Attending Community Colleges Research Articles

A mixed methods study of student veterans’ academic and service transitions before, during, and after attending community college(s)

AbstractThis mixed‐methods study examined characteristics and learning experiences of student veterans who transitioned from community college(s) into a 4‐year public university. The study descriptively compared veteran versus non‐veteran transfer students, using a survey and follow‐up interviews. Results illustrated that student veterans attended larger numbers of community colleges prior to their transfer compared with non‐veterans. They tended to be older, more ethnically diverse, and more likely to be men than non‐veterans. Transfer student veterans valued (a) differences among high school, military, community college, and 4‐year learning experiences; (b) connections between coursework and career work; (c) being informed about the cultural practices and norms of college, particularly for first‐generation student veterans; and (d) persistence in navigating multiple community colleges toward achieving successful 4‐year degree completion. For student veterans, the military became a way to enact and pay for their postsecondary aspirations. Interconnected community colleges meaningfully transported them to 4‐year postsecondary achievements.

Veterans starting their higher education at community colleges

AbstractThis manuscript focuses on student veterans’ best option to start their post‐high‐school education: attending community colleges. It illustrates this point using the story of the author, a US Army combat veteran who began his career at a community college, and other veterans who also began their college careers at the community college. Using qualitative methods, the author uses perspectives of former student‐veterans to provide first‐person accounts of transition into and through college—beginning at community colleges. Four themes emerge from this analysis: acceptance, transition, liminality, and comradery.

A Profile of Community College Students as Preservice Music Educators

The purpose of this explanatory sequential mixed-methods study was to provide a profile of preservice music educators who chose to attend community college and a description of factors that led to this choice. The study was framed by Perna’s college choice model and focused on participants’ experiences and the socioeconomic and educational contexts that predated their enrollment. Quantitative data were collected via a questionnaire to community college students who sought a career in music education ( N = 59). Qualitative data were gleaned from interviews with four participants. Most participants (77.97%) identified as White, 47.47% identified as female, the mean age was 21.90 years, and 50.85% were first-generation college students. Participants reported varying levels of cultural capital, with 54.24% receiving private lessons prior to college. Affordability, location, the opportunity to live at home, flexible scheduling, and prior positive experiences with the college were motivators for attending a community college.

Why do people go to college? The institutional environment and the educational dispositions of community college students

Empirical educational research nearly universally tacitly assumes that people attend college only in order to improve their likely earnings. Thus, it ignores the immense cultural importance ascribed to education (and particularly higher education) in modern culture, or at least proceeds as if this cultural valorization is irrelevant to individuals’ educational decision-making. I first review how an economistic model of action informs all dominant theories of educational decision-making, and then suggest how institutional theory can provide a richer account of the college transition. Drawing on in-depth interviews with first-time, first-year community college students, I illustrate this approach through a ‘thick description’ of individuals’ emerging educational orientations. I find that attending college reflects both instrumental goals and moralized conceptions of educational attainment. The decision to attend community college was informed by conceptions of college costs, a limited understanding of grant aid, and loan aversion. And I identify three educational dispositions among entering community college students which map onto institutionalized organizational pathways through the community college itself.

Rates, routes, and reasons for attending community college before medical school: An analysis of a subset of Southern California medical students

<abstract> <p>Community college (CC) has traditionally existed as a bridge between high school and a four-year, baccalaureate-awarding, university. With the ever-increasing number of CCs present in the United States and the rising numbers of applicants to medical school, there will inevitably be a substantial proportion of future physicians who have attended CC. Based on previous research, we surveyed the University of California, Irvine, School of Medicine (UCISOM) student body to assess how many students had attended CC, when and why they attended, and if they intended to practice with underserved communities in the future. A total of 30 (28.6%) of the 105 survey respondents attended CC prior to medical school. Those students cited Academic Flexibility, Financial Reasons/Affordability, and the inability to enroll in a particular course at their four-year institutions as the top three reasons for attending CC. Ten of those students (30%) reported they were informed that attending CC would negatively impact their medical school application. Older students were more likely to attend CC, and there was no statistically significant correlation between CC attendance and the number of times one applied to medical school or between CC attendance and gender, race, ethnicity, and intention to practice in underserved communities. This article highlights the understanding of the effects of CC attendance on medical school admissions while comparing our sample of 105 UCISOM students to previous research studies.</p> </abstract>

A Longitudinal Ecological Study of How Unemployment and University Proximity Shaped Adult Community College Enrollment in Arkansas from 1999 Through 2018

