Attending Community Colleges Research Articles

Stimulant Diversion Risk Among College Students Treated for ADHD: Primary Care Provider Prevention Training

ObjectiveTo address increasing rates of stimulant misuse in college students, this study developed an evidence-based, brief clinical practice intervention for primary care providers (PCPs) to reduce stimulant medication diversion among young adults with attention-deficit/hyperactivity disorder (ADHD). MethodsCollege students (N-114; 18–25 years; 68% attending universities; 24% attending community college) treated for ADHD with a stimulant and their PCPs across six practices participated in this initial, uncontrolled study of pre- to post-intervention change. An educational workshop providing strategies aimed at reducing stimulant diversion was developed and delivered to providers and staff across all practices (50% pediatric; 50% family medicine). Patients and providers completed baseline and post intervention surveys. ResultsDiversion was relatively infrequent, 16.7% at baseline and 14.9% post-intervention, respectively. Statistically significant decreases from baseline to post-intervention were found for three diversion risk factors: (1) number of times approached to divert, (2) intent to share, sell, or trade stimulants, and (3) disclosure of stimulant use. Providers and staff reported mostly high satisfaction with the training. ConclusionsThis study provides initial evidence for a PCP-delivered intervention to reduce stimulant diversion. Research is needed on the efficacy of targeting college students directly, working with pharmacies and student health centers, and preventing misuse among teenagers.

“I Wanted to Know More”: A Narrative Exploration of Community College Students’ Goals and Aspirations

The literature on community colleges is overwhelmed by outcomes-oriented data concerning retention, attrition, and graduation rates. What we lack is a more complete understanding of why community college students choose to enroll in the first place. The current study seeks to fill this gap. Through a series of semi-structured interviews, students reported feeling motivated to attend community college by their desires to reconstruct themselves as scholars, make proud their families and communities of origin, achieve social mobility, and develop a more accomplished and purposeful sense of self. Implications of these findings for teaching and learning are discussed, as is the importance of using identity as a lens for understanding students’ motivations.

Experiences of Economic Abuse in the Community: Listening to Survivor Voices

Economic abuse (EA) comprises tactics of intimate partner violence (IPV) which undermine survivors’ economic self-sufficiency and self-efficacy. Evidence is strong that survivors of IPV who have accessed formal services have experienced a wide range of EA tactics. However, there remains a gap in our understanding of EA experiences for survivors who have not sought IPV services. Thus, this article presents the findings of qualitative interviews with a group of women attending community college ( n = 20) who screened as having experienced intimate partner violence in their current or most recent relationship but who have never sought formal IPV services. Four themes emerged: (1) economic control, (2) economic exploitation, (3) economic manipulation, and (4) the economics of safety. The voices of these survivors highlight how EA is a critical issue for social workers in IPV service agencies, along with those who interact with IPV survivors in a range of other settings. Empowering social workers to identify the tactics and impacts of EA could lead interventions aimed at supporting survivors and begin undoing the economics of abuse.

Sueños De Los Flyover States: Narratives of Latino Males in the Great Plains

ABSTRACTIn this study, we use a narrative inquiry approach to present the stories of two Latino males attending community colleges in the Great Plains region of the United States that includes the Dakotas, Kansas, Nebraska, and Iowa, popularly referred to as “flyover states.” The purpose of this inquiry, part of a larger study in an area of the United States that goes largely understudied in research on immigrants in community colleges, was to examine the ways in which race and immigrant status inform career and educational aspirations in the lives of Latino males. After presenting narratives of the two students, we highlight ways in which their stories showed their meaning making around their social identities, how their aspirations were informed by these social identity statuses, and describe how their experiences were shaped by the Great Plains context. Findings and implications are discussed.

The understudied half of undergraduates: Risky sexual behaviors among community college students

Objective: This study examines the prevalence and risk factors associated with risky sexual behaviors in community college students. Participants: A diverse sample of 18–19-year-old community college students (N = 264). Methods: Baseline data from an online prevention program administered in 2015. Results: Community college students in this sample disproportionately experienced sexual assault and were unlikely to test for STIs. Higher intentions to engage in risky sexual behaviors were associated with gender and sexual experience, but also with having lower intentions to communicate with a sexual partner about pregnancy and STIs, and having higher gender norm endorsement. Conclusions: Older adolescents attending community colleges may be at high risk for poor sexual health outcomes, and appropriate theory-based education should be tailored to meet the needs of these underserved students.

