Community College Research Articles

The California Community Colleges dual enrollment student journey: An equitable journey from participation to matriculation?

AbstractAcross the nation, community colleges have expanded dual enrollment programs to increase college enrollment and completion, particularly among historically underserved populations. The California Community College system—the largest system in the nation—is no different and recently expanded its dual enrollment programming to include College and Career Pathways Partnerships, in addition to Middle College High School and Early College High School. This article presents an original analysis of California Community Colleges Chancellor's Office system data to understand the dual enrollment student journey and any equity gaps that might exist in participation and outcomes, including college‐level math and/or English participation and completion, award attainment, and postsecondary matriculation. Though dual enrollment programs can be strategy to support equity, the authors find racial and regional equity gaps persist in both students’ access to these programs and their success. However, practitioners can take action to ensure it is an equitable journey at their school or college.

Exploring the dynamics of concurrent enrollment in rural spaces through the narrative of a small community college

AbstractThis article describes the narrative of one small rural community college's concurrent enrollment program, seeking to highlight and make sense of the particular dynamics of operating this type of programing in rural spaces. Dual or concurrent enrollment options can offer students increased access to postsecondary options in rural education deserts, as well as contribute to the economic health of the region through workforce development. However, the same challenges and benefits of rural life also comprise the dynamics within which this programing must operate. The manuscript concludes with recommendations for practice, research, and policy, relevant to both concurrent enrollment program operation and the broader college mission of rural community development.

Equity in Action in Community College Leadership

Equity in action starts with a leader’s critical consciousness in relation to their identities, ideologies, and positionalities. In this essay, the following factors: ideologies, identities, and positionalities are explained and emphasized as they are essential factors that impact equity work. Leaders who center equity must explore their own critical consciousness through an equity lens so that they prioritize equity at the forefront while leading, collaborating, and making decisions in their leadership positions. The positionality of leaders is also critical on how they use their power to influence their community and amplify the voices of the underrepresented. One subset of the findings, Equity in Action, from my dissertation, Asian American Community College Presidents: The Power of Identities, Ideologies, and Positionalities is included in this essay. To set the foundation of the dissertation, the SEL framework, also known as the shared equity leadership framework (Kezar et al., 2021) is used to analyze how leaders build their own capacity in equity work. In addition, my positionality and development as an equity leader are reflected in this essay.

Considering the Impact of Standardized Testing on Workforce Diversity

Today, we revisit our initial stance of eliminating standardized test scores from the college admissions process to improve equity and student diversity. With refreshed data about test-optional admissions, we address the import of institutional responsiveness to redress persistent equity gaps that impact our state’s workforce diversity and hiring challenges. Leveraging data to inform advocacy is representative of the skillset cultivated in the CANDEL program for evidence-based decision-making. Moreover, the pre-pandemic position over standardized testing exemplifies how CANDEL encouraged us to explore novel approaches to address persistent and troublesome equity issues. With leadership roles in the community college and the University of California systems and a particular emphasis on workforce development, we reflect on the CANDEL ethos of scholar-practitioner leadership in our practice areas to promote equitable educational and career outcomes.

Structural equation modeling analysis of health belief model-based determinants of COVID-19 preventive behavior of academic staff: a cross-sectional study

IntroductionDespite COVID-19 being highly contagious and spreading to several countries, the university community has overlooked prevention measures. For more than five decades, the Health Belief Model (HBM) has been a widely used conceptual framework in health behavior. structural equation modeling(SEM) analysis is an advanced statistical method capable of rectifying failures of the basic models and showing complex relations Thus this study aimed to determine the magnitude of COVID-19 prevention behavior and identify its associated factors using HBM and SEM analysis.MethodAn institutional-based cross-sectional study was conducted among academic staff of the University of Gondar in Ethiopia from April 10 to May 10/2021. Daniel Soper’s sample size calculator was used to determine the sample size. Proportional allocation to each campus followed by a simple random sampling technique was employed to select study subjects. A pre-tested, structured questionnaire was used to collect the data. Structural equation modeling analysis was employed to show the relationship between health belief model constructs and their effect on preventive behavior.ResultA total of 602 academic staff participated. The magnitude of good COVID-19 preventive behavior was 24.8%. The HBM explained 55% of the variance in preventive behavior. Perceived barriers (β = -0.37, p < 0.05), self-efficacy (β = 0.32, p < 0.05), perceived susceptibility (β = 0.23, p < 0.05), and perceived benefit (β = 0.16, p < 0.05) were the direct significant predictors of COVID 19 prevention behavior.Conclusiononly a quarter of the academic staff have good COVID-19 preventive behavior. The HBM explained a great amount of variance in preventive behavior and Perceived barriers, benefits, susceptibility, and self-efficacy significantly associated with prevention behavior. Carefully planned intervention that considers those significant perceptions should be designed and implemented to raise COVID-19 prevention behavior.

