Case Study Exploring the Academic and Social Integration of Traditional-age Community College Transfer Students PDF Download
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Author: Bethany D. Meighen
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 156
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Book Description
Author: Bethany D. Meighen
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 156
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Book Description
Author: Scott J. Mertes
Publisher:
ISBN: 9781303028755
Category : Community college students
Languages : en
Pages : 162
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Book Description
Among current retention models, Tinto's Interactionalist Model has reached near paradigmatic status. When his model has been applied to two-year college settings, the social integration results have been inconsistent. This has led Maxwell (2000) and Deil-Amen (2011) to suggest that a different construct of social integration exists in community colleges, and that this construct may not be related to the traditional construct of social integration in four-year university settings. The current study sought to ascertain whether these two constructs of social integration were related. A random sample of two-year college students were asked to complete a survey consisting of questions aimed at assessing both social integration constructs. In addition, since many community colleges serve the dual purpose of educating both occupational and transfer students, this study investigated whether differences existed between these two sub-populations in both the social integration constructs. Furthermore, this study investigated whether each of these two constructs differed when interacting with demographic variables including gender and race. Finally, the influence of age on social integration was studied for both constructs of social integration, as well as its potential interaction with program of study (i.e. occupational vs. transfer students). After conducting the analysis, it was found that the two social integration constructs were highly related. In addition, no significant differences were found between transfer and occupational students on either social integration construct. While significant correlations were found concerning age and social integration, they were all small and explained little of the overall variance. As such, the influence of age on social integration was minimal. However, it was found that social integration, using Tinto's construct, does significantly vary by gender, and that social integration, using the Maxwell (2000) and Deil-Amen (2011) construct does significantly vary when gender interacts with program of study (i.e. occupational vs. transfer students). Future research strategies including longitudinal analysis, regression analysis, investigation of campus ecology variables, and qualitative techniques were all recommended, as was the necessity of institutional-specific research.
Author: Michele S. Maddox
Publisher:
ISBN:
Category : Education, Higher
Languages : en
Pages : 262
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Book Description
Author: George D. Kuh
Publisher: John Wiley & Sons
ISBN: 1118046854
Category : Education
Languages : en
Pages : 422
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Book Description
Student Success in College describes policies, programs, and practices that a diverse set of institutions have used to enhance student achievement. This book clearly shows the benefits of student learning and educational effectiveness that can be realized when these conditions are present. Based on the Documenting Effective Educational Practice (DEEP) project from the Center for Postsecondary Research at Indiana University, this book provides concrete examples from twenty institutions that other colleges and universities can learn from and adapt to help create a success-oriented campus culture and learning environment.
Author: Rita M. Cepeda
Publisher:
ISBN:
Category :
Languages : en
Pages : 312
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Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 594
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Book Description
Author: Frankie Santos Laanan
Publisher: Jossey-Bass
ISBN:
Category : Education
Languages : en
Pages : 132
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Book Description
The summer 2001 issue of New Directions for Community Colleges evaluates recent research and policy discussions about transfer students and addresses the critical issues facing students moving through the educational pipeline. Chapters include: (1) "Transfer Student Adjustment" (Frankie Santos Laanan); (2) "Institutional Responses to Barriers to the Transfer Process" (Eboni M. Zamani); (3) "Honors Programs: A Case Study of Transfer Preparation" (Herald R. Kane); (4) "Toward a More Perfect Union: Reflecting on Trends and Issues for Enhancing the Academic Performance of Minority Transfer Students" (Wynetta Y. Lee); (5) "Student Transfer Between Oregon Community Colleges and Oregon University System Institutions" (James C. Arnold); (6) "Studying Transfer Students: Designs and Methodological Challenges" (Carol A. Kozeracki); (7) "Transfer Readiness: A Case Study of Former Santa Monica College Students" (Brenda Johnson-Benson, Peter B. Geltner, and Steven K. Steinberg); (8) "Making the Transition to the Senior Institution" (Latrice E. Eggleston and Frankie Santos Laanan); and (9) "Leadership Perspectives on Preparing Transfer Students" (Phoebe K. Helm and Arthur M. Cohen). (EMH).
Author: Carolina Castillo
Publisher:
ISBN:
Category : Community colleges
Languages : en
Pages : 132
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Book Description
This dissertation tested the constructs of academic and social involvement and adjustment on grades as a pathway to explain community college transfer student experiences beyond the concept of transfer shock. The study contributes to the growing body of literature on Latina(o) community college transfer student experiences with the application of conventional theories of student involvement at a traditional, highly diverse institution. The presence of transfer shock was examined as well as the degree to which the community college transfer student involvement model helped to explain student persistence, as defined by GPA. It was hypothesized that Latina(o) student involvement in social and academic activities would positively contribute to persistence. Factorial analysis of variance was used to test the relationship between two key variables: social and academic involvement and four independent variables: race/ethnicity, age, major, and gender. The analyses focused on seven research questions that examined the relationship between these variables and were conducted with two groups: the total sample of 517 students and a sub-sample of 75 Latina(o) students. The results of the study confirmed that the community college transfer student involvement pathway worked for the large sample. However, the pathway was not a good fit for explaining Latina(o) student involvement experiences. The student engagement construct is reviewed as a better fit for studying underrepresented transfer students' higher education experiences. Limitations of the study are discussed including implications for practice and recommendations for future research.
Author: Yvette Carney Galloway
Publisher:
ISBN:
Category : College students
Languages : en
Pages : 410
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Book Description
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Academic self-efficacy, academic integration, social integration, and persistence among first-semester community college transfer students at a four-year institution.
