Author: Gregory Martin Bouck
Publisher:
ISBN:
Category :
Languages : en
Pages : 390
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Book Description
American students are increasingly beginning higher education pursuits at community colleges before transferring to four-year universities. The purpose of this study was to identify differences in persistence rates between those students who participated in a transfer transition program and those who did not. The researcher adopted a mixed-methods modified replication research design that utilized the quantitative methodology of the original study being replicated, and extended findings with individual perspectives gained through qualitative inquiry. The study examined one cohort of community college transfer students who matriculated at a four-year university in the fall of 2010. Findings revealed that participation in the transition program investigated in this study had seemingly little effect on the persistence rates of transfer students. However, the study identified factors beyond transfer transition program participation that influenced student persistence. Personal interviews of community college transfer students revealed that precollege characteristics, academic integration, and social involvement and their related concepts of relationship building, course design, and learning communities each aided in student retention and persistence. Institutions of higher learning may utilize these findings in an effort to increase transfer student persistence.
Author:
Publisher:
ISBN:
Category : Electronic books
Languages : en
Pages : 178
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Book Description
Community colleges are an integral part of the postsecondary education system in the United States. Unfortunately, college completion rates continue to decline. Additionally, median income in the United States is also declining. The idea that each successive generation of students will do better than the previous one is quickly becoming a fantasy. Children born in a low socioeconomic status family will most likely remain in that status as they become adults. At no other time in the history of the United States has this been more likely. The middle class is becoming smaller and the gap between rich and poor is widening each year. The idea that education is the solution to many societal problems is ingrained in the national consciousness. Children are taught that education will elevate individuals beyond their economic situation. Community colleges were supposed to facilitate that elevation through expanded access. However, that promise has been broken for many students across the country. Thus, there is a need to investigate the underlying factors that contribute to success throughout the community college system. Drawing on the theoretical formulations of Becker, Bourdieu, Coleman, and Yosso, the researcher endeavored to investigate the relationship among the three forms of capital, financial, cultural and social, and success in community college. Success in community college was defined not only by how far the student progressed through the postsecondary education system, but also the student’s expectations for postsecondary degree attainment in high school. The main research question that was asked in this study was: In what ways do levels of financial capital, cultural capital, and social capital influence the likelihood of success in community college? Data from the Education Longitudinal Study of 2002-2012 were used to quantify the level of financial, cultural and social capital held by a nationally representative sample of high school students. Multilevel binary, ordinal, and multinomial logistic regression models, as well as discriminant function analysis, were employed in the analysis. The unweighted sample size for the study was 3,280. Through the use of survey weights and Taylor series expansion robust variance estimation techniques, 1.1 million high school students from across the United States were represented. The main findings of this study suggest that along with financial capital, cultural and social capital do contribute to the success of community college students. The most influential of these include: parental expectations, parental education, the tendency of individuals to associate with others of the same ethnicity, student-parent discussions, parents engaging other parents, and college information sources. While it may be difficult to influence financial capital levels, if the relationship between other types of capital and persistence in, completion of and transfer from the community college system can be better understood, it is feasible that the levels of capital can be influenced to effect changes in student outcomes.
Author: Phillip Michael De La O
Publisher:
ISBN: 9781369844566
Category : Dissertations, Academic
Languages : en
Pages : 51
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Book Description
It is the goal of most students to obtain a college degree due to the advantages that come with it such as higher rate of pay, greater job security, and retirement benefits. While there are a large number of students who are able to rise to the task, there are some who fall short. According to the United States Census Bureau's 2015 study, educational attainment rates are highest among Asian Americans and Whites at 51.4% and 31.1% respectively, while the percentage of African Americans and Hispanics is considerably lower at 19.5% and 14.3%. First-generation college students are a group who often tend to struggle with degree attainment for various reasons. One notable reason for the lack degree attainment could be the amount of social capital in this group of student's lives. For the purpose of this study, the definition of social capital will be a blend of both Pierre Bourdieu's and James Coleman's definition. Social capital will be defined as a process where resources (behaviors, norms, information) are exchanged and accumulated among individuals or groups to facilitate certain actions. This thesis aims to investigate the social capital in the lives of a group of first-generation college students attending California State University, Los Angeles who took part in the Persistence in Education Study. This longitudinal, mixed methods study will examine the resources used during their first year of postsecondary education and how they used this information to persist when facing obstacles.
