analysed using a constant comparative method and inductive coding. The theory purports that core processes of sexual and reproductive health self-management used by the women in this study included both passive and (re)active processes. These processes expanded upon and/or maintained the women's accessible sexual and reproductive health knowledge, behaviour and beliefs, defined as the sexual and reproductive health repertoire. The processes appeared to be cyclical and were often initiated by a catalysing event or catalyst and resulted in conversations with confidantes, or trusted individuals. A catalyst was either resolved or normalized by expanding or maintaining the sexual and reproductive health repertoire. The resulting theory, EMeRGE Theory, offers insight into the complex and cyclical processes emerging adult-aged women use to simultaneously develop and adapt their foundational sexual and reproductive health knowledge, behaviours and beliefs. This explication of emerging adult-aged women's sexual and reproductive health self-management processes can be used by nurses and nurse researchers to better address this population's unique health needs. The EMeRGE Theory provides valuable guidance for future exploratory and intervention research aimed at improving the health and well-being of emerging adult-aged women. The authors adhered to the Consolidated Criteria for Reporting Qualitative studies (COREQ) in preparation of this publication. No patient or public contribution.

Managing Factors That Correlate to High Cohort Default Rate at Public 2-Year Community Colleges in Michigan

Managing Factors That Correlate to High Cohort Default Rate at Public 2-Year Community Colleges in Michigan

University Staff's Perceptions of Community College Transfer Students' Transition Experiences Within a "2+2" Pathway in an Asian Educational Context.

Various countries have alternative pathway policies for 2-year community college graduates to articulate to 2-year university study, forming a “2+2” pathway. However, few studies have explored university staff members’ perceptions of this “2+2” transfer pathway and their understanding of transfer students’ (TSs) transition experiences. This descriptive qualitative study addressed this research gap. Forty-two academic and supporting staff participated in the focus group interviews. Specifically, the study explored the assets and challenges of the “2+2” pathway from the university staff perspective in Hong Kong. The articulation pathway and TSs are highly recognized for their prior learning, academic performances, and the value of the second chance. However, while the university staff were sympathetic to the challenges filling these transfer pathways, their offering of help was limited by government funding and policies restrictions. It is recommended that policies should be established at government and university levels to recognize and tackle TSs’ unique needs to alleviate their heavy workloads through better articulation between community college and university studies. Improving articulation will allow TSs time for social involvement in university life and thus enhance their mental well-being.

Growth Mindset Intervention Improves Performance of Highly Nontraditional Introductory Psychology Students at a Community College

Background Research suggests growth mindset interventions can support student achievement, particularly among students at risk of academic struggle, but it remains underspecified which at-risk populations will benefit from such interventions. Objectives This study aimed to experimentally evaluate whether highly (vs. moderately or minimally) nontraditional community college students would benefit from a growth mindset intervention and whether their performance differed at baseline and after the intervention. Method A sample of 155 students in introductory psychology at a 2-year community college was randomly assigned to complete a growth mindset or control intervention, and all participants completed an extensive background survey. Results Results showed improved exam performance among highly nontraditional students in the mindset (vs. control) condition but no benefit among other students. Highly nontraditional students showed similar pre-intervention performance to peers, but their exam scores declined more over the semester than did control peers. Conclusion Growth mindset interventions may offer a low-cost strategy for supporting nontraditional community college students at risk of a downward performance trajectory. Teaching Implications Instructors can use easily administered mindset interventions to support at-risk students’ academic performance. They may also wish to evaluate the performance-related messages they convey to students and work to create a growth-oriented classroom environment.

Context Matters: Social Psychological Factors That Underlie Academic Performance across Seven Institutions.

To enhance equity and diversity in undergraduate biology, recent research in biology education focuses on best practices that reduce learning barriers for all students and improve academic performance. However, the majority of current research into student experiences in introductory biology takes place at large, predominantly White institutions. To foster contextual knowledge in biology education research, we harnessed data from a large research coordination network to examine the extent of academic performance gaps based on demographic status across institutional contexts and how two psychological factors, test anxiety and ethnicity stigma consciousness, may mediate performance in introductory biology. We used data from seven institutions across three institution types: 2-year community colleges, 4-year inclusive institutions (based on admissions selectivity; hereafter, inclusive), and 4-year selective institutions (hereafter, selective). In our sample, we did not observe binary gender gaps across institutional contexts, but found that performance gaps based on underrepresented minority status were evident at inclusive and selective 4-year institutions, but not at community colleges. Differences in social psychological factors and their impacts on academic performance varied substantially across institutional contexts. Our findings demonstrate that institutional context can play an important role in the mechanisms underlying performance gaps.

