Determinants of Voluntary HIV/AIDS Counseling and Testing among Community College Students in the United States

Templer's Death Anxiety Scale is a 15-item true-false inventory designed to assess death anxiety in individuals. This procedure, developed and tested in the United States, has here been applied to a Canadian sample of 340 respondents: 42 community college computer science students, 93 university students, 56 community college funeral service students, and 149 licensed funeral service directors in Ontario. In doing so, the stability of previous USA findings and the reliability and generalizability of the instrument have also been investigated. The instrument was distributed to all respondents by mail. A major finding was that funeral directors appear to have lower death anxiety than college students. Implications of this research along educational lines are discussed.

Download Full-text

Understanding Loan Aversion in Education

AERA Open ◽

10.1177/2332858416683649 ◽

2017 ◽

Vol 3 (1) ◽

pp. 233285841668364 ◽

Cited By ~ 20

Author(s):

Angela Boatman ◽

Brent J. Evans ◽

Adela Soliz

Keyword(s):

United States ◽

College Students ◽

High School ◽

Community College ◽

College Women ◽

Large Scale ◽

College Education ◽

The United States ◽

Quantitative Evidence ◽

Different Populations

Although prior research has suggested that some students may be averse to taking out loans to finance their college education, there is little empirical evidence showing the extent to which loan aversion exists or how it affects different populations of students. This study provides the first large-scale quantitative evidence of levels of loan aversion in the United States. Using survey data collected on more than 6,000 individuals, we examine the frequency of loan aversion in three distinct populations. Depending on the measure, between 20 and 40% of high school seniors exhibit loan aversion with lower rates among community college students and adults not in college. Women are less likely to express loan-averse attitudes than men, and Hispanic respondents are more likely to be loan averse than White respondents.

Download Full-text

Sexuality Education, HIV/AIDS Education, and Contraceptive Use during Initial Coitus as Perceived among Female College Students: A Comparison between the United States and Sweden

Journal of Health Education ◽

10.1080/10556699.1996.10603188 ◽

1996 ◽

Vol 27 (3) ◽

pp. 156-164 ◽

Cited By ~ 2

Author(s):

Israel M. Schwartz

Keyword(s):

United States ◽

College Students ◽

Sexuality Education ◽

Contraceptive Use ◽

The United States ◽

Aids Education ◽

Female College Students ◽

Female College ◽

Hiv Aids

Download Full-text

Aspiration and Opportunity: First-Generation Immigrants and Refugees at Community College

Community College Review ◽

10.1177/00915521211026680 ◽

2021 ◽

pp. 009155212110266

Author(s):

Aaron Leo

Keyword(s):

College Students ◽

Community College ◽

Community Colleges ◽

Community College Students ◽

First Generation ◽

Participant Observation ◽

The United States ◽

Refugee Students ◽

First Generation Immigrants ◽

Immigrant And Refugee

Objective: This article explores the experiences of 32 first-generation immigrant and refugee students as they transition into and out of community college. The challenges students face and the resources on which they draw in their educational pursuits are viewed through Bourdieu’s theory of cultural capital. Method: This project utilizes an applied ethnographic approach that primarily elicited participant-observation and interview data. Results: Findings demonstrate that prospective community college students articulated uncertainty about the college process and concern over the quality of community colleges. Current and former community college students validated these concerns as they described their struggles to overcome both in- and out-of-school challenges. In many cases, such obstacles resulted in the leveling of previously high aspirations. Contribution: Although the growing number of immigrant and refugee students in the United States are disproportionately represented at community colleges, little is known about their experiences in these institutions. This article adds to our understanding of immigrant and refugee students’ experiences in community colleges through their own words.

