scholarly journals Activating Social Capital: How Peer and Socio-Emotional Mentoring Facilitate Resilience and Success for Community College Students

2021 ◽  
Vol 6 ◽  
Author(s):  
Rebecca Beals ◽  
Sean Zimny ◽  
Faith Lyons ◽  
Olivia Bobbitt
Keyword(s):  
College Students ◽  
Community College ◽  
Social Capital ◽  
Community College Students ◽  
Stereotype Threat ◽  
Underrepresented Students ◽  
Personal Success ◽  
Faculty Mentors ◽  
The Impact ◽  
Community Of Support

This article details the impact of the intensive mentoring model, through faculty-to-student and peer-to-peer mentoring, utilized in WAESO-LSAMP community colleges. We pay particular attention to the practice of socio-emotional mentoring, the development of a “mentoring chain,” and the impact of communities of support on student and faculty participants. Specifically, we discuss how these separate modes of mentoring impact students from underrepresented students in developing and activating social capital, developing collaborative support systems, fostering confidence and self-efficacy, combatting impostor syndrome and stereotype threat, and embracing the importance of failure in the scientific process. Methods and data include qualitative analysis of forty-six in-depth interviews with program participants, including faculty mentors and community college students, at three community college sites within the WAESO-LSAMP alliance. We address specific implications for faculty working with underrepresented STEM community college students and provide evidence of best practices for setting up a community of support that leads to academic and personal success.

iNoVATE Expansion Project Summative External Evaluation Report

2020 ◽  
Author(s):  
Angelicque Tucker Blackmon
Keyword(s):  
College Students ◽  
Community College ◽  
Problem Solving ◽  
Community College Students ◽  
External Evaluation ◽  
Evaluation Report ◽  
Innovative Curriculum ◽  
The Impact

This is a summative report of three years of data collected to assess the impact of an innovative curriculum on community college students' perceptions of their problem-solving abilities.

scholarly journals California DREAM: The Impact of Financial Aid for Undocumented Community College Students

2018 ◽  
Vol 48 (1) ◽  
pp. 5-18 ◽  
Author(s):  
Federick Ngo ◽  
Samantha Astudillo
Keyword(s):  
College Students ◽  
Community College ◽  
Community College Students ◽  
Financial Aid ◽  
Undocumented Students ◽  
Access To Higher Education ◽  
12Th Grade ◽  
Financial Need ◽  
Hispanic Male ◽  
The Impact

Ineligibility for state financial aid has traditionally limited undocumented students’ access to higher education. Since 2013, the California Development, Relief, and Education for Alien Minors Act (CA-DREAM) has made state-supported aid available to undocumented college students with demonstrated financial need. We use a difference-in-difference strategy and administrative data to examine the impact of the policy on undocumented community college students’ enrollment behaviors and postsecondary outcomes. The availability of CA-DREAM aid for these students, in the form of enrollment fee waivers, drew in undocumented Hispanic male students, students with lower average incoming high school GPAs, and those who increased their 11th to 12th grade achievement. Receiving DREAM aid significantly increased the average number of units attempted and completed and, in some cases, improved persistence and attainment outcomes. Undocumented students receiving aid achieved at similar levels as U.S. citizen peers receiving aid and better than their undocumented peers not receiving aid.

scholarly journals Formation of Social Capital for Community College Students: A Second-Order Confirmatory Factor Analysis

2018 ◽  
Vol 47 (1) ◽  
pp. 3-30 ◽  
Author(s):  
Yu (April) Chen ◽  
Soko S. Starobin
Keyword(s):  
College Students ◽  
Community College ◽  
Social Capital ◽  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Community College Students ◽  
Latent Variables ◽  
Institutional Agents ◽  
Family Social Capital ◽  
Confirmatory Factor

Objective: This quantitative study constructed a statistical model to measure family social capital and college social capital among community college students. The authors also examined influences of these two types of social capital constructs on degree aspiration. Method: This study utilized the STEM (Science, Technology, Engineering and Mathematics) Student Success Literacy Survey (SSSL) to collect data in all 15 community college districts in Iowa. With more than 5,000 responses, the authors conducted descriptive analysis, exploratory and confirmatory factor analysis, and structural equation modeling (SEM) analysis. Results: College social capital was measured by three latent variables such as interaction with advisors, interaction with faculty members, and transfer capital. The three latent variables were further measured by 14 survey items. Family social capital was measured by six survey items that described parent–child interaction in high school. The SEM results indicated that college social capital had stronger direct influences on degree aspiration compared with family social capital. The impact of family social capital was delivered through the mediation of college social capital. Contributions: Findings contributed to the literature by emphasizing the important role of institutional agents in promoting degree aspiration. Intervention programs should be implemented to encourage interactions between institutional agents and underrepresented and disadvantaged students.

The Answer Is Yes

2016 ◽  
Vol 45 (2) ◽  
pp. 79-98 ◽  
Author(s):  
John M. Grubb ◽  
Pamela H. Scott ◽  
Donald W. Good
Keyword(s):  
College Students ◽  
Community College ◽  
Community College Students ◽  
Dual Enrollment ◽  
Future Research ◽  
Full Time ◽  
Student Aid ◽  
Fall Semester ◽  
Northeast Tennessee ◽  
The Impact

Objective: The study assesses the impact of dual enrollment participation on remediation and completion for traditional first time, full-time freshmen at a community college in Northeast Tennessee. Method: This study began with the full population of 1,232 students who enrolled between 2008 and 2012 at a community college in northeast Tennessee the fall semester after finishing high school. The population was required to have American College Testing (ACT) scores, completely fill out the Free Application for Federal Student Aid (FAFSA), enroll full-time as a degree-seeking student, and complete the first fall semester. Propensity score matching was utilized to eliminate self-selection bias and enable parametric comparisons using optimal matching of dual enrollment participants and non-participants while controlling for a range of covariates. Results: The analyses showed that community college students who participated in dual enrollment were (a) 9% or nearly 3.4 times less likely to take remediation, (b) 26% or nearly 2.5 times more likely to graduate in 2 years, and (c) 28% or nearly 1.5 times more likely to graduate in 3 years. Contributions: This study contributes to the literature showing that dual enrollment reduces remediation rates and assists in timely completions for community college students. Policy recommendations are to increase equitable participation, normalize dual enrollment for students academically able to do college coursework, align state terminology with the nation, and improve data for future research.

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