The Tyranny of Inequity: A Close Look at Accommodation via the Americans With Disabilities Act

Accommodation, from a federal vantage point of law, is a gratuity of consideration from the majority to consider the minority. The rationed service for the disadvantaged is akin to the tyranny of the majority, coined by Alexis de Tocqueville, and along the lines of Chris Rock’s minimum wage theory (1991). I will hypothesize the correlation of the tyranny of accommodation through Cindy Lou, a deaf high school graduate from Florida moving with her aunt and uncle to Whoville to attend community college. Mythically set within realistic parameters, I will uncover the inequity of the law.

“Why you Throwing Subs?”: An Exploration of Community College Students’ Immediate Responses to Microaggressions

Background/ContextCurrent research within four-year university settings reveals the daily encounters students of color and faculty have with microaggressions—brief, intentional or unintentional comments and behaviors communicating covert biases toward individuals based on their social group membership. The majority of all undergraduate students of color currently attend community colleges, but the occurrence of microaggressions in the community college classroom has been overlooked. We situate our study of microaggressions within the racial microaggressions model framework, which addresses how microaggressive events are mediated by institutional racism through systematic policies, practices, and processes that (re)produce inequitable stratification in higher education. Further, we analyze the immediate effects of and students’ responses to classroom microaggressions.Purpose/Objective/Research Question/Focus of the studyThe present study explores students’ immediate responses to 51 microaggressions observed in three community colleges. We examine microaggressions in community colleges with the objective to provide a lens into the immediate effects and responses students display to observed classroom microaggressions. In exploring both the effects on students and their responses to microaggressions experienced in 17 classrooms, we gain insight on how these events contribute to or undermine students’ in-the-moment learning experiences, as well as target their academic identities. To this end, we examine the following research questions: 1) In what ways were students’ academic identities targeted by these microaggressions? 2) What were the immediate effects of and students’ responses to the microaggressions experienced in their classrooms?Research DesignTo examine our research questions, we utilize a mixed-method research design, whereby mixed-method “connecting” was used to systematically quantify the microaggressions that occurred, which were qualitatively recorded in ethnographic fieldnotes from structured observations. We conducted content analyses of the observed microaggression ethnographic fieldnotes using the racial microaggressions model.Findings/ResultsMicroaggressions stigmatized multiple identities the students occupied (e.g., college student identity). Using the racial microaggressions model analytical framework, we found that the most common immediate effects of microaggressions were: disengagement, silence, and discomfort. Immediate responses included laughter and responding with a joke or distraction. While less common, students sometimes resisted through actions of peer support and questioning of the perpetrator.Conclusion/RecommendationsBy expanding the racial microaggressions theoretical framework to develop an analytical frame that allows for the examination of responses to microaggressions, we can engage in a deeper understanding of the nature of the microaggressive classroom, and the ways that microaggressions target students’ academic identities. As found in our study, some students are engaging in immediate resistant acts to counter the microaggressions they experience, which warrants deeper investigation. Facing the reality that students with marginalized identities are likely to experience microaggressions, institutions should assist students in developing strategic responses that will help them adapt, cope, and resist.

Community College Pathways to Medical School and Family Medicine Residency Training.

Medical students who attend community college are more likely to express intention to train in family medicine. This study examined whether community college attendance is associated with family medicine residency training in a national sample of US medical school graduates. We performed a cross-sectional analysis using the Association of American Medical Colleges matriculant files of residency trainees who graduated from medical school between 2010 to 2012. Residency specialty (family medicine vs other) was modeled using logistic regression analysis; the key independent variable was community college attendance, with categories of non-community college (reference); community college while in high school; community college after graduating from high school, then transfer to 4-year university; and community college after graduating from a 4-year university or as a postbaccalaureate. The logistic model adjusted for age, sex, race/ethnicity, years in medical school, parental education (a marker of socioeconomic status), and high school US region. Of the 43,382 medical school graduates studied, 25.9% attended community college and 8.7% trained in family medicine. In unadjusted analysis, graduates attending community college while in high school, after graduating from high school with transfer to 4-year university, or after graduating from a 4-year university or as a postbaccalaureate (12.0%, 12.7%, and 10.8%, respectively) were more likely to train in family medicine compared with their peers who did not attend community college (7.7%). Respective adjusted odds ratios were 1.47 (95% CI, 1.33-1.63; P <.001), 1.27 (95% CI, 1.06-1.52; P = .009), and 1.17 (95% CI, 1.06-2.29; P = .002). Among family medicine residents, 32.7% of those who were white, 35.2% of those Asian, 50.8% of those Latino, and 32.7% of those black or African American attended community college. US medical school graduates who attended community college were more likely to train in family medicine, suggesting community college is an important pathway for increasing the primary care workforce.