Community College Career and Technical Education and Labor Market Projections: A National Study of Alignment

Objective: This study sought to determine how aligned community college students’ declared majors were with long-term occupational projections. In addition, the study explored whether this link was sensitive to entry-level education. Method: The current study merged two disparate sources of national education and economic data to form a novel analytic file. The sample of students who attended public, 2-year community colleges were obtained from the Beginning Postsecondary Students Longitudinal Study (BPS:12/14), which tracked a cohort of students from 2011–2012 through 2013–2014. The second data set featured current and projected jobs numbers organized by the U.S. Department of Labor for the years 2016 and 2026. A series of logistic regression models controlling for both observed and unobserved state-level factors were employed to determine alignment. Results: There did not seem to be a clear correlation between community college students’ choice of career and technical education (CTE) major and labor market projections. Preferred model specifications indicated the decisions to major in the two most remunerative CTE cluster areas (information technology [IT] and Science, Technology, Engineering, & Math [STEM]) were negatively associated with projected market growth in a student’s home state. Contributions: Community colleges are particularly suited to provide the CTE coursework needed to respond to local labor shortages, yet it is not clear from existing research to what degree community college students choose major areas of study in CTE fields based on labor market projections in those fields. These results are of interest to researchers in light of federal policy requiring CTE programs match the current and future needs of local economies.

Examining Civic Outcomes Between 2- and 4-Year Colleges: A Case Study of Two Postsecondary Institutions

While postsecondary education appears to promote civic mindedness and engagement, relatively little is known about the association between civic outcomes and types of postsecondary education, as well as across different academic programs. Using a convenience sample from two postsecondary education institutions in the Mid-Atlantic U.S., this research examines the differences in civic mindedness and civic engagement between 2-year community college and 4-year university students, as well as students in different majors. Despite no significant difference between 2- and 4-year institutions, social science majors have greater civic outcomes in the specific areas compared to other majors.

A DREAMer’s transnational pursuit for higher education and the impenetrable wall of neoliberalism

More than half a million young people who have spent a significant portion of their childhood in the United States now live in Mexico. Although family reunification is the prevailing reason for an individual to return to Mexico, a growing population of returnees return to access higher education opportunities. Using qualitative methods, the author provides a case study of an engaged student and immigrant activist living in North Carolina who, upon realizing he was able to attend neither a 4-year university nor the local 2-year community college, asserted his agency by returning to his home state of Veracruz, Mexico, in pursuit of a university education. This paper examines the political and educational barriers that precipitated his return to Mexico, as well as the challenges faced when re-acculturating to his birth country. Highlighted throughout the findings are the ways in which neoliberalism has constructed an inequitable and alienating transnational space for immigrant youth.

Recruiting Underrepresented Students for Nursing Schools.

Preparing a richly diverse nursing student population is essential to improving health outcomes for the nation and achieving a robust supply of health-care providers who better reflect the society we serve. As the U.S. population becomes more diverse, cultural competence is necessary among health-care professionals in order to practice with cultural humility. Cultural humility refers to a commitment and active engagement in a lifelong learning process that allows individuals to better meet the complex health-care needs of patients, communities, and colleagues. The design of an effective recruitment strategy should be driven by the mission of the educational institution and aligned to reflect the targeted population of potential students. Recruitment efforts and activities should be designed to improve the ability to attract a diverse population and more firmly establish a continuing pipeline of possible students. This article presents strategies such as building relationships and partnerships with 2-year community colleges with upper division nursing programs, and employing technology solutions to enhance recruitment and admissions of a diverse pool of applicants. Technology solutions can help manage large applicant pools, help staff coordinate a communication campaign so there is frequent contact with prospects, and capture notes throughout the recruitment process that can be utilized in a holistic admission strategy. Recruitment is the first step; to address retention, students must be welcomed into an inclusive learning environment where they can successfully advance, in order to achieve the goal of a more diverse nursing workforce.