The Benefits of Empowering Community College Geoscience Faculty

Creating spaces and partnerships tailored to 2-year-college faculty can improve perceptions of how they fit into the geoscience community and boost diversity in the discipline more broadly.

Building and Patching a Pipeline: Establishing Viable Pathways from 2-Year Institutions to Graduate School for Aspiring Mental Health Professionals

Students at 2-year colleges who wish to enter the mental health professions, particularly students of color in urban community college environments, often lack opportunities for internships and experience-building programming relevant to their field. Some programs targeting such students do exist, but little research has been performed on these models. In addition, while pipeline programs in 2-year college settings often focus on successful transitions to senior colleges, many students in such programs also seek to eventually enter graduate school. The purpose of this case study is to bridge this research gap by focusing on a community college-based peer support and psychoeducational outreach program in the northeastern United States, serving as a career development internship for aspiring mental health professionals. Qualitative data in the form of student participant feedback was analyzed to determine the impact of the program on their experiences later in their educational careers. Results from this qualitative analysis indicate the substantial importance of such a program to the successful academic progress of its student participants, providing insights into how pipeline programs can accommodate student preparation and support, not only toward successful senior college transition, but also specific to graduate school program entry.

Bacteriological Assessment of Ready-To-Eat Foods Sold in Baze University Student Cafeteria

Although foods can be easily contaminated by naturally occurring microbes or pathogens by any means possible, safe eating is considered as a basic human right. In this study, the bacteriological quality of ready-to-eat (RTE) foods sold within the Baze University campus were assessed. Ready-to-eat food samples including spaghetti, fried rice, jollof rice, yam and moi-moi were bought from different major food vending sites to the student and staff community within the university. The Bacterial species were isolated from food samples and the isolates were identified using standard microbiological procedures. The ability of the isolates to produce hemolysins and lyse blood cells was investigated with hemolysis test and the antibiotic susceptibility pattern of the isolates was determined with the following antibiotics: Amoxicillin, Ampicillin, Tetracycline, Ciprofloxacin, Erythromycin and Gentamicin. The sensitivity and resistance of the isolates to these antibiotics were observed and recorded. A total of six (6) different bacterial species including Corynebacterium spp. (31.6%), Staphylococcus spp. (26.3%), Streptococcus (10.5%), Micrococcus spp. (10.5%), Lactobacillus spp. (15.8) and Micrococcus varians (5.3%) were isolated and identified. The isolates also showed varying reactions to hemolysis and some were highly resistant to common antibiotics, signaling their tendency to initiate foodborne illness. The study concluded that while these sites are necessary in meeting the needs of the university community, it is important that adequate safety measures be enforced to reduce the spread of pathogenic bacterial contaminants in RTE foods and enhance the wellbeing of consumers.

Knowledge Management in the COVID-19 Era

The pandemic has been a watershed in the knowledge management that is carried out in Higher Education Institutions (HEIs). Studies on vulnerability and resilience risks highlight material, financial and human resources as the central axis of the knowledge network, although research on stigma indicates that mistrust prevails between decision makers and those who carry them out. Therefore, the objective of this work was to contrast the hypotheses related to knowledge management as a regulatory process of trust relationships between the parties involved. A cross-sectional, exploratory, and correlational study was carried out with a sample of 10 professional practitioners and social workers involved in COVID-19 care. The results show that a structure of nodes prevails that begins with innovation, continues with competitiveness and ends with efficiency as central, unifying and structural axes of information translation and knowledge transfer. The results are not extensive to the university community, although they are innovative because they highlight trust as the guiding principle of knowledge management.

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.

