Community College Practitioners Research Articles

Readability and Higher Education Access: Exploring Community College Admissions Information on Websites

ABSTRACT Although United States community college enrollment rose in Fall 2023, the community college sector as a whole has contracted by 37% since 2010, representing over 2.6 million students. As a result, community college practitioners, specifically, those working in admissions and enrollment management should ensure that admissions instructions are simple enough so that students can read and comprehend how to apply for admission to community college. However, research at the four-year institutional level has found that admission information for prospective students is complex, often written above the 14th-grade English reading comprehension level. Here, this study gathered admissions application instructions from 949 community colleges in the United States to evaluate the grade-level readability of these instructions. The results suggest that the average readability level of community college admission information is near the 14th-grade level, with negligible differences between institutional sectors. Implications for practice and community college student access are addressed.

Creating a culture of servingness for Latinx engineering students in Hispanic‐serving community colleges

AbstractThis paper will describe the promise Hispanic‐serving Community Colleges (HSCCs) have for creating a culture of servingness, including curricular and co‐curricular supports, transfer infrastructure, engineering identity development, and other mechanisms that can positively impact Latinx engineering learners. We will outline current research and trends regarding Latinx engineering collegians at HSCCs. In addition, we will provide recommendations for how community college practitioners at HSCCs can promote a culture of servingness and encourage the development of Latinx engineering students.

“It’s Gonna Open Up Doors”: Alumni Reflections of Doctoral Community College Leadership Programs

Objective/Research Question: For decades doctoral community college leadership programs have prepared students for the challenges and rewards in steering community college campuses, yet minimal scholarship has explored these programs’ efficacy in serving their students. This study explores community college leaders’ motivations in starting, learning experiences during, and takeaways following participation in doctoral community college leadership programs. Methods: This narrative inquiry study draws on action learning as the theoretical framework and entails interviews with 19 community college administrators who graduated from doctoral community college leadership programs. Results: Findings are threefold, each related to the distinct pieces associated with the research questions at hand. Students’ motivations for enrolling in programing stem from financial and geographic accessibility, institutional credibility, personal fulfillment, and desires to advance their careers. During their time in programs, students benefited from curriculum that prepared them for their dissertations, cohort-based approaches that afforded community, and applicable assignments and activities that directly related to their roles as community college practitioners. Following their doctorate, students reflected on the value of having this degree for propelling their careers and recommended opportunities for programmatic improvement. Conclusion/Contributions: These findings offer new perspective into what doctoral community college leadership programs accomplish in supporting students’ objectives and professional practices, and also unveil ideas toward programmatic adjustments.

Men of Color Programs Serving Latino Men at Hispanic-Serving Community Colleges: An Organizational Identity Exploration

ABSTRACT This multi-sited case study explored Men of Color (MoC) programs at Hispanic-serving community colleges. By employing frameworks designed to make meaning of Hispanic-serving institution (HSI) organizational identity, we examined how MoC program practitioners define the organizational identity of their Hispanic-serving community college, and how these understandings shape the services provided to Latino men. Findings underscored factors and identity markers that practitioners used to define HSI identity and servingness toward Latino men. In addition, our findings highlighted the problems and inconsistencies that exist when it comes to prioritizing the educational needs of community college Latino men. We provided implications for practice tailored for community college practitioners.

Latino men and men of color programs: Research-based recommendations for community college practitioners.

Latino men and men of color programs: Research-based recommendations for community college practitioners.

Equity Gaps in Dual Enrollment

This article examined root causes of the equity gaps in dual enrollment through a systematic literature review of peer-reviewed literature, public scholarship, and practitioner perspectives. Root causes identified include access barriers, lack of advising and support, lack of awareness, and financial barriers for underrepresented students, all of which contribute to lower participation rates for Black and Latinx students when compared with White and Asian students. This article serves to provide community college practitioners with a deep understanding of the factors that contribute to this problem so that they can identify interventions that will address these root causes. Suggestions for mitigating equity gaps in dual enrollment for underrepresented students through the use of targeted messaging campaigns are discussed.

Using policy to build equitable Latinx transfer pathways

AbstractThis article describes the change process at East Los Angeles College (ELAC) to address the unique barriers that Latinx students face in transferring to 4‐year institutions. Since 2014, California Community Colleges have had an unprecedented opportunity to target disparities in academic outcomes through the Student Equity Policy (SEP) and its requirement to examine inequity faced by minoritized groups, such as racial/ethnic students, in various academic areas like transfer and degree completion. Through the implementation of this policy, ELAC has made improvements to the conditions and experiences of Latinx students, resulting in improved Latinx transfer success. As scholar‐practitioners, the purpose of our study is to share the process that unfolded at ELAC. In doing so, we focus on understanding how: (a) ELAC developed and implemented these Latinx specific transfer initiatives, (b) the impact and results from these new efforts for Latinx students, and then (c) highlight takeaways for community college practitioners.