Download Full-text

Practical Strategies for Rural-Serving Community College Global Programming

Study Abroad Opportunities for Community College Students and Strategies for Global Learning - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-6252-8.ch016 ◽

2019 ◽

pp. 228-241

Author(s):

Marc Thomas

Keyword(s):

United States ◽

College Students ◽

Community College ◽

International Education ◽

Global Education ◽

The United States ◽

Global Competence ◽

Promising Practices ◽

Rural Districts ◽

Rural Community College

Nearly two-thirds of all community college districts in the United States are defined as rural serving, as reported by the Rural Community College Alliance (2017), representing 37%—or more than 3 million—of community college students nationally. These rural districts often struggle to fund and develop global education activities. This chapter will identify promising practices employed by three rural-serving colleges to improve student global competence through international-education programming.

Download Full-text

Polymorphic Students

Community College Review ◽

10.1177/0091552116679731 ◽

2016 ◽

Vol 45 (2) ◽

pp. 119-143 ◽

Cited By ~ 8

Author(s):

John S. Levin ◽

Tiffany Viggiano ◽

Ariadna Isabel López Damián ◽

Evelyn Morales Vazquez ◽

John-Paul Wolf

Keyword(s):

College Students ◽

Community College ◽

Community College Students ◽

Community College Student ◽

The United States ◽

Community College Administrators ◽

Policy Makers ◽

Ideal Student ◽

Student Identities ◽

Faculty And Administrators

Objective: In an effort to break away from the stale classifications of community college students that stem from the hegemonic perspective of previous literature, this work utilizes the perceptions of community college practitioners to demonstrate new ways of understanding the identities of community college students. Method: By utilizing Gee’s identity theory and Grillo’s theory of intersectionality, we analyze interviews with community college practitioners from three different community colleges on the West coast of the United States to answer these questions: What identities (i.e., natural, institutional, and discursive) do faculty and administrators recognize in community college students? In what ways do community college faculty and administrators describe and conceptualize community college students? Findings: First, community college student identities are intricate and have changed with time; there are two different institutional views held by organizational members—the educational view and the managerial view—which both shape the construction of student identities and play a prominent role in determining which students are disadvantaged. Second, organizational members constructed meanings of student achievement and value (i.e., attributes or outcomes of the ideal student, or what policy makers and institutions refer to as success) according to organizational priorities and perspectives. Conclusion: This investigation encapsulates and elucidates the portrayals and understandings of community college students held by community college administrators and faculty as a means to acknowledge the diverse identities among these students. Scholars and practitioners are encouraged to acknowledge the polymorphic identities of this diverse population to improve scholarship and practice.

Download Full-text

Love-Styles among Latino Community College Students in Los Angeles

Psychological Reports ◽

10.2466/pr0.1995.77.2.527 ◽

1995 ◽

Vol 77 (2) ◽

pp. 527-530 ◽

Cited By ~ 12

Author(s):

Joseph J. Leon ◽

Fernando Parra ◽

Terrisa Cheng ◽

R. Edward Flores

Keyword(s):

College Students ◽

Community College ◽

Los Angeles ◽

Community College Students ◽

Latino Students ◽

The United States ◽

Chicano Studies ◽

Latino Men ◽

Love Styles ◽

Latino Community

145 Latino community college students enrolled in Chicano Studies classes in Los Angeles, California were administered a love-attitudes scale. Analysis showed that the mean scores and endorsement patterns were similar to those in earlier research on white-Latino and white-non-Latino students in the United States. Significant gender differences were found. Latino men scored more Ludic and Agapic than women. Researchers might examine the love-styles and ethnic identity in and out of marriage among Latinos, whites, and Asians in southern California.

Download Full-text

Sexual Assault Prevalence and Community College Students: Challenges and Promising Practices

Health Education & Behavior ◽

10.1177/1090198120910988 ◽

2020 ◽

Vol 47 (1_suppl) ◽

pp. 7S-16S

Author(s):

Sharyn J. Potter ◽

Nicole Fox ◽

Delilah Smith ◽

Nora Draper ◽

Elizabeth A. Moschella ◽

...