Under a temporary roof and in the classroom: Service agencies for youth who are homeless while enrolled in community college

ABSTRACTYouth experiencing homelessness are part of the large, diverse student population served by community colleges in the United States. These students, who are often unsupported in college environments, turn to housing agencies to provide critical resources. This qualitative study included interviews with 20 students, ages 18–24, attending community college while homeless. Students in this study accessed critical services and social supports in homeless service agencies; however, the requirements of some agency policies were a barrier to reaching academic goals. Housing agencies provided participants with necessary resources; however, participants described facing unique obstacles as they navigated agency eligibility requirements while attending college.

Service Use and Needs Among Female Survivors of Intimate Partner Violence Attending Community College

Community college (CC) students make up 45% of American undergraduates, but little is known about their experiences of intimate partner violence (IPV), or accompanying service use and needs. The current study used a sequential confirmatory mixed methods design among a simple random sample of female CC students (n = 435), of whom 112 have experienced IPV in the past 12 months. Of these IPV survivors, 20 participated in qualitative follow-up interviews. The study assess use and perceived usefulness of college and community based resources, extent of social support, and perceived need for and barriers to service access. Campus based resources were rated as more useful than community based resources. Faculty were identified as important supports for survivors. Those experiencing IPV reported lower rates of social support compared to other students. A range of supports and services were endorsed as possibly useful by survivors. Survivors need services to address life generated risks that compound barriers to college completion created by abuse. CC survivors often balance work and parenting with education, and may benefit from different services than survivors in other educational settings.

Chronic Disease Risk Typologies among Young Adults in Community College.

To address chronic disease risk holistically from a behavioral perspective, insights are needed to refine understanding of the covariance of key health behaviors. This study aims to identify distinct typologies of young adults based on 4 modifiable risk factors of chronic disease using a latent class analysis approach, and to describe patterns of class membership based on demographic characteristics, living arrangements, and weight. Overall, 441 young adults aged 18-35 attending community colleges in the Minnesota Twin Cities area completed a baseline questionnaire for the Choosing Healthy Options in College Environments and Settings study, a RCT. Behavioral items were used to create indicators for latent classes, and individuals were classified using maximum-probability assignment. Three latent classes were identified: 'active, binge-drinkers with a healthy dietary intake' (13.1%); 'non-active, moderate-smokers and non-drinkers with poor dietary intake' (38.2%); 'moderately active, non-smokers and non-drinkers with moderately healthy dietary intake' (48.7%). Classes exhibited unique demographic and weight-related profiles. This study may contribute to the literature on health behaviors among young adults and provides evidence that there are weight and age differences among subgroups. Understanding how behaviors cluster is important for identifying groups for targeted interventions in community colleges.

Examining the efficacy of an mHealth media literacy education program for sexual health promotion in older adolescents attending community college

ABSTRACTObjective: To determine the feasibility of a mobile health (mHealth), media literacy education program, Media Aware, for improving sexual health outcomes in older adolescent community college students. Participants: 184 community college students (ages 18–19) participated in the study from April–December 2015. Methods: Eight community college campuses were randomly assigned to either the intervention or a wait-list control group. Student participants from each campus completed web-based pretest and posttest questionnaires. Intervention group students received Media Aware in between questionnaires. Results: Several intervention effects of the Media Aware program were significant, including reducing older adolescents' self-reported risky sexual behaviors; positively affecting knowledge, attitudes, normative beliefs, and intentions related to sexual health; and increasing media skepticism. Some gender differences in the findings were revealed. Conclusions: The results from this study suggest that Media Aware is a promising means of delivering comprehensive sexual health education to older adolescents attending community college.

Latino Men and their Fathers: Exploring How Community Cultural Wealth Influences their Community College Success

Academic scholarship has demonstrated the importance of father engagement in fostering early educational success of their children, but little exploration in this area has focused on the role that fathers play in the college success of their Latino male sons. The purpose of this qualitative study was to understand the role of fathers in the educational success of Latino men attending community colleges. Using community cultural wealth as a lens for this study, the experiences of 130 Latino men at community colleges in Texas were highlighted. Results demonstrated how fathers provided support, consejos (advice), and encouragement to their sons. Nonetheless, fathers also expected their sons to work and contribute to the family finances. These complications influenced the way in which Latino men viewed the college-going process and interacted with their fathers.