Studying for Introductory Psychology: Differences Across Technical College, 2-, and 4-Year Institutions

Three hundred thirty-three Introductory Psychology (IP) students from a 4-year university, 2-year community college, and a technical college provided survey data. Student self-reports significantly differed across schools on hours studied during exam weeks, textbook helpfulness, importance of lecture and class activities, quality and importance of course notes, and credit load. University students reported higher means on all of these, followed by 2-year and then technical college students. Students significantly differed on hours worked per week and current course grade, with technical college students having the highest means, followed by 2-year and then university students. There were a number of significant intercorrelations among the variables, some differing by institutional type. These institutional differences suggest that IP instructors may wish to consider these differences as they prepare to teach this course.

Cultural Adaptation and Sexual Harassment in the Lives of Asian American Women

ABSTRACTDespite the prevalence of both historical and current race- and gender-based stereotyping of Asian American women, little is known about their experiences and attitudes regarding sexual harassment. In this study, 109 Asian American women enrolled in a state university or a 2-year community college responded to questionnaires about cultural orientation, experiences of sexual harassment, and sexual harassment attitudes. Asian cultural orientation was associated with sexual harassment attitudes. Specifically, among women with low White cultural orientation, there was a statistically significant positive association between Asian cultural orientation and acceptance of sexual harassment. Results from this study have important implications for clinical practice with Asian American women, including issues of migration, cultural orientation, and the intersection of racism and sexism in the United States.

HIGHER EDUCATION SYSTEM IN THE USA

The aim of the article is to analyze the system of Higher Education in the USA. It reviews the kinds of educational institutions and types of education which they provide. The system of Higher education in the United States of America is made up of two levels or stages. The first level is undergraduate education and when students complete it they usually become Bachelors of Art or Bachelors of Science. The second level is called postgraduate education which is completed with acquiring Master or Ph.D. degrees. There are several types of higher educational institutions such as colleges, universities, 2-year community colleges, conservatories, art schools, military academies and others. To be admitted in each level of higher education students have to take some certain standardized tests and prove their ability to manage the educational program. The article describes the system of funding of the USA higher education. The educational institutions can be categorized into public, private and for-profit schools. Private and for-profit colleges and universities are the most expensive schools. Students pay for tuition, room and board with their own money. There is a system of educational loans, scholarships and grants which you can take or receive if you do not have enough of your own finance. Americans are willing to pay for the education of their children as well as their own. It has to do with their belief that education will enable them to achieve success and financial stability. Many Americans follow the lifelong learning for professional growth, new knowledge and skills.

Smoke-Free Home and Vehicle Policies Among Community College Smokers.

Personal smoke-free policies (home and vehicle) reduce secondhand smoke exposure, improve health, and increase quitting among smokers. Overall, 83.0% and 78.1% of Americans report smoke-free homes and vehicles, respectively. However, little is known about such policies among 2-year community college (CC) students, who represent a large, diverse population with higher smoking rates and less negative attitudes toward smoking than 4-year college students. Prevalence of, and factors associated with, personal smoke-free policies were examined for 2,475 CC smokers enrolled in a national trial of web-assisted tobacco intervention. Few students had smoke-free home policies (20.7%), smoke-free vehicles (17.0%), both smoke-free home and vehicle policy (4.2%), or any policy (home or vehicle; 31.2%). In logistic regression models, having children was associated with a smoke-free home or any policy but not with a smoke-free vehicle, and among participants who had children, only 20% reported a smoke-free home, and only 15% had a smoke-free vehicle. In addition, not living with other smokers, living with parents or roommates/siblings (vs. alone), smoking later than 30 minutes after awakening, believing that smoking affects the health of others, and confidence in quitting were associated with presence of a smoke-free home or any policy; no variables were significantly associated with presence of a smoke-free vehicle. CC students represent a priority population for intervention regarding smoke-free homes and vehicles. Such intervention can decrease exposure of others, including children, and potentially increase the likelihood of quitting in this high-risk population.

Community College Program Planning: A Method to Measure and Meet Community Need

ABSTRACTOffering academic programs that meet community need has long been a core mission of community colleges. However, determining which job skills and credentials are needed for employment in the community is challenging. In order to facilitate a holistic and community-based perspective, our 2-year community college developed a structured curricular planning model to guide programmatic decision-making based on regional economic and labor-market data. These procedures cumulatively inform comprehensive curricular planning related to program offerings and describe the relationship of this process to integrated planning. This model can assist other community colleges with designing processes to refine programing mix.

Weight-Gain Reduction Among 2-Year College Students: The CHOICES RCT.

