scholarly journals Latina Student Mothers’ Trenzas de Identidades in the Community College

2017 ◽  
Vol 11 (2) ◽  
pp. 111
Author(s):  
Hortencia Jiménez ◽  
Nereida Oliva
Keyword(s):  
Higher Education ◽  
Community College ◽  
Feminist Theory ◽  
Community College Student ◽  
Analytical Tool ◽  
Professional Identities ◽  
Demographic Groups ◽  
Student Mothers ◽  
Educational Pipeline ◽  
Faculty And Administrators

Latinx are one of the fastest growing demographic groups in the country and their growth is visible in higher education. Using focus groups with student mothers, we examine the narratives of four Latina student mothers pursuing higher education at the community college. Using Chicana Feminist Theory as our theoretical framework, we apply trenzas de identidades (Godínez, 2006; Montoya, 1994) as a metaphorical and analytical tool to understand the experiences of Latina community college student mothers. The student mothers’ trenzas de identidades demonstrate the ways their mother, student, and professional identities intersect and influence how they experience and navigate the educational pipeline. We call upon higher education faculty and administrators to reject deficit ideologies of Latina student mothers, and we offer recommendations for creating a receptive environment for them.

Unpaid Tuition Balances at Community Colleges: An Exploratory Analysis Delinquent Tuition Debt and Graduation

2021 ◽  
pp. 152102512110387
Author(s):  
Matthew P. Ison
Keyword(s):  
Higher Education ◽  
Community College ◽  
Community College Student ◽  
Student Loan ◽  
Higher Education Finance ◽  
Future Research ◽  
Debt Accumulation ◽  
Unexplored Area ◽  
Student Graduation ◽  
The Relationship

The rising cost of higher education has led to increased tuition costs for students and their families, forcing more students to secure larger amounts of debt to finance their educational pursuits. Although scholars have explored how student loan debt accumulation influences higher education persistence and graduation, an unexplored area of higher education finance and debt is the relationship between unpaid tuition balances on community college student graduation. This analysis attempts to illuminate this gap by utilizing a unique institutional dataset with data from the National Student Clearinghouse to analyze the relationship between unpaid tuition balances and postsecondary graduation for community college students. Results suggest that having an outstanding tuition balance dramatically decreases the likelihood of graduation 3 years out from the unpaid balance. Implications for future research and practice are discussed.

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.

Expanding the Role of Community Colleges With Workforce Baccalaureate Programs

2021 ◽  
pp. 28-58
Author(s):  
Carmen M. Dones
Keyword(s):  
Higher Education ◽  
Community College ◽  
Community Colleges ◽  
Secondary Data ◽  
Community College Student ◽  
Bachelor's Degree ◽  
Baccalaureate Degrees ◽  
Mission Creep ◽  
Equity Value ◽  
Bachelor's Degrees

Community colleges have been expanding their mission to include the conferring of bachelor's degrees in career education programs for many years, which has been met with consternation over the quality of a bachelor's degree from a community college, as well as with resources in higher education being limited or redirected when there has been cutbacks in funding. Legislators in some states and critics in higher education refer to the phenomenon of community colleges offering baccalaureate degrees as mission creep, opposed to seeing the equity value in higher degree attainment. Thus, the purpose of the study is to analyze state policies through examination of secondary data to determine the purpose of the community college bachelor's degree programs nationwide, the types of programs being offered, as well as what the phenomenon reveals about being a viable pathway to a higher education degree for the typical community college student.

Spouses of Student Mothers in the United Arab Emirates: Enablers or Constraints to Their Pursuit of Higher Education?

2021 ◽  
pp. 097152152110304
Author(s):  
Martina Dickson ◽  
Lilly Tennant
Keyword(s):  
Higher Education ◽  
United Arab Emirates ◽  
Power Relations ◽  
Educational Status ◽  
Early Marriage ◽  
Gender And Development ◽  
Cultural Traditions ◽  
Student Mothers ◽  
Undergraduate Study ◽  
Participation In Higher Education

The educational status of Emirati women in the United Arab Emirates has developed rapidly over the last five decades, with females now outnumbering males in higher education institutions. Marriage and motherhood often take place during the years of undergraduate study for women, particularly for those from families who retain Emirati cultural traditions of relatively early marriage and childbearing. This study analyses the role which spouses play in their wives’ pursuit of education, using the theoretical gender and development lens to explore whether a transformation of power relations within the marriage takes place for the growth in female participation in higher education to occur. Spousal behaviours are identified and categorized through the gender and development lens as either enablers or constraints to women’s empowerment and participation in higher education, and potential reasons for these behaviours surrounding gender relations are discussed.

Community College Student Engagement Patterns

2011 ◽  
Vol 39 (3) ◽  
pp. 235-267 ◽  
Author(s):  
Victor B. Saenz ◽  
Deryl Hatch ◽  
Beth E. Bukoski ◽  
Suyun Kim ◽  
Kye-hyoung Lee ◽  
...  
Keyword(s):  
Community College ◽  
College Student ◽  
Student Engagement ◽  
Community College Student

Students’ Sense Making of Higher Education Policies During the Vertical Transfer Process

2021 ◽  
pp. 000283122110030
Author(s):  
Lauren Schudde ◽  
Huriya Jabbar ◽  
Eliza Epstein ◽  
Elif Yucel
Keyword(s):  
Higher Education ◽  
College Students ◽  
Community College ◽  
Qualitative Data ◽  
Sense Making ◽  
Education Policies ◽  
Vertical Transfer ◽  
Higher Education Policies ◽  
State Transfer ◽  
Subsequent Behavior

More than a third of students enter higher education at a community college; most aim to earn a baccalaureate. Drawing on sense-making theory and longitudinal qualitative data, we examined how community college students interpret state transfer policies and how their interpretations influence subsequent behavior. Data from 3 years of interviews revealed how students adjudicate between multiple intersecting policies. The higher education context, where institutions provided competing signals about policies, left students to navigate complex messages to achieve their transfer goals. Students’ approaches to understanding transfer policies primarily followed one of two patterns: adopting policy signals as step-by-step procedures or adapting and combining policy signals to create a customized transfer pathway. Both approaches had important implications for students’ transfer outcomes.

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