This study investigates possibilities for placing community college students in mathematics courses using a holistic set of measures beyond placement tests. These include academic background measures such as high school grades and math courses taken and noncognitive indicators of motivation, time use, and social support.
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 whether group-level variability in the utility of parent social capital can help explain the recent finding that parent income and education confer greater benefits among White youth, relative to similar Hispanic youth, when it comes to 4-year college enrollment.
This article takes a unique approach methodologically and conceptually to examine the context, culture, norms, and assumptions embedded within the tenure system at predominantly White research universities.
In light of increasingly common, non-traditional pathways to college enrollment and the potential importance of post-secondary education for family well-being, this article examines mothers’ college enrollment in their child’s first 9 years among a cohort who gave birth in 1998.
This article provides secondary statistical analysis of data from New Hampshire regarding the timing of information and decision-making in the college choice process.
This article explores the effects of computer-based learning activities in math classrooms on STEM major selection in 4-year postsecondary institutions. The author uses a nationally representative sample of U.S. young adults who enrolled in 4-year postsecondary institutions by 2006.
Drawing upon national data and two quasi-experimental methods, this study investigates the effect of earning an associate degree prior to transfer on community college transfer students’ success at 4-year institutions.
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.
Guided by Weidman’s Undergraduate Socialization Theory, this study explores factors influencing the educational expectations and progress of students at a public 2-year college in a Midwestern state.
When inequality of opportunity is discussed in higher education, it typically pertains to access to college. This article shifts attention to instructional quality and examines whether students from all sociodemographic groups report similar levels of instructional quality and whether that changes as they progress through college.
This study examines dimensions of positive strategies for coping with the college environment among students from adverse backgrounds in relation to the different services and support systems students may access.
In this study, the author seeks to test whether enrolling full time at a community college has a discernible effect on transferring to a four-year university by following four cohorts of first-time traditionally aged college students who graduated from a public high school in Texas in the years 2000–2003.
Despite traditional notions of meritocracy, higher education has a long history of exclusionary practices. This chapter explores connections between such practices and racial ideology in the United States, including the recent concept of “post-racialism.”
This study investigates how underrepresented students experience the social contexts of their schools in relation to their college ambitions, and the particular attributes of schools’ social contexts that might facilitate their transition to four-year colleges.
This study updates and extends the literature on how families financially prepare for college and examines socioeconomic and racial/ethnic disparities in timing of college financial preparations.
This qualitative study explores the relevance of high school messages and curricular placement on the transition of Latino students into a university, particularly as they consider the meaning of the challenges they face in their first year of college.
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.
Performance-based funding programs have become a popular state policy strategy for increasing college completions, among other things. This study asks, To what extent does the introduction of performance funding programs impact two-year degree completion among participating states? Using a difference-in-differences technique, we find that the program had no effect on average and mixed results for the individual states. We conclude that the policy is not a “silver bullet” for improving community college completions.
This article explores the extent to which students’ precollege exposure to racial/ethnic difference within schools, neighborhoods, and friendship groups predicts their complex racial attitudes upon entering college.
In this paper the authors utilize a rational choice framework to examine the factors that influenced college choice for community college and for-profit college students.
The authors draw from the historical aspects associated with the formation of Freedom Schools during the Civil Rights era and the concept of school as sanctuary to understand the pedagogical and philosophical underpinnings associated with the establishment of Freedom University. The findings demonstrate that Freedom University is a postsecondary space with characteristics resembling a sanctuary school by centering students’ experiences within the curriculum, using Civil Rights history to complicate contemporary anti-immigration sentiments, and enacting transformational resistance by both students and faculty. The authors suggest that, by creating sanctuaries of learning on a postsecondary level, students without documentation are afforded a space to continue their education for the sake of learning but not for a college degree.
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.
Non-tenure track faculty now make up two-thirds of the faculty, but we have very little research on this growing population. What little we know is that they often have poor working conditions. Some leaders are beginning to alter policies and practices on campus to better support these faculty. The question addressed in this particular article is: How do non-tenure-track faculty construct an understanding of support within their department? The results showcase individual and institutional conditions that uniquely shape their views, dispelling the notion that they are a mostly homogenous group. Practical implications for improving departmental and institutional life are also offered.
We examined admissions and transcript records for first-year students at Georgia Tech
from 1999-2009. Patterns of AP exams completed and AP exam performance were
evaluated to determine the associations between AP and graduation rates, STEM
persistence, and enrollment patterns—in isolation and in conjunction with traditional
predictors (e.g., SAT and High School GPA).
This study measures the impact of co-enrollment on community college success outcomes. Results demonstrate co-enrolling significantly increases students’ odds of success.
This research analyzes key aspects of an alternative counseling model, the college coach program in Chicago Public Schools, using interviews with coaches and students. The results suggest that coaches use innovative advising strategies to increase students’ social capital, resulting in more students completing key college actions.
Drawing upon data from the first and second follow-up interviews of the Education Longitudinal Study of 2002 (ELS: 2002), this study investigated socio-demographic, motivational, and postsecondary contextual factors that explain community college students‘ baccalaureate expectations.
This article presents a review of research relevant to postsecondary writing remediation. The purpose of the review is to assess empirical support for policy aimed at improving the degree completion rates of students who arrive at tertiary settings underprepared to write.