The young adult years have been recognized as an influential period for excess weight gain. Non-traditional students and those attending 2-year community colleges are at particularly high risk for a range of adverse weight-related outcomes. Choosing Healthy Options in College Environments and Settings was an RCT with students randomly assigned into a control or intervention condition after baseline assessment. The study was designed to evaluate if a 24-month weight-gain prevention intervention reduces the expected increase in BMI and overweight prevalence in young adults attending 2-year colleges. Two cohorts were recruited, corresponding to the fall and spring semesters. Data collection occurred at four time points for each cohort, with baseline occurring in fall 2011 for Cohort 1 and spring 2012 for Cohort 2. The 24-month follow-up occurred in fall 2013 for Cohort 1 and spring 2014 for Cohort 2. Data analysis occurred in 2015-2016. This research was conducted with 441 students from three community colleges in Minnesota. The 24-month intervention began with a 1-credit college course on healthy weight behaviors. A social networking and social support website was introduced as part of the course and participation encouraged for the duration of the trial. Changes in BMI, weight, body fat percentage, waist circumference, and weight status were assessed. Retention of the cohorts at 24 months was 83.4%. There was not a statistically significant difference in BMI between conditions at the end of the trial. However, there was a statically significant difference in the prevalence of overweight/obesity between treatment conditions at 24 months. Also, participants randomized to the intervention who were overweight or obese at baseline were more than three times as likely to transition to a healthy weight by the end of the trial as compared with control students. The intervention was not successful in achieving BMI differences between treatment groups. However, an 8% reduction in the prevalence of overweight and obesity over time may have population-level significance. This study is registered at www.clinicaltrials.gov NCT01134783.

Community College Student Dropouts from Higher Education: Toward a Comprehensive Conceptual Model

ABSTRACTHistorically, higher education research has focused on traditional students (i.e., recent high school graduates at a residential, 4-year institutions), but community college students are quickly becoming the new traditional student (Jenkins, 2012). In the fall of 2011, more than one third (36%) of all students enrolled in postsecondary education and almost half (46.7%) of all students enrolled in a public postsecondary institution were enrolled at a community college (Knapp, Kelly-Reid, & Ginder, 2012). However, community colleges have struggled to match the persistence rates at other institutional types. The 2011 2-year public community college national 3-year persistence-to-degree rate was 26.9% (American College Testing [ACT], 2011). The purpose of this paper is to review the literature regarding the most prominent theoretical frameworks for community college student persistence and suggest a new theoretical construct. The resultant framework is termed the Collective Affiliation Model because it views the student’s sense of belonging with the college as only one of many senses of belonging in the student’s life (e.g., family, work). The Collective Affiliation Model does not view student dropout as the student’s inability to integrate into the life of the institution; rather, it views it as the institution’s inability to collectively affiliate with the student. This model’s strength is that it does not work from a student deficit model. Instead, it provides a new framework for researchers and practitioners to better understand and address student drop-out at community colleges.

The Importance and Interest of Introductory Psychology Textbook Topics

Introductory psychology students at a technical college, 2-year community college, and a regional university rated how important textbook chapters or topics were to them now and in the future and how interesting they were. Importance and interest ratings were highly correlated, and the whole course was rated of greater importance and interest than was any individual topic. Most topics were ranked between important and quite important both currently and for the future, and university students typically rated both topic importance and interest higher. Males rated statistics of greater interest than did females; females rated importance of developmental now and in the future higher than did males. Women also rated current and future importance and interest in abnormal psychology and the future importance of therapy higher. Implications for introductory psychology instructors, departments, and advisors are discussed.

Factors Associated With Student Academic Achievement at Community Colleges

Student retention has garnered increased attentions in higher education. Drawing from various theoretical perspectives, researchers have developed multiple theoretical models to explain or predict student retention. Most models, however, were intended for traditional aged, full-time students at 4-year colleges or universities. The rapid growth of student enrollment at 2-year community colleges calls for further studies concerning student retention at these institutions. Built upon prior studies, I developed a conceptual framework to understand student credential completion at 2-year community colleges. Drawing data from Integrated Postsecondary Education Data System (IPEDS) and Beginning Postsecondary Students (BPS: 04/09) Longitudinal Study, I utilized multilevel modeling to identify variables that explain students’ likelihood of credential completion.

Is It Time to Decrease Preprofessional Pharmacy Requirements?

Is It Time to Decrease Preprofessional Pharmacy Requirements?