Enhancing Education Sector Collaboration: the Contributions of Community Colleges

This study investigates the pivotal role of community colleges in enhancing collaboration within the education sector. Despite the recognized importance of collaboration, the specific contributions of community colleges remain underexplored. Employing a mixed-method research approach, the study utilizes a sequential exploratory design to comprehensively examine the roles, benefits, challenges, and strategies related to collaboration facilitated by community colleges. Data were collected through qualitative semi-structured interviews and quantitative surveys in places where community colleges exist. Findings indicate that community colleges serve as intermediaries, offering flexible education programs and contributing to workforce development, thereby fostering partnerships and cooperation among diverse stakeholders. While collaborative initiatives yield benefits such as enhanced student success and increased educational access, challenges such as resource constraints and communication barriers persist. Strategies to enhance collaboration effectiveness include building strong relationships, investing in capacity building, and establishing clear communication channels. These findings underscore the significance of recognizing and leveraging the unique contributions of community colleges to promote collaboration and address systemic issues within the education sector. The study concludes with recommendations to strengthen partnerships, allocate resources, implement capacity-building programs, and further research to explore additional factors influencing collaboration.

Statewide Community College Promise Programs: An Event History Analysis

ABSTRACT Between the 2014 adoption of the Tennessee Promise Act and 2019, 16 states enacted their own statewide promise program policies making community college tuition free for numerous students. In this study, we sought to determine which state-level factors predicted the adoption of a statewide promise program policy. Using data from 2013 to 2019, we conducted an event history analysis to identify state-level political, economic, social, and higher education system conditions that predicted promise program policy adoption. Partisan control of state government, total state population, percentage of state population identified as white, and percentage of state appropriations allocated to community colleges were associated with statewide promise program policy adoption. Our findings suggest that there is no single factor or grand narrative that results in promise program policy adoption. Instead, the results highlight the complexities within the policymaking process.

Physical Activity and Exercise Motivation Differences Among College Students

ABSTRACT Health behaviors established during college years are typically carried on into adulthood; however, many college students are not meeting physical activity guidelines. In addition, sociodemographic and environmental factors impact exercise motivation and physical activity; yet, only limited research has compared motivations and behaviors between different student groups. Thus, the purpose of this study was to compare exercise motivation and physical activity among college students. In this quantitative cross-sectional survey study, a volunteer sample of 307 undergraduate students (75.2% White, 68.7% Female) enrolled in health and fitness courses at a Mid-Atlantic region United States University and Community College completed an online demographic questionnaire, International Physical Activity Questionnaire-Short Form (IPAQ-SF), and Behavioral Regulations in Exercise Questionnaire (BREQ-3). A series of independent samples t-tests were conducted to compare relative autonomy index (RAI) and subscale scores (obtained via the BREQ-3), as well as physical activity scores (MET-minutes/week obtained via the IPAQ-SF). Statistically significant differences in exercise motivation and physical activity were found based on student age, housing status, major/program of study, and gender identity. In an effort to reduce health disparities, university administrators and coordinators are advised to keep these considerations in mind when developing physical activity policies and programs for college students.

How Community College Educations Generate Both Science Capital and Science-Specific Transfer Capital Among Low-Income White Women Majoring in STEM

ABSTRACT Given current enrollment patterns that feature a predominance of women, community college enrollment may offer potential for increasing gender diversity in STEM fields if students transfer successfully to four-year institutions. While many do not transfer, those who do can increase their stocks of science capital while enrolled at community college. This project follows pathways of some of the low-income students who successfully complete transfers to four-year institutions, focusing on interviews with White women. While not positive in every aspect, community college enrollment offered these low-income interviewees time to build science-related social and cultural capital that then helped them to succeed in transferring to four-year universities and to support them in STEM fields they perceived as being male-dominated. All the students came from households with low levels of science capital and had not strongly considered majoring in STEM prior to enrolling in community college. Interviewees describe their time at community colleges as critical in allowing them to explore STEM fields, construct positive relationships with STEM instructors, improve their time management skills, and increase their STEM self-confidence. These increased stores of science capital were not sufficient to keep all the transfer students majoring in STEM fields but did support the educational trajectories of all transfer students. Thus, community college enrollment can give students time to incubate both science capital and science-related transfer capital, the latter being especially useful for low-income White women in STEM.

An Overview of the Community College Student Government Association

ABSTRACT Community colleges are increasingly adopting and relying on student engagement activities to build a sense of belonging and improve graduation rates. One such measure undertaken at many colleges is the use of traditional student affairs programs, including student government associations. These student governments not only build a sense of community among students, but add to student learning and the overall operation and sense of inclusiveness on campus. Using a sample of 150 community colleges, senior student affairs professionals were surveyed about their student governments and their agendas. With a near 60% response rate, survey data revealed that community college student governments typically had an advisor with multiple responsibilities that leaders regularly met with college presidents, and were funded by student fees or a direct allocation from the college. The data also included information on the range of student government offices and how agendas were aligned across campus constituencies. Cross tabs were also used to explore sources of funding support and constituent agenda alignment, noting that direct institutional allocations resulted in the highest level of agenda alignment. Respondents also noted several key agenda items that their student government addressed, including student mental health, building community on campus, and additional academic support.