State‐level coordination for community college student success

AbstractHigher education governance of community colleges is understudied. Driving an increased focus on community college coordination and oversight at the state level are the role of access from dual enrollment to adult learners, the need to smooth the transfer function of community colleges, jobs requiring educational attainment beyond high school, and reorganization of higher education governance to assist in achieving state attainment goals. This article addresses three topics relevant to state‐level governance of community colleges. First, it explains the various types of state‐level community college coordination (e.g., governing, coordination, association). Second, it highlights results from a State Higher Education Executive Officers Association's (SHEEO) survey on the functions of state‐level community college governing boards, coordinating boards, and associations. Third, it offers conclusions from the survey results and suggestions for action by community college practitioners and researchers.

Community Colleges Evolve during the COVID-19 Pandemic: What Worked, What Did Not Work, and Lessons Learned

ABSTRACT In 2021, community college practitioners, scholars, researchers, and leaders accepted a challenge to document what worked, what did not work, and lessons learned during the era of the COVID-19 pandemic. This article summarizes the works of 39 authors who collectively wrote 14 peer reviewed papers in areas of leadership, curriculum, funding, social and racial tension, technology and digital access, self, family and community, and health and safety. Readers are challenged to embrace this era with innovative zeal and to continue to document community colleges’ evolutionary changes during this pandemic era.

Higher Education Case Management Amid COVID-19: Toward Holistic Student Self-Assessment to Allocate Emergency Resources on Campus

ABSTRACT Although case management in higher education is a relatively new phenomenon, the challenges presented by COVID-19 have forced many institutions to deliver emergency services in an extremely rapid fashion and adopt case management strategies to serve students in crisis. This case study shares how one large community college system developed a one-to-one (1–1) case management protocol prior to COVID to allow students to self-assess their needs to distribute emergency aid and resources in a personalized, contextualized, and resource-sensitive fashion. This study will introduce the case management protocol and student self-assessment as well as provide community college practitioners with the opportunity to adapt the model and the assessment to individual institutional contexts. Implications for research, practice, and policy will be addressed, in addition to providing practitioners resources for case management systems development.

Building an Equalized Technology-Mediated Advising Structure: Academic Advising at Community Colleges in the Post-COVID-19 Era

ABSTRACT While online student services became more relevant than ever amid the COVID-19 pandemic in early 2020, community colleges need to be proactive about alternative academic advising modalities. To respond to changing student needs and post-COVID-19 uncertainties, an equalized technology-mediated advising structure can increase advising accessibility, enhance student–advisor relationship building, and support student learning. This structure highlights key components of virtual connection, pre- and post-advising reflection, and in-person or virtual synchronistic advising. With an emphasis on educational equity to address the digital divide, it also provides practical implications for community college practitioners to implement technology-mediated advising.

What Can Happen When Community College Practitioners Lead Research Projects? The Case of CUNY

What Can Happen When Community College Practitioners Lead Research Projects? The Case of CUNY

Don’t Txt Me L8r, Text Me Now: Exploring Community College Student Preferences for Receiving a Text Message from Their Institution

ABSTRACTObjective: The objective of this study was to articulate community college student preferences for receiving a text message from their institution. Method: Using a random sampling technique, the researchers identified a group of 13 community college students (6 females, 7 males; 12 students of color) and performed in-depth interviews with these students to learn of their preferences when receiving an informative text message from their institution, such as the time of day, day of the week, and frequency of the text messaging service. Researchers also explored student preferences related to specific syntactic, semantic, and technologic elements of the text message itself. These elements include subject positionality, embedding of hyperlinks, and usage of emojis and slang. Results: From these in-depth interviews, researchers identified a set of themes regarding community college students preferences for institutional text messages: (a) students should be primed to learn what to expect from the text messaging service before it begins, (b) the first text message is critical for student engagement, (c) students want information specific to their needs, (d) the timing and frequency of the text message matters, and (e) students prefer specific syntactic, semantic, and technological elements of a text message. Contributions: This study provides insight for community college practitioners when planning and implementing text message campaigns, as well as grammatical and technological guidance when composing text messages for student audiences.

Measuring and Examining General Self-Efficacy Among Community College Students: A Structural Equation Modeling Approach

ABSTRACTThis study examined a psychosocial mechanism of how general self-efficacy interacts with other key factors and influences degree aspiration for students enrolled in an urban diverse community college. Using general self-efficacy scales, the authors hypothesized the General Self-efficacy model for Community College students (the GSE-CC model). A Confirmatory factor analysis was used to establish a measurement model in which three general self-efficacies were confirmed along with other latent factors (e.g., social capital, transfer capital, etc.). The GSE-CC model was then tested and finalized via structural equation modeling (SEM) techniques. The results showed that general self-efficacy significantly impacted the degree aspiration both directly and indirectly. In addition, general self-efficacy may serve as a bridge between social capital and transfer capital for community college students. Based on the findings, community college practitioners can generate practical implications to promote positive general self-efficacy among students. Further studies were encouraged to adopt/modify the GSE-CC model and test it across different student groups.