ABSTRACT We examined how unemployment and proximity to public universities affected the rate of adult (25+) enrollment in public two-year community colleges in Arkansas between 1999 and 2008. To examine how the proliferation of online education may have introduced competition for place-bound adult students, we also examined how unemployment effects changed over time. Generalized estimating equations were used to create growth models from state and national data for all 75 Arkansas counties between 1999 and 2018. Results illustrated that unemployment was positively associated with the overall rate of adults attending community colleges, but its effect varied over time. From 1999 to 2008, higher unemployment amplified the rate of adult participation, whereas from 2009 to 2012 higher unemployment attenuated the rate. Between 2013 and 2018, unemployment was unrelated to the rate of adult community college enrollment. Relatedly, closer proximity to a university was associated with an overall lower rate of adult community college enrollment. Findings suggest that the traditional relationship between unemployment and adult community college enrollment may have changed due to increased access to degree options, specifically online programs offered by for-profit and public universities that target place-based adults. The unprecedented expansion of online education between 1999 and 2010 may have removed university proximity barriers and disrupted community colleges’ longstanding enrollment-driven revenue models tied to economic cycles.

Experiences of distress and gaps in government safety net supports among parents of young children during the COVID-19 pandemic: a qualitative study

BackgroundThe COVID-19 pandemic prompted rapid federal, state, and local government policymaking to buffer families from the health and economic harms of the pandemic. However, there has been little attention to families’ perceptions of whether the pandemic safety net policy response was adequate, and what is needed to alleviate lasting effects on family well-being. This study examines the experiences and challenges of families with low incomes caring for young children during the pandemic.MethodsSemi-structured qualitative interviews conducted from August 2020 to January 2021 with 34 parents of young children in California were analyzed using thematic analysis.ResultsWe identified three key themes related to parents’ experiences during the pandemic: (1) positive experiences with government support programs, (2) challenging experiences with government support programs, and (3) distress resulting from insufficient support for childcare disruptions. Participants reported that program expansions helped alleviate food insecurity, and those attending community colleges reported accessing a range of supports through supportive counselors. However, many reported gaps in support for childcare and distance learning, pre-existing housing instability, and parenting stressors. With insufficient supports, additional childcare and education workloads resulted in stress and exhaustion, guilt about competing demands, and stagnation of longer-term goals for economic and educational advancement.ConclusionsFamilies of young children, already facing housing and economic insecurity prior to the pandemic, experienced parental burnout. To support family well-being, participants endorsed policies to remove housing barriers, and expand childcare options to mitigate job loss and competing demands on parents. Policy responses that either alleviate stressors or bolster supports have the potential to prevent distress catalyzed by future disasters or the more common destabilizing experiences of economic insecurity.

The Cost of Public Higher Education and College Enrollment

ABSTRACT How have changes in the price of enrolling full time at public 2- and 4-year colleges affected student decisions about whether and where to enroll in college? Using local differences in the growth of tuition at community colleges and public 4-year colleges, we study the impact of public higher education tuition prices on the post-secondary enrollment decisions of high school graduates over three decades. We model prospective students’ decisions about whether to attend community college, a public four-year university in their state of residence, other colleges, or no college at all, as relative prices change. We identify enrollment impacts by instrumenting tuition prices using policy variation imposed by state appropriations and tuition caps. We estimate that in counties where local community college tuition doubled (about an average for the study period), the likelihood of post-secondary enrollment fell by about 0.05, on a mean of about 0.80. In addition to reducing college enrollment overall, rising tuition at community colleges diverted other students to four-year colleges. Rising relative prices of four-year public colleges similarly diverted some students toward community colleges but did not limit college attendance in the aggregate. We also find evidence of endogeneity in tuition-setting at the institution level.

Testimonios of Mexican American Students Along the Community College Pathway: Intercultural Conciencia as an Act of Responsiveness

Objective: The purpose of this study is to better understand the lived experiences and familial culture that influence the college decisions and experiences of Mexican American students in a community college in Oregon. The research questions guiding this study are “What early schooling experiences affect the college experiences of Mexican American students?” and “How does familial culture influence students’ decision to attend community college?” Method: The study was based on testimonios that explored the lived experiences of Mexican American students. Each participant was interviewed. All data were recorded and then transcribed for themes. Results: The findings that emerged across student testimonios in relation to language socialization, cultural affirmation, and animo de familia emphasized the need for an intercultural competency. Students’ decisions to attend college and their overall understanding of their place in education are connected to cultural factors. Contributions: The authors call for higher education faculty and staff to consider what these themes can teach about the lived experiences of Mexican American students and the effects they have on their college education. It is advised that through conocimientos, educators can develop intercultural conciencia in order to better contribute to the educational retention and success of minoritized students.

