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Changing the Context of Student Engagement: Using Facebook to Increase Community College Student Persistence and Success


by Loris Fagioli, Cecilia Rios-Aguilar & Regina Deil-Amen — 2015


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Cite This Article as: Teachers College Record Volume 117 Number 12, 2015, p. 1-42
http://www.tcrecord.org ID Number: 18150, Date Accessed: 10/23/2017 8:28:42 PM
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About the Author
  • Loris Fagioli
    Claremont Graduate University
    E-mail Author
    LORIS P FAGIOLI is a postdoctoral scholar in the School of Educational Studies at Claremont Graduate University. His research interests center around questions of stratification of educational opportunities. He studies this stratification in college access and choice, student engagement through social media, international comparative topics of education, and value-added measures of school and teacher accountability. His recent publications include: “A Comparison between Value-added School Estimates and Currently Used Metrics of School Accountability in California” in Educational Assessment, Evaluation and Accountability and “A Call for Consensus in the Use of Student Socioeconomic Status Measures in Cross-National Research using the Trends in International Mathematics and Science Study (TIMSS)” in Teachers College Record.
  • Cecilia Rios-Aguilar
    UCLA
    E-mail Author
    CECILIA RIOS-AGUILAR is Associate Professor of Education and Director of the Higher Education Research Institute in the Graduate School of Education and Information Studies at the University of California Los Angeles. Dr. Rios-Aguilar’s research is multidisciplinary and uses a variety of conceptual frameworks—funds of knowledge and the forms of capital—and of statistical approaches—regression analysis, multilevel models, structural equation modeling, GIS, and social network analysis—to study the educational and occupational trajectories of under-represented minorities. Dr. Rios-Aguilar’s research interests include quantitative research methods, big data, social media, community colleges, and educational policies.
  • Regina Deil-Amen
    University of Arizona
    E-mail Author
    REGINA DEIL-AMEN is a professor of higher education and Sociology and an expert on college student transitions. Her major work includes a study she directed about how community colleges and private career/technical, or “occupational,” colleges structure education differently and use different institutional procedures to prepare students for sub-baccalaureate careers. The book, After Admission, written with James Rosenbaum, details the findings of that project. With funding from the NAEd/Spencer Postdoctoral Fellowship, she completed a longitudinal qualitative study of urban, low-SES African-American and Latino students’ transition from high poverty high schools to one, two, and four-year colleges. Her more recent research analyzes strategies, challenges, and success among lower-income university students, including Latino students’ social networks and career decision-making. Currently her work explores how community college students use social media to create community and enhance their success. Some recent publications include “The Dynamics and Effects of Social Media Use in Community Colleges” in Community College Journal of Research and Practice, “Socio-Academic Integrative Moments: Rethinking Academic and Social Integration Among Two-Year College Students in Career-Related Programs” in Journal of Higher Education, and “College for All Latinos? The Role of High School Messages in Facing College Challenges” in Teachers College Record. She has also recently published two book chapters, “The ‘Traditional’ College Student: A Smaller and Smaller Minority and Its Implications for Diversity and Access Institutions” in Remaking College (Stanford University Press) and “From FAFSA to Facebook: The Role of Technology in Navigating the Financial Aid Process” in Innovations in Financial Aid (Harvard Education Press).
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