“Wait, What Do You Mean by College?” A Critical Race Analysis of Latina/o Students and Their Pathways to Community College

ABSTRACTAs a group, Latina/o students are more likely to experience a substandard K–12 education complete with underresourced schools, high teacher turnover, and fewer college-preparatory courses. It is this same inferior education that denies many Latina/o high school students the opportunity to engage in college-choice—leading to their disproportionate enrollment in community colleges over 4-year colleges or universities. In California alone, approximately 75% of Latina/o students in higher education can be found in the community college sector—making this an important pathway for many Latina/o students. This qualitative study incorporated a Critical Race Theory (CRT) in Education framework to focus on the racialized K–12 experiences of four Latina/o graduate students who started their postsecondary career at a community college. This study was undertaken to better understand what led Latina/o students to enroll in community colleges after high school. Exploring the pathways of Latina/o students from high school to community college is imperative to community college practitioners (i.e., faculty, staff, and administrators) when considering best practices for their large Latina/o student body, as is found in California. The initial findings suggest that racism in K–12 in the forms of tracking, limited college information, and low expectations from academic personnel had a direct impact on the postsecondary experiences and opportunities available to Latina/o students. Lastly, the findings challenge prevailing portrayals where Latina/o students passively accept their marginalized position in education by highlighting their voice, resiliency, and agency in the face of systematic racism, as evidenced by their successes in academia.

Polymorphic Students

Objective: In an effort to break away from the stale classifications of community college students that stem from the hegemonic perspective of previous literature, this work utilizes the perceptions of community college practitioners to demonstrate new ways of understanding the identities of community college students. Method: By utilizing Gee’s identity theory and Grillo’s theory of intersectionality, we analyze interviews with community college practitioners from three different community colleges on the West coast of the United States to answer these questions: What identities (i.e., natural, institutional, and discursive) do faculty and administrators recognize in community college students? In what ways do community college faculty and administrators describe and conceptualize community college students? Findings: First, community college student identities are intricate and have changed with time; there are two different institutional views held by organizational members—the educational view and the managerial view—which both shape the construction of student identities and play a prominent role in determining which students are disadvantaged. Second, organizational members constructed meanings of student achievement and value (i.e., attributes or outcomes of the ideal student, or what policy makers and institutions refer to as success) according to organizational priorities and perspectives. Conclusion: This investigation encapsulates and elucidates the portrayals and understandings of community college students held by community college administrators and faculty as a means to acknowledge the diverse identities among these students. Scholars and practitioners are encouraged to acknowledge the polymorphic identities of this diverse population to improve scholarship and practice.

Predictors of Latina/o Community College Student Vocational Choice in STEM

ABSTRACTThis study confirmed appropriate measurement model fit for a theoretical model, the STEM (science, technology, engineering, and mathematics) vocational choice (STEM-VC) model. This model identified factors that successfully predicted a student’s vocational choice decision to pursue a STEM degree for Latina/o and White community college students. The STEM-VC model is an adaptation of the theoretical framework of Social Cognitive Career Theory. The following factors are included for examination: Self-Efficacy, Vocational Interests, Social Capital, Academic Achievement, Transfer Capital, and Student Validation. Unique findings of this study include the identification of a predictive STEM vocational choice model for Latino/Latina and White students. Emergent constructs predictive of STEM vocational choice for both populations included student Self-Efficacy, Transfer Capital, and Student Validation; these were consistent between both student groups. Results of the study serve to inform community college practitioners of key programmatic emphasis areas to potentially influence STEM vocational choice prior to student transfer.

Leading Change: A Case Study of Alamo Academies—An Industry-driven Workforce Partnership Program

ABSTRACTIn this study, the authors focus on the initiation and development of the Alamo Academies, aiming to illustrate an exemplary industry-driven model that addresses workforce development in local community. After a brief introduction of the context, the authors summarized major factors that contribute to the success of the collaboration model, including matching industry needs, obtaining stakeholder support, and changing cultural bias. Finally, practical implications are provided for community college practitioners and administrators who are leading positive changes in their institutions. This study offers firsthand implications for program development, industry collaboration, workforce development, student success, and culture change in the setting of community college.

A Conceptual Model of Systems Thinking Leadership in Community Colleges

The pluralistic and often competing goals of myriad constituents, the changing demographics of students, the uncertainty of funding, and the growing demands for accountability from stakeholders have increased the complexity of systems which community college leaders must manage. Emerging from the recent literature on community colleges is a call for new models of leadership in the context of leading in an increasingly uncertain and complex environment. Systems thinking offers a means to help leaders respond to these growing organizational complexities and move leadership from a traditional bureaucratic model to a more adaptive model. A systematic review of literature on systems thinking’s application to organizational performance in higher education was bolstered with evidence from healthcare. Findings revealed three reoccurring ways in which leaders apply systems thinking processes for improving organizational performance. A conceptual model for systems thinking leadership is proposed in which the three processes, characterized as discovery, framing, and action, can be enacted either individually or sequentially for enhancing organizational performance. The model draws upon boundary critique, critical systems thinking, systemic intervention, total systems intervention, systems dynamics, soft systems methodology, complexity theory and complex adaptive systems, yet uses language more readily identifiable to community college practitioners.

Editors' Notes

Editors' Notes