Latinx Community College Students on Academic Probation: Struggles and Success

Latinx undergraduate students on academic probation after their first semester of community college risk further course failure and dropping out. As the largest minority on college campuses, it is important to understand Latinx college students' experiences with academic probation during freshman year to develop strategies that can support them in the community college context. Using Schlossberg's and Tinto's transition theories, we explored nine Latinx community college students' perceptions after being placed on academic probation during freshman year. Findings indicate that challenges managing employment, coursework, family obligations, and academic and social integration, as well as difficulties navigating the college system, contributed to academic probationary status. Furthermore, these participants developed significant emotional stress, transformational experiences, and new behaviors due to academic probation.

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Emerging Realities of Text-to-Speech Software for Nonnative-English-Speaking Community College Students in the Freshman Year

Community College Journal of Research and Practice ◽

10.1080/10668926.2013.835290 ◽

2014 ◽

Vol 39 (5) ◽

pp. 423-441 ◽

Cited By ~ 3

Author(s):

Fiona S. Baker

Keyword(s):

College Students ◽

Community College ◽

Community College Students ◽

Text To Speech ◽

Freshman Year ◽

English Speaking

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Persisting past probation : an exploration of the experiences and the perceptions of community college students on academic probation, an interpretative phenomenological analysis

10.17760/d20265269 ◽

2017 ◽

Author(s):

Erazo

Keyword(s):

College Students ◽

Community College ◽

Community College Students ◽

Interpretative Phenomenological Analysis ◽

Phenomenological Analysis ◽

Academic Probation

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Math Requirement Fulfillment and Educational Success of Community College Students

Community College Review ◽

10.1177/0091552116682829 ◽

2016 ◽

Vol 45 (2) ◽

pp. 99-118 ◽

Cited By ~ 4

Author(s):

Xueli Wang ◽

Yan Wang ◽

Kelly Wickersham ◽

Ning Sun ◽

Hsun-yu Chan

Keyword(s):

College Students ◽

Community College ◽

Community Colleges ◽

Community College Students ◽

Optimal Timing ◽

Educational Success ◽

College Level ◽

Student Behaviors ◽

First Semester ◽

Educational Pathways

Objective: In community colleges, achieving competence in math is critical to students’ timely progression through coursework and eventual educational success; yet, it remains unclear when the optimal timing to complete required math courses is in order to maximize the chance of completing a credential on time. This study examines the timing of college-level math requirement fulfillment in relation to the longer term success of community college students. Method: Utilizing survey data and transcript records of 320 students from an urban community college, we performed a survival analysis to investigate how the precise academic terms in which students complete math requirements, taking into account other student behaviors, are related to credential completion. Results: Findings reveal that completing math requirements at earlier (e.g., first semester) or later (e.g., fourth or fifth semester) stages of college is related to a higher rate of credential completion. Students who engage in active learning, find academics challenging, and feel academically supported have a higher probability of completing a credential, whereas student-faculty interactions are negatively related to credential completion. Contributions: Our findings reveal that fulfilling college-level math requirements early on promises higher odds of credential completion. However, this momentum can be achieved by completing math requirements in Term 1, or it can also be delayed until Terms 4 or 5. It is thus imperative to find ways to more accurately assist community colleges and their students in planning the educational pathways, programs, and services that prevent students from stumbling over necessary math requirements and maximize overall success.

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