This article offers an alternative framework for understanding and evaluating community college student success based on the normative and interdisciplinary capabilities approach. The author uses a top-down/bottom-up process to analyze data from a large-scale student e-survey, student interviews, and reviews of the community college and capabilities approach literatures to generate an empirical list of community college capabilities that speak to the many ways in which community colleges contribute to an individual’s ability to achieve what they value in life.
Using in-depth interviews with 45 students, this article investigates the factors that keep students from completing community college credentials. It demonstrates that students’ success is hindered by two interrelated forms of insecurity—institutional precarity at community colleges and precarity in students’ lives—that cause students to deviate from their paths to completion.
This article uses figured world theory to explore how college-bound youth construct college-going identities in an urban magnet high school. The study describes how the magnet program socialized students to choose between the identity archetypes of “a ditcher and a scholar” and, in so doing, inadvertently inflated students’ sense of their college readiness.
Undocumented undergraduates are a growing population in the United States. Despite being shut out from many resources such as access to federal financial aid and social services, many are thriving by contributing to their families and communities. Through mixed methods, this paper examines the family and community responsibilities of a sample of N = 797 Latino undocumented undergraduate student survey respondents along with three portraits of qualitative visual and verbal narratives.
Using qualitative methods, this study explores how African immigrant multigenerational families engage in college preparation.
This study examines community college student success through the lens of social capital, including the role of age in shaping the sources and influences of social capital.
This study explores the ways in which senior campus leaders’ public advocacy shapes the extent to which campus community members perceive the climate as diverse and inclusive. Data are drawn from the Personal and Social Responsibility Inventory, a national campus climate survey.
This qualitative study follows 18 Chinese international undergraduates over a year to investigate strategies they used to cope with challenges in U.S. colleges.
This study examines the relationship among transfer to four-year institutions of varying selectivity and a rich set of institutional, academic, and individual factors for a national sample of beginning community college students. Conceptually and methodologically, this research extends existing scholarship on transfer by taking into account the heterogeneity of receiving four-year institutions.
This article is about Black undergraduate men’s academic adjustment experiences in the first college year. It is based on a study of 219 achievers at 42 colleges and universities across 20 states in the United States.
In the context of a program that pairs undergraduate students and college faculty members in semester-long partnerships to explore and revise pedagogical practices, this discussion offers an invitation to reframe both how we conceptualize differences of position, perspective, and identity, and how we think about our relationships with others in higher education.
This article draws interview data from three community colleges in Virginia to articulate the largely unspoken expectations, behaviors, and attitudes to which community college students must adhere if they are to be successful.
This study measures the impact of co-enrollment on community college success outcomes. Results demonstrate co-enrolling significantly increases students’ odds of success.
Class attendance and out-of-class study time are known to be strongly associated with student success. The paper examines two other uses of time as influences on academic outcomes in college: those devoted to active engagements with friends and community as opposed to passive entertainments, and those that connect students to campus life rather than separating them from campus life. Controlling for students’ socio-demographic backgrounds, previous academic achievements, and social psychological stressors, we find that “activating” uses of time are associated with higher levels of academic conscientiousness and, through academic conscientiousness, with higher GPAs. However, uses of time that connect students to campus life show inconsistent effects.
In this article, we use narrative inquiry to engage in a collaborative project between two White faculty members and three African American graduate students.
What happened to a professor who made voting a course requirement
This article attempts to clarify service-learning practice and theory by offering four distinct conceptualizations of service learning: technical, cultural, political, and poststructuralist.
Humorous account of teaching the new generation at the community college level.
The authors use their experience with a professional development project to propose a model of teacher community in the workplace.
This nonlinear, mixed-genre essay presents two interaction patterns found in seminar-style classes whose ritual aspects work to resolve a dilemma contained in the American commitment to individualism. It also addresses the lack of intellectual vitality claimed to exist on many American campuses.
This paper examines the contradictory relationship between higher education's ideal of community and multiculturalism.
In this article, we weave the analysis of community within political philosophy
with the stories of undergraduates who experience the daily struggles of
pluralistic community construction as they implement community-building
strategies in a residential college.
The paper examines the value of university-owned and operated public schools, explaining their effectiveness in addressing acute urban problems.
The recent selection of a new president of the University of Florida, which, because of Florida's Sunshine Laws, was the most public search process ever conducted by a major university is described. The negative effects of public openness on the selection process and the candidates are explored.
This paper argues that the alleged deterioration in U.S. high schools is largely a fabrication of the mass media.
The modern research university has wiped out general and liberal learning in American colleges and universities. The need to restore a sense of purpose to colleges which offer general education is discussed, along with the importance of placing a proper value on teaching.
Requirements for admission to dental schools are discussed, along with the characteristics of students who seek admission. Colleges should stop serving as prep schools for professional education and, instead, ensure that professional students have a well-rounded education.
The American college is viewed as a continuation of the self-education processes of the universe. A core curriculum is described which includes courses that would present the four evolutionary phases of the functional cosmology, the four phases of human cultural development, and classical cultures that have dominated human development.
The center-periphery concept, when applied to education, implies that the "central" institutions are research-oriented and part of an international knowledge system, while the "peripheral" institutions are not creative, but simply copy developments from abroad.