Keyword(s):

College Students ◽

Community College ◽

Community Colleges ◽

Sexual Assault ◽

Community College Students ◽

Low Income ◽

First Generation ◽

Geographic Location ◽

The United States ◽

University Campuses

Recently, much research has been dedicated to understanding how to prevent and address the aftermath of sexual assault (SA) on traditional 4-year college and university campuses in the United States. However, less scholarly attention has been paid to 2-year institutions, commonly known as community colleges. This review illuminates the different situational contexts faced by community college students, compared with students at 4-year colleges. These differences are shaped by community college characteristics, student demographics, and geographic location of their students. Community colleges enroll a higher percentage of women, first-generation students, and low-income students than 4-year colleges. Furthermore, community colleges are academic homes to the most racially and ethnically diverse student population, with higher numbers of African Americans, Latinos, immigrants, and nonnative English speakers. These populations (e.g., women, racial minorities, first-generation, low-income) are at a greater risk for SA; yet, 2-year institutions have less funding and resources available to address SA on their campuses. Thus, this article reviews the problem of campus SA on community colleges and highlights the challenges that 2-year institutions face in comparison with those that 4-year institutions face when implementing SA prevention and response strategies. Then, a case study of a 3-year project on one nonresidential and seven community colleges is presented, which illustrates how 2-year institutions can forge relationships with community professionals to address SA on their campuses.

Download Full-text

Drawing Normal Curves: A Visual Analysis of Feedback in Writing-To-Learn Assignments in an Introductory Statistics Course for Community College Students

The Qualitative Report ◽

10.46743/2160-3715/2020.4634 ◽

2020 ◽

Author(s):

Samantha Estrada Aguilera

Keyword(s):

College Students ◽

Community College ◽

Community College Students ◽

Thematic Analysis ◽

Visual Analysis ◽

Statistics Education ◽

The United States ◽

Writing To Learn ◽

Introductory Statistics ◽

Statistics Course

Writing-to-learn benefits students in polishing their communication skills and understanding of statistical concepts cultivating a deeper understanding of statistics. A series of writing-to-learn activities were given to introductory statistics students at a community college in the Rocky Mountain region of the United States. Historically, research on the teaching and learning of statistics has been performed on undergraduates while overlooking the experiences of community college students in learning statistics. A total of 79 students completed the feedback instrument over the course of three semesters (Summer 2017, Fall 2017, and Spring 2018). The feedback instrument included three Likert scale questions, two open-ended questions and a prompt to draw their feelings about the writing assignments and statistics course. Research suggests that drawings are a creative and novel form of collecting student feedback. Data were analyzed using descriptive statistics where appropriate, thematic analysis was used to evaluate written responses, and visual thematic analysis was performed on the drawings. Findings are useful to introductory statistics instructors and statistics education researchers in understanding the students’ experience with writing-to-learn assignments as the responses provide insight, feedback, and drawbacks on the assignment.

Download Full-text

Integrating Critical Consciousness and Technology in Entrepreneurship Career Development With Diverse Community College Students

Journal of Career Development ◽

10.1177/0894845318793968 ◽

2018 ◽

Vol 47 (2) ◽

pp. 162-176 ◽

Cited By ~ 2

Author(s):

Germán A. Cadenas ◽

Elizabeth Angélica Cantú ◽

Tameka Spence ◽

Alissa Ruth

Keyword(s):

College Students ◽

Community College ◽

Community College Students ◽

Critical Consciousness ◽

The United States ◽

High Expectations ◽

Seed Funding ◽

Diverse Community ◽

Funding Opportunities ◽

Societal Problems

The United States faces shortages of professionals in science, technology, engineering, and math enterprises, which are complicated by underrepresented minorities facing systemic barriers to their educational and career success. Addressing this, we used social cognitive career theory and critical consciousness to create a program named Poder (Spanish for “to be able to” and “power”). We analyzed interviews from 36 diverse community college students who experienced this 5-week program, which included mentoring and seed funding opportunities as they designed ventures addressing societal problems. Initial findings highlighted themes on how students developed and integrated critical consciousness, entrepreneurship self-efficacy, and technological understanding during Poder. Students displayed high expectations for entrepreneurship careers that leveraged technology to promote social change, as well as high expectations to persist through graduation and/or transfer to a 4-year university.

Download Full-text