Exploring the Impact of War on International Community College Students from Ukraine: A Case Study from Toronto

Exploring the Impact of War on International Community College Students from Ukraine: A Case Study from Toronto

“We want to give people skills that will get them jobs”: Community College Career and Technical Education Faculty Members’ Teaching Strategies

Increased attention toward filling skills gaps have prompted community colleges to prepare a new wave of employees. Community colleges have long turned to former industry professionals, now serving as career and technical education (CTE) faculty, to train students for fruitful careers. This narrative inquiry study featured interviews with 20 community college CTE faculty and aimed to address this research question: what teaching approaches do community college CTE faculty, as practitioners-turned-educators, implement with their students? Findings showcased five strategies that CTE faculty implement: 1) drawing on professional experiences to shape curriculum; 2) looking to industry for current needed skills; 3) leveraging how students learn to promote practical industry skills; 4) prioritizing students’ humanity; and 5) assisting with internship acquisition. We offer implications to researchers on how to further unravel these participants’ distinct perspectives, as well as provide recommendations to practitioners on how to support CTE faculty in their vital campus capacities.

Implementation and Evaluation of a Multi-level, Place-Based Tobacco Prevention and Control Program at a Minority-Serving Institution in Texas.

Multi-level, place-based interventions have proven effective at promoting a range of health behaviors, including tobacco control and discouraging the uptake of tobacco products. This paper describes the implementation and impact of a 3-year, multi-level tobacco prevention and control program at a community-college minority-serving institution (MSI) on the Texas Gulf Coast within the context of a broader multi-sector, cross-functional health coalition. The intervention studied included a tobacco-free policy, a large-scale communication campaign highlighting parts of the intervention and prevention and cessation resources. The intervention was bolstered by the support of a community-led Steering Committee and tobacco control experts. Results from the first 3years of implementation show that tobacco-free policies were largely supported by community members, awareness of the policy increased over time, and tobacco prevention and cessation resources were successfully embedded into campus norms. This multi-component approach shows how a community college was able to effectively reach students and staff on their campus to increase awareness of both the campus tobacco-free policy and the availability of tobacco prevention and cessation resources. Additionally, it also offers lessons for future tobacco prevention and control work in higher education.

Emerging Role of OT Practice in Community College Settings

Abstract Date Presented 03/23/24 This study describes the experiences and existing practices of OTs and OTAs supporting students in community colleges. Primary Author and Speaker: Tina M. Kim Additional Authors and Speakers: Jennifer Susong Crowder

COVID-19 vaccine messaging for young adults: Examining framing, other-referencing, and health beliefs.

This study investigates the interaction between message framing and point-of-reference (self vs. others) for vaccine benefits on young adults' COVID-19 vaccine confidence and intentions. It also examines how COVID-19-related health beliefs-such as perceived severity of COVID-19 and perceived benefits of obtaining the vaccine to protect others-mediate these interactions. In a 2 (framing: gain vs. loss) × 3 (reference point: self, others, university community) between-subjects experiment (Fall 2021), 202 participants ages 18-23 were shown animated messages with embedded manipulations to convey vaccine information. Moderated mediation models tested the conditional indirect effects of framing on vaccine confidence and intentions. Reference point significantly moderated the effect of framing on the perceived severity of COVID-19. More specifically, and somewhat contrary to previous literature, perceived severity was highest when messages emphasized gains for others. In turn, perceived severity correlated positively with vaccine confidence and intentions, resulting in a significant conditional indirect effect. Despite its positive relationship with COVID-19 vaccine confidence and intentions, perceived benefit to others was not a significant mediator. This study provides evidence for the role of reference point in moderating the effect of gain-loss message framing on COVID-19 vaccine attitudes and intentions. However, the findings differ from past research, suggesting other-gain messages may be an optimal strategy for promoting these vaccine outcomes for young adults. Overall, findings have implications for developing tailored messaging strategies that account for the nature of targeted populations and the evolving perceptions of the disease and its associated messaging campaigns. (PsycInfo Database Record (c) 2024 APA, all rights reserved).