Author: Greta N. Anderson
Publisher:
ISBN:
Category :
Languages : en
Pages : 416
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Book Description
Author: Christina Teller
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
The purpose of this study was to gain a better understanding of how first generation college students leverage both traditional forms of social capital and community cultural wealth in the process of transferring from a California community college to a selective four-year institution, using a Critical Race Theory (CRT) paradigm, and a framework including Stanton-Salazar’s (1997) network analytic theory and Yosso’s (2005) community cultural wealth. The current study adds to the literature by critically analyzing the post-secondary education experiences of first generation community college transfer students, focusing on the students’ strengths and gaining a better understanding of what institutional and community based resources they drew on to successfully navigate the transfer pathway. This mixed methods study was situated at UC Berkeley and included 115 survey respondents and 15 individual interviews. All participants were first generation college students who had transferred to UC Berkeley from a California community college. Qualitative analysis was intentionally centered in this study in order to address elements of community cultural wealth that previous survey instruments have not adequately captured. Survey results are presented through descriptive analysis, drawing on a critical quantitative survey design. Findings show that students leveraged a variety of resources including institutionally based support through faculty, counselors and specialized support programs, and community based supports such as family, peers and students’ own online research to navigate the transfer pathway.
Author: Jim Settle
Publisher:
ISBN:
Category : College dropouts
Languages : en
Pages : 214
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Book Description
Estimating the persistence of first-time students from the first year to the second year of college is a growing social and financial concern for postsecondary education. Studying how socioeconomic status affects year-to-year persistence may help to identify and assist those students who had socioeconomic profiles most likely to indicate challenges to year-to-year persistence. This study used data from the Beginning Postsecondary Students Longitudinal Study (BPS:96/98). BPS is a nationally representative survey designed to provide additional information about the patterns of educational attainment and persistence for a subset of the more than 51,000 students included in the NPSAS:96 survey. This study used all students enrolled as first-time beginning students at two-year and four-year institutions. The purpose of this study was to develop and test a theoretical framework to describe the year-to-year persistence of beginning postsecondary education students at both two-year and four-year institutions. The preliminary model included 39 literature-based variables coded and grouped into seven factors: background, high school, college-entry, financial, social integration, academic integration, and college performance. The data were tested using descriptive statistics and logistic regression to determine the correct predictive percentage of the models for first-generation and continuing-generation students, only first-generation students, and only continuing-generation students at both two-year and four-year institutions. The tested models can be used as a method to identify students who may struggle with persistence decisions. Identification of students in need may help postsecondary educators to provide services and interventions that will facilitate the year-to-year persistence of these students. This model could be easily adapted to a specific institution, and the validity of the model assessed longitudinally with year-to-year persistence of the students. Social capital variables, particularly student integration to the collegiate environment, are strongly associated with persistence of first generation students at both types of institutions. Contact between the student and faculty member outside of the classroom environment is critical to the persistence of students. The student must match with the social and academic environment of the campus.
Author: Dimpal Jain
Publisher: MSU Press
ISBN: 1628953829
Category : Education
Languages : en
Pages : 188
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Book Description
Currently, U.S. community colleges serve nearly half of all students of color in higher education who, for a multitude of reasons, do not continue their education by transferring to a university. For those students who do transfer, often the responsibility for the application process, retention, graduation, and overall success is placed on them rather than their respective institutions. This book aims to provide direction toward the development and maintenance of a transfer receptive culture, which is defined as an institutional commitment by a university to support transfer students of color. A transfer receptive culture explicitly acknowledges the roles of race and racism in the vertical transfer process from a community college to a university and unapologetically centers transfer as a form of equity in the higher education pipeline. The framework is guided by critical race theory in education, which acknowledges the role of white supremacy and its contemporary and historical role in shaping institutions of higher learning.