Role of community colleges and other TVET institutions in advancing sustainable development by supporting access, diversity, and inclusion for nontraditional student populations

ABSTRACT The Sustainable Development Goals link access to higher education, particularly for non-traditional populations, as a way to fight poverty and ensure prosperity. This article examines the experiences of several under-researched categories of non-traditional students who attend Community Colleges and Technical Vocational Education and Training (TVET) Colleges in multiple jurisdictions worldwide. The article begins to fill in the gap with comparative data on how these institutions advance equity, diversity, and inclusion through access to higher education. The implications of Community Colleges and TVET are analyzed using the lens of Neo-Liberalism and the Capabilities Narrative. The study extends the scope of the inquiry into the contributions these institutions make to sustainable development. The article uses a comparative multi-case study approach to examine the Community Colleges and TVET Colleges in different jurisdictions worldwide.

Possible Causes of Leaks in the Transfer Pipeline: Student Views at the 19 Colleges of The City University of New York

Only 11% of community college (associate's-degree) students transfer vertically and obtain a bachelor's degree within six years, despite over 80% originally intending to do so. These leaks in the transfer pipeline disproportionately affect students from underrepresented groups, who are more likely to attend community colleges and to leak out of the pipeline. To obtain insights about how to decrease these leaks, a survey was distributed to all City University of New York undergraduates; 31,511 responded. The survey concerned students’ life and academic circumstances, as well as their information about and views on transfer. Analyses particularly compared responses of never-transferred associate's and bachelor's students and vertical transfer students. The results suggest multiple actions that higher education can take to decrease the pipeline leaks and increase higher education equity, including by increasing transfer students’ belongingness, course availability, credit transfer, financial support, information, and time efficiency.

Evaluating the mechanisms and long-term effects of a web-based comprehensive sexual health and media literacy education program for young adults attending community college: study protocol for a three-arm randomized controlled trial

BackgroundMany community college students experience poor sexual and relationship health outcomes. Young adults consume a plethora of media content, much of which depicts unhealthy sexual and romantic relationships, and research has shown that media exposure can negatively impact health outcomes. Asynchronous, web-based media literacy education (MLE) programs have been shown to improve short-term sexual and relationship health outcomes. However, there is a dearth of research on the mechanisms by which MLE programs impact health outcomes and the long-term effects of MLE programs on sexual and relationship health outcomes among community college students.MethodsThis study will (1) evaluate the unique effects of MLE on primary and secondary sexual and relationship health outcomes; (2) compare the mechanisms underlying the effects of an asynchronous, web-based MLE sexual health program (Media Aware) to the mechanisms underlying the effects of an active control program on health outcomes; and (3) evaluate the long-term efficacy of Media Aware on media literacy skills and sexual and relationship health outcomes compared to active control and delayed intervention control groups. To address these aims, a three-arm randomized controlled trial with young adults attending community college will be conducted. It is expected that around 30 campuses will participate and approximately 67 students from each campus will be enrolled in the study (estimated n = 2010). Campuses will be randomized to either the (1) intervention group (Media Aware); (2) active control group (sexual health education from Media Aware without MLE content or methods); or (3) delayed intervention control group. Students will complete online questionnaires at pretest, posttest, 6-month, and 12-month follow-ups.DiscussionThis project has the potential to advance theory about the potential mechanisms through which MLE has an impact on sexual and relationship health outcomes by directly testing the impact of interventions using a randomized design. Additionally, this study is expected to establish strong evidence for the effectiveness of Media Aware for use with young adults and to help identify strategies to optimize the longer-term impact of the program on health. Students’ satisfaction with programming will be discussed to inform future implementation efforts.

Low Completion Rates of Latinx Community College Students

Completion rates for Latinx students are unacceptably lower than White and Asian students (NCES, 2019). Shapiro et al. (2017) reported that the completion rate for Latinx students attending community colleges was 33% while the completion rate was 45% for White students and 44% for Asian students. The purpose of this literature review was to discover the root causes of these low completion rates for Latinx students. Having a deep understanding of the factors that contribute to low success rates can enable community college professionals to take action to improve success outcomes and reduce equity gaps. Based on this systematic literature review of 32 peer-reviewed articles and 6 public scholarship articles, the following root causes emerged: financial barriers, lack of institutional support, educational preparation, psychosocial considerations, and familial and cultural issues. Recommendations for institutional actions are provided.

Working with industry to create new educational pathways for students to diversify the acoustics workforce

Many undergraduates are not aware of the opportunities that a career in acoustics provides. To meet the students where they are and provide more representation in the field, we need to create new pathways. One big hurdle for first time, low-income students is that they are working while attending classes. The STEM pipeline is changing, and students are taking different pathways as they navigate their academic careers in addition to their other responsibilities. More than 60% of students attend community college at some point in their careers, and more than 70% of students attend a public university with many of those colleges being minority serving institutions. I am proposing to create an acoustical technician track that would allow students to learn practical skills that would allow them to enter the workforce earlier. These degrees would need to be developed alongside industry to ensure that the students would be particularly prepared for the local needs of the industry. This will also financially allow students to continue their education if they choose.

