Transfer Service Staff and the Perceptions of Transfer Readiness Among Black Male Community College Students in California PDF Download
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Author:
Publisher:
ISBN:
Category : Electronic books
Languages : en
Pages : 201
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Book Description
Community colleges are looked upon to train the increasingly diverse workforce in California and many students typically begin their academic path at a community college. Given the wide variety of educational opportunities provided by community colleges, the transfer function plays a critical role in providing the initial access for underrepresented and low-income students to the baccalaureate degree. This quantitative study aimed to examine factors contributing to student success for Black men in California community colleges. Specifically, this study drew from the Community College Success Measure to examine perceived transfer readiness predictors from a sample of Black male California community college students that have identified whether they are on track to transfer to a 4-year institution. Data were analyzed using independent samples t-tests and logistic regressions. Findings from this study determined that when controlling for background characteristics, care from staff in transfer offices predicted greater odds of being on track to transfer to a four-year institution for Black male community college students. Findings also suggested the utilization of transfer office services contributed to greater odds of perceived transfer readiness for Black male community college students when controlling for background characteristics.
Author:
Publisher:
ISBN:
Category : Electronic books
Languages : en
Pages : 201
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Book Description
Community colleges are looked upon to train the increasingly diverse workforce in California and many students typically begin their academic path at a community college. Given the wide variety of educational opportunities provided by community colleges, the transfer function plays a critical role in providing the initial access for underrepresented and low-income students to the baccalaureate degree. This quantitative study aimed to examine factors contributing to student success for Black men in California community colleges. Specifically, this study drew from the Community College Success Measure to examine perceived transfer readiness predictors from a sample of Black male California community college students that have identified whether they are on track to transfer to a 4-year institution. Data were analyzed using independent samples t-tests and logistic regressions. Findings from this study determined that when controlling for background characteristics, care from staff in transfer offices predicted greater odds of being on track to transfer to a four-year institution for Black male community college students. Findings also suggested the utilization of transfer office services contributed to greater odds of perceived transfer readiness for Black male community college students when controlling for background characteristics.
Author: Khalid Akil White
Publisher:
ISBN: 9781321213249
Category :
Languages : en
Pages :
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Book Description
This case study provides an in depth view of the experiences of African American male students within the California Community College (CCC) system at one Northern California site. Each young man interviewed is or was an active participant in an on campus support program specifically for African American males. The participants' experiences as African American male students enrolled in a California community college, lead to a greater understanding of African American males in the California Community College system, as a demographic. Findings suggest the importance of appreciating the stories and lived experiences of the subjects prior to joining the on campus group for later success at the Community College level. Findings suggest that this all-male, student support group created a means of increasing student persistence, retention and transfer rates. Moreover, findings show how African American male students' academic engagement, self-perception and interpersonal relations are positively impacted by their participation in the group. Thus, the practices of this all-male support group should be replicated across the California Community Colleges. The all-male support group is demonstrative of an effective means that the California Community Colleges could employ to increase the persistence, retention, completion and transfer rates of their male students, in general and for African American students specifically. Further, the findings suggest the utility of the all-male support group on campus as positively affecting the educational and personal circumstance outcomes of African American male students. Future research could be employed to better uncover the positive components that undergird the effectiveness of the all-male support group on campus for African American male students. In summary, the participants appear to have greater perceived engagement with the Community College experience through the all male support group.
Author:
Publisher:
ISBN:
Category : Electronic books
Languages : en
Pages : 121
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Book Description
The exploratory research in this dissertation examined the need for faculty and staff to take additional measures to support and encourage Black males utilizing their services and learning in their classrooms. The focus is on messaging that can come from these campus leaders, and how it can influence Black male community college and transfer students in meeting their educational and professional goals. Each chapter brings to light the importance of messaging that comes from faculty and staff who choose to work on college campuses. They have the opportunity to positively influence the educational outcomes for all students, and specifically Black males. The first article reviewed research regarding the need to step in and help this population of students and reasons why we might want to pursue faculty and staff messages and how they influence their success. As found in the second article, the specific messages that positively predict intrinsic interest are those that remind Black male students that they belong on the campus, deserve to be in college, and are capable of completing college-level work. In the final article, they also benefit positively from messages that show faculty and staff want to get to know them, seek to challenge them, believe in their potential, and request their participation in campus programs and events. Although these studies could stand alone, together they send a stronger message to support the call to action needed to bring community college faculty, staff, and administrators into alignment with the type of messages they are sending.
Author: Ingrid R. Coco Williams
Publisher:
ISBN:
Category : African American college students
Languages : en
Pages : 294
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Book Description
Author: Frankie Santos Laanan
Publisher: Jossey-Bass
ISBN: 9780787957797
Category : Education
Languages : en
Pages : 110
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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: Patricia Ann Hurley
Publisher:
ISBN:
Category : Community college students
Languages : en
Pages : 364
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Book Description
Author:
Publisher:
ISBN:
Category : Community colleges
Languages : en
Pages : 76
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Book Description
Author: Joanne Mary Burns
Publisher:
ISBN:
Category : Municipal universities and colleges
Languages : en
Pages : 334
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Book Description
Author: Michael L. McClellan
Publisher:
ISBN: 9781303520969
Category : African American athletes
Languages : en
Pages : 324
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Book Description
Abstract: Black male student-athletes are entering the California community college (CCC) system at an unprecedented rate. CCCs have become a repository for Black males that have aspirations of competing in the National Collegiate Athletic Association (NCAA) Division I member institutions. This historically disenfranchised subgroup of students is required by the NCAA to achieve higher academic standards than their non-athletic peers. While students who are not governed by the NCAA, such as general students, have the freedom to transfer to four-year universities at a pace that matches their skill level and personal commitments, student-athletes must transfer at an accelerated pace. The purpose of this study is to provide Black male student-athletes with the rare opportunity to voice their lived experiences at a CCC and to discover what is known from previous research about the experiences of Black male student-athletes, particularly those who are considered NCAA non-qualifiers. A basic qualitative interview approach was employed as a lens to gain a more meaningful understanding of how Black male athletes' experiences may promote and/or deter their graduation from a two-year college and transfer to a four-year college. The sample group included 14 Black male subjects at Crown Jewel City College (CJCC), a large, urban, and single district community college in Southern California. Purposeful sampling was conducted to form an information-rich environment that offered insightful answers to underscore the study. Eight major themes emerged that best describe experiences that may promote or deter graduation from a two-year college and transfer to a four-year college. Promoting themes included: embracing the CCC, faculty and academic support, time management, and grit, confidence, and motivation (GCM). Deterring themes included: negative perceptions, self-reliance, poor choices and decision making, and challenges and distractions. Alexander W. Astin's model of student involvement--the inputs, environment, and outputs associated with student development--was the theoretical framework employed to analyze the findings. Recommendations are provided for the NCAA, CCCAA, high school and college counselors, coaches, family members, policy makers, and key stakeholders. The aim of this study is to bring awareness to the social, environmental, and institutional factors that often lead to higher graduation rates and lower attrition rates for a subgroup that has been largely ignored in the past. Hopefully, the findings will inform and trigger the NCAA to create policies that better support all student-athletes while not penalizing underrepresented students as a result of their pre-college experiences.
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).
