Love-Styles among Latino Community College Students in Los Angeles

1995 ◽  
Vol 77 (2) ◽  
pp. 527-530 ◽  
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.

scholarly journals Experiences of Latino Community College Students in Overcoming Barriers to Persist

2017 ◽  
Vol 1 (1) ◽  
pp. 52-65 ◽  
Author(s):  
Tamara Wilkerson Dias
Keyword(s):  
College Students ◽  
Community College ◽  
Community College Students ◽  
Time Management ◽  
Study Skills ◽  
Latino Students ◽  
Degree Programs ◽  
Management Skills ◽  
Building Relationships ◽  
Latino Community

While the number of Latino students taking advantage of higher education opportunities has steadily increased, the completion of degree programs does not mirror this increase (Radford, Berkner, Wheeless, & Shepard, 2010). Prior research has focused on the barriers faced by Latino college students (Garza, 2011; Hernandez, 2002; Radovic, 2012). However, there is limited research on the journeys of Latino community college students and the strategies they use to achieve success. This study utilized Padilla’s (1999) Model for Student Success to explore the barriers faced by Latino students at a community college and the strategies used by students to overcome them. Twelve students identified eleven barriers in the categories of personal, financial, coursework, learning, institutional, and student support. These students used experiential, institutional, knowledge about study skills, procedural, relational, and motivational knowledge to address their barriers. They also took strategic, pragmatic, persuasive, and supportive actions. Students emphasized the importance of building relationships with peers and staff and time management skills to balance their demanding work and school schedules. Based on the findings of this qualitative study, several recommendations were made including the expansion of peer tutoring programs, hiring additional translators to support students who are learning English, and the need for stronger relationships between community colleges and local high schools.

scholarly journals ACDC Agency: Food and Politics with Community College Students at Vassar

2017 ◽  
Vol 107 ◽  
pp. 45-51
Author(s):  
Robert Cowan
Keyword(s):  
College Students ◽  
Community College ◽  
Los Angeles ◽  
Community College Students ◽  
Low Income ◽  
Liberal Arts ◽  
Food Systems ◽  
Food Sovereignty ◽  
The Philippines ◽  
Transfer Program

The food at the All-College Dining Commons (ACDC) at Vassar College stinks. Not that is literally smells foul; it just isn’t very good. The high-achieving community college students in the Exploring Transfer Program (ET) eat breakfast and dinner there for the five weeks that they are studying at Vassar. Ironically, the course I co-taught in ET for two summers, with the Chair of Environmental Studies, is entitled Feast or Famine: Food, Society, Environment. This course is a survey of issues concerning food systems, such as industrial farming, the role of agricultural lobbyists in Washington, overfishing, food sovereignty in developing countries, food stamps, food deserts, the USDA, FDA, WTO, IMF, etc. And yet, with all of the knowledge the students are gleaning from authors like Marion Nestle, Michael Pollan, Wendell Berry and myriad others, they have to eat the crappy food at ACDC.            We have had students in this course from Argentina, Bosnia, Bourkina Faso, China, El Salvador, Ghana, Guyana, Haiti, Italy, Mexico, Pakistan, Poland, the Philippines, Sweden, Uzbekistan, and Vietnam. They come from community colleges mostly in the New York area, but also from as far away as Boston, Maine, Los Angeles, and Diné Community College, which is on a Navajo reservation in Northern Arizona. This program—over 30 years old and with over 1,000 alumni—is a sort of academic boot camp for community college students who hope to transfer to an elite liberal arts college, a Research 1 university, or an Ivy League school. It’s a full scholarship program during which they take two courses in five weeks, each team-taught by a community college professor and a Vassar professor.            “AC/DC” seems an apt metaphor for the ET program; not for its pop-metal connotations but because of the fact that it demands that students that are accustomed to operating in one current suddenly adjust to quite another. The question that arises out of the experience of eating ACDC, though—of being low-income, immigrant, first-generation college students, studying at one of the whitest and most expensive schools in the country and yet being forced to eat poor food—is “how do they develop a sense of personal agency,” since that is what the transition through community college and onto a school like Vassar requires. 

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

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.

Polymorphic Students

2016 ◽  
Vol 45 (2) ◽  
pp. 119-143 ◽  
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.

Dimensions of the Transfer Choice Gap: Experiences of Latina and Latino Students Who Navigated Transfer Pathways

2009 ◽  
Vol 79 (4) ◽  
pp. 632-659 ◽  
Author(s):  
Estela Mara Bensimon ◽  
Alicia Dowd
Keyword(s):  
College Students ◽  
Community College ◽  
Community College Students ◽  
Latino Students ◽  
University Of California ◽  
Cultural Barriers ◽  
Selective University ◽  
Four Year Colleges ◽  
Selection Of ◽  
Transfer Agents

This article draws on the voices of three Latina and two Latino students who navigated transfer pathways from a community college to four-year colleges. Although all but one of these students was eligible for admission to the selective University of California system, none of them exercised that choice. In fact, only one enrolled in a selective university. The transfer outcomes for the group interviewed illustrate the informational and cultural barriers that students must overcome in order to exercise choice in the selection of transfer institutions. The findings indicate that institutional"transfer agents" are needed to help qualified community college students overcome informational and cultural barriers to transfer into selective institutions. The students' transfer stories reveal the detrimental consequences of lack of access to transfer agents.

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

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.

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

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.

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