Author: Celedonio Jr De Leon
Publisher:
ISBN:
Category :
Languages : en
Pages : 260
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Book Description
Brief Literature Review Of approximately 300,000 former foster youth between the ages of 18 and 25, about half obtain a high school diploma (Emerson, 2007). Aside from trauma or abuse, various factors stand in the way of their academic success. Of the 150,000 former foster youth who do graduate from high school, only about 30,000 actually attend college or a university (Wolanin, 2005). This population continues to age out of the system and is unprepared for independent living. There is a smaller percentage of former foster youth persisting through college and obtaining a college degree as compared to the general population (Casey Family Program, 2011). Statement of the Problem In efforts to support future former foster youth access and persistence through community college, this study examined what types of social capital contribute to a former foster youth's ability to access and persist through community college. The following questions were addressed: 1. How do former foster youth define the social capital that influenced them to access and persist through community college? 2. What types of social capital should be enhanced upon acceptance to community college? 3. In what ways can former foster youth independently gain the social capital needed to access and persist through community college? Methodology The researcher utilized a survey aimed at capturing the experiences and knowledge of former foster youth currently attending community college with regard to the social capital that assisted them to access and persist through community college. The author examined the types of social capital identified by former foster youth to determine common themes and specific sources of social capital. Conclusions and Recommendations This study concluded that former foster youth benefit from various sources of social capital within their network consisting of educational and child welfare supports. Through mentoring relationships and institutional support, former foster youth gather social capital that allows them the insight and knowledge to access and remain enrolled in college.
Author: Jessica Griffin Bumpus
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 147
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Book Description
In recent years, more students have opted to begin their collegiate career at the community college. Rising tuition rates, coupled with a declining economy in the United States, make the community college's lower cost, convenient location and flexible class schedules even more attractive, if not necessary, for many students (Cohen & Brawer, 2003, 2008). According to Cejda and Kaylor (2001), enrollment numbers at the community college are not just increasing in general, but these institutions are also experiencing an increase in the number of traditional college-aged students (18-24) enrolled, leading to an increase in the number of potential transfer students. However, only an average of 22% of community college students ever make the transfer to a four-year institution, even with interest or intent to transfer averages around 70% (Romano, 2004). The purpose of this study was to identify predictive factors of retention and persistence to graduation for in-state community college transfer students at a four-year public research university through the use of existing institutional student data. Demographic and transcript data were analyzed using logistic regression analysis to develop and validate a predictive model. Results of the analyses found that pre- and post-transfer grade point average (GPA), number of transfer hours, course withdrawals, grades of F at the four-year site institution, age at time of enrollment, academic major, and the number of community colleges attended were predictive within the three models of post-transfer outcomes of graduated at any time, graduated in two years, and graduated in four years.
Author: Lauren Fennimore
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 73
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Book Description
"Students who transfer to four-year institutions from community colleges often encounter difficulty within their classes post-transfer and tend to graduate at lower rates than their peers who began at four-year institutions as freshman (Bailey, Jenkins, & Leinbach, 2005; Jenkins & Fink, 2016). Reasons for these lowered rates of success have been explored, but have often focused on academic reasons while neglecting any possible social causes. The current review aimed to explore what is known about the impact of social factors, such as belongingness, on community college transfer students' rates of persistence and academic success at four-year institutions. The literature was searched in a systematic way using a three-part search strategy, through which 21 articles were deemed eligible to be included and further evaluated. Several social factors emerged, including sense of belonging, the stereotype of a community college transfer student, and additional considerations for student success as well as social support from family, peers, faculty, and advisors. Most students reported the social factors identified to play a role in their success at the four-year institution. The findings from each theme are presented and future directions for research and programs to be used to address those factors mentioned are suggested."--Page 5.