Study Abroad Participation at Community Colleges: Students’ Decision and Influential Factors

ABSTRACTThis study aimed to better understand college students’ decisions to participate in short-term study abroad programs and to identify influential factors. Our constructive interview data with traditional and nontraditional students from three mid-Atlantic community colleges identified (a) the interplay between individual, social, and institutional factors, and (b) distinctive decision factors related to students attending community colleges. Notable factors included opportunity of a lifetime, academic transfer prospects, personal timing, cost affordability, faculty encouragement, family support, honors program, and group affinity. Moreover, students in this study shared how they were able to navigate and overcome their familial and vocational challenges (e.g., funding and concerns about academics–life balance) to engage in a study abroad program. Finally, we discuss the results with continuing applicability to educational practice at community colleges as well as policy implications for community college students.

Recruitment of Community College Students Into a Web-Assisted Tobacco Intervention Study.

BackgroundUnited States college students, particularly those attending community colleges, have higher smoking rates than the national average. Recruitment of such smokers into research studies has not been studied in depth, despite a moderate amount information on study recruitment success with smokers from traditional four-year colleges. Recruitment channels and success are evolving as technology evolves, so it is important to understand how to best target, implement, and evaluate recruitment strategies.ObjectiveThe aim of this paper is to both qualitatively and quantitatively explore recruitment channels (eg, mass email, in-person referral, posted materials) and their success with enrollment into a Web-Assisted Tobacco Intervention study in this priority population of underserved and understudied smokers.MethodsQualitative research methods included key informant interviews (n=18) and four focus groups (n=37). Quantitative research methods included observed online responsiveness to any channel (n=10,914), responses from those completing online screening and study consent (n=2696), and responses to a baseline questionnaire from the fully enrolled study participants (n=1452).ResultsQualitative results prior to recruitment provided insights regarding the selection of a variety of recruitment channels proposed to be successful, and provided context for the unique attributes of the study sample. Quantitative analysis of self-reported channels used to engage with students, and to enroll participants into the study, revealed the relative utilization of channels at several recruitment points. The use of mass emails to the student body was reported by the final sample as the most influential channel, accounting for 60.54% (879/1452) of the total enrolled sample.ConclusionsRelative channel efficiency was analyzed across a wide variety of channels. One primary channel (mass emails) and a small number of secondary channels (including college websites and learning management systems) accounted for most of the recruitment success.Trial RegistrationClinicalTrials.gov NCT01692730; https://clinicaltrials.gov/ct2/show/NCT01692730 (Archived by WebCite at http://www.webcitation.org/6qEcFQN9Q)

“I Know I’m an Adult When…I Can Care for Myself and Others”

Growing populations of emerging adults are demographically diverse in terms of race/ethnicity, socioeconomic status, and immigration history in the United States and many attend community colleges. Yet, we still do not fully understand the developmental experiences of emerging adults in community colleges which mostly serve low-income, ethnically diverse immigrant-origin commuter populations. This descriptive mixed-method study examined the ways in which ( N = 645) 18- to 25-year-old students at three community college campuses in the Northeast United States perceive adulthood and identify criteria for adulthood. Participants responded to measures of subjective sense of adulthood and responsibilities for family, community, and work, as well as provided an open-ended response to criteria for adulthood. Subjective sense of adulthood significantly increased with age. Participants listed responsibilities for themselves and others, independence, and role transitions as the three most important criteria characteristic of adulthood. Findings revealed that as community college students emerge into adulthood, they engage in multiple social responsibilities as they navigate community college. Furthermore, engaging with community responsibilities was associated with higher levels of subjective sense of adulthood. These data point to the possible existence of a sixth pillar of emerging adulthood, caring for others. Community colleges need to take into account the various social responsibilities present in students’ lives, not only as a competing responsibility on the road to degree attainment but as a resource to be drawn upon. We must find ways for these youth to contribute to both the institutional and economic structures that they find themselves embedded within.