The Persistence of African American Female Students in Community Colleges

ABSTRACT Community colleges have been an educational source for individuals to increase capital and social mobility. But the reality of these opportunities is not the same for all. First generation, low income, non-traditional minority students make up a large percentage of students enrolling in community colleges yet retention rates, primarily for African Americans remains relatively low. The purpose of this study was to determine what factors impact the persistence of African American female students attending community colleges. The study researchers tested study hypotheses using a 3-step hierarchical regression analysis. Demographic variables (race and age) were entered into the model first to control the confounding effect of these variables. Second, the researchers entered academic support, financial health, financial strain, and experiencing racism to examine change in variance explained by the model with main effects and the relative direct effect of each variable on college persistence. In the third step, study researchers entered two-way interactions between academic support and financial health, academic support and financial strain, and academic support and experiencing racism to examine indirect effects. African American female students who make the commitment to invest in furthering their education should have every opportunity available to them to persist and ultimately graduate. Reviewing and reforming current policies and practices may increase engagement, positively impact retention, and result in greater positive societal impacts.

Marrying a Good Story and a Well-Formed Argument: The Metanarrative of Zyx

This article uses a metanarrative of a fictional, gender identity minority community college student (named Zyx) to elucidate and humanize the experiences that students in this population undergo throughout the course of their college career. Using a journal entry format, Zyx (they/them) is followed from the day before their first day at school through to their graduation. Their experience includes being first-generation and mixed race, living through COVID-19, coping with academic failure, and ultimately triumphing over adversity. The story is meant to cover some of the myriad obstacles to success faced by gender identity minorities attending community college while also highlighting their strength, resilience, and humanity. The metanarrative can be read as a stand-alone piece of fiction, but it is also data-driven and has extensive footnotes that explain where the fictional ideas came from including academic and informal research, anecdotal evidence, and stories shared by trans*-spectrum community college students.

Linguistically Responsive Instruction in Corequisite Courses at Community Colleges

English Learners (ELs) attend community colleges at a greater rate than four‐year schools, making community colleges primary sites of ESL education in American higher education. These institutions’ recent embrace of the corequisite structure – a pairing of a non‐credit developmental course with a credit‐bearing disciplinary content course in order to accelerate students’ progress in their coursework – has direct implications for ELs. As corequisites are enacted in a wide range of content areas, professors will need to attend to students’ language development in a wide range of disciplinary courses. This qualitative study applies Linguistically Responsive Instruction as a framework to understand corequisite instructors’ beliefs about students’ learning, knowledge of teaching language, and understanding of the broader contextual factors at community colleges, including institutional policies and definitions of students’ readiness and success. Drawing on ongoing interviews conducted with faculty members throughout one semester, it offers faculty members’ perspectives on the opportunities and challenges of teaching ELs in the corequisite structure and provides a framework for professional development and institutional support.

A Snapshot of Financial Aid Practice during COVID-19

ABSTRACT The COVID-19 pandemic had a far-reaching impact on community colleges. When many campuses closed, students lost the academic and other resources available to them, including financial aid offices. Financial aid provides a crucial source of funding for low- and middle-income students attending community colleges. How has financial aid practice changed during the COVID-19 pandemic? Using interviews with staff and students, this article provides a snapshot of the ways the pandemic altered financial aid at a large community college in Texas. It argues that the loss of face-to-face interaction harmed student experience and reshaped staff practice.

Community College Program Choices in the Wake of Local Job Losses

Deciding which field to study is one of the most consequential decisions college students make, but most research on the topic focuses on students attending 4-year colleges. To understand how students attending community colleges make field-of-study decisions, I link administrative educational records of recent high school graduates with local mass layoff and plant-closing announcements. I find that declines in local employment deter students from entering closely related community college programs and instead induce them to enroll in other vocationally oriented programs. Students predominantly shift enrollment between programs that lead to occupations requiring similar skills.

Using needs assessment surveys to understand priorities for pregnant and parenting community college students: Comparing US and foreign-born parents

Objective To better understand differing needs of US and foreign-born pregnant and/or parenting community college students. Participants/Methods We conducted online survey with 608 students living in a rural Midwestern state who were pregnant and/or parenting, 15% of whom were born outside of the United States. We used chi-square tests to determine differences between US and foreign-born students. Results Results of our survey highlighted several areas in the following categories which are clear needs for this group of students: personal/mental health, child’s health, basic needs (ie food insecurity), academic/professional development, and parenting supports. In many cases, foreign-born students reported significantly higher need than their US counterparts. Conclusions Parenting and foreign-born students attend community colleges at higher rates than other four-year institutions and therefore these colleges need to understand how to best serve these populations. Conducting a needs assessment survey is an efficient way to collect information that allows administrators to tailor services that will help students succeed.