An Investigation of High-Achieving African-American Students Attending Community Colleges: A Mixed Methods Research Study

ABSTRACTWhile much more research has been conducted about African-American college students in recent decades, there still exists a need for further explorations concerning factors related to student success and retention. For example, articles often explore the experiences of African-American students at four-year institutions and often use deficit frameworks instead of focusing on the experiences of successful students. To add to what is known, this article summarizes the findings of a multi-institutional mixed methods research study that explored the experiences of high-achieving African-American students attending community colleges. Specifically, the researchers explored noncognitive factors that influenced high academic achievement—defined as grade point average (GPA) higher than 3.00, why students considered leaving an institution, and why students decided to remain enrolled. Findings suggested that studying alone promoted a high cumulative GPA and increased the likelihood students never seriously considered leaving their institution. Studying alone, family relationships, hours spent studying with family, engaged and supportive faculty, financial aid, and the strive to succeed also promoted persistence. Relating to sex differences, student organizational involvement appeared to be more important for male persistence than female persistence at a significant level. The article closes with implications for future research and practice.

Campus of Opportunity: A Qualitative Analysis of Homeless Students in Community College

Objective: Community colleges are gateways of access to higher education for many underrepresented students. One group that has received little attention in the community college research literature is homeless youth. The objective of this research is to address the following research questions: (a) What might be learned from the narratives of homeless youth and their experiences in postsecondary education? and (b) How might community colleges promote interpersonal and institutional resilience for homeless students? Method: Utilizing qualitative research techniques, this article reviews the experiences’ of homeless youth attending community college and explores the ways in which community colleges might serve as sites for fostering resilience and stability in the lives of homeless students. Results: The results of this empirical work suggest that although homeless students do benefit from enrolling in community college, some of the benefits are not salient to them and they are unable to take full advantage of institutional resources. Contributions: The findings from this study contribute to the literature on low-income students’ experiences in community college and add the voices and experiences of homeless youth.

The Effects of Deferred Action for Childhood Arrivals on the Educational Outcomes of Undocumented Students

Deferred Action for Childhood Arrivals (DACA) is the first large-scale immigration reform to affect undocumented immigrants in the United States in decades and offers eligible undocumented youth temporary relief from deportation and renewable work permits. While DACA has improved the economic conditions and mental health of undocumented immigrants, we do not know how DACA improves the social mobility of undocumented immigrants through its effect on educational attainment. This paper uses administrative data on students attending a large public university to estimate the effect of DACA on undocumented students' educational outcomes. The data are unique because they accurately identify students' legal status, account for individual heterogeneity, and allow separate analysis of students attending community colleges versus baccalaureate-granting, 4-year colleges. Results from difference-in-difference estimates demonstrate that as a temporary work-permit program, DACA incentivizes work over educational investments but that the effect of DACA on educational investments depends on how easily colleges accommodate working students. At 4-year colleges, DACA induces undocumented students to make binary choices between attending school on a full-time basis or dropping out of school to work. At community colleges, undocumented students have the flexibility to simply reduce course work to accommodate increased work hours. Overall, the results suggest that the precarious and temporary nature of DACA creates barriers to educational investments.

The pipeline of physiology courses in community colleges: to university, medical school, and beyond.

Community colleges are significant in the landscape of undergraduate STEM (science technology, engineering, and mathematics) education (9), including biology, premedical, and other preprofessional education. Thirty percent of first-year medical school students in 2012 attended a community college. Students attend at different times in high school, their first 2 yr of college, and postbaccalaureate. The community college pathway is particularly important for traditionally underrepresented groups. Premedical students who first attend community college are more likely to practice in underserved communities (2). For many students, community colleges have significant advantages over 4-yr institutions. Pragmatically, they are local, affordable, and flexible, which accommodates students' work and family commitments. Academically, community colleges offer teaching faculty, smaller class sizes, and accessible learning support systems. Community colleges are fertile ground for universities and medical schools to recruit diverse students and support faculty. Community college students and faculty face several challenges (6, 8). There are limited interactions between 2- and 4-yr institutions, and the ease of transfer processes varies. In addition, faculty who study and work to improve the physiology education experience often encounter obstacles. Here, we describe barriers and detail existing resources and opportunities useful in navigating challenges. We invite physiology educators from 2- and 4-yr institutions to engage in sharing resources and facilitating physiology education improvement across institutions. Given the need for STEM majors and health care professionals, 4-yr colleges and universities will continue to benefit from students who take introductory biology, physiology, and anatomy and physiology courses at community colleges.