scholarly journals Do We Belong?

2019 ◽  
Vol 9 (2) ◽  
pp. 460-487
Author(s):  
Hugo A García ◽  
Tiberio Garza ◽  
Katie Yeaton-Hromada
Keyword(s):  
Community College ◽  
Community Colleges ◽  
International Students ◽  
Academic Integration ◽  
Sense Of Belonging ◽  
Structural Equation ◽  
International Student ◽  
The United States ◽  
Equation Modeling ◽  
Academic Year

International student enrollment in higher education has risen in the United States for the past several decades. Along with the increase within 4-year institutions, the number of international students at community colleges also continues to rise. Open Doors reports there were 91,648 total international students enrolled in community college for the 2014–2015 academic year. Since student retention is often reviewed as a measure of “the quality of educational experiences” (Lee, 2010, p. 68), these changing enrollment statistics raise questions about international students’ engagement and sense of belonging within U.S. community colleges. Guided by Deil-Amen’s (2011) construct of socio-academic integration moments and Strayhorn’s (2012) sense of belonging, and using the Community College Survey of Student Engagement dataset and structural equation modeling, this study found that socio-academic integration was instrumental for sense of belonging for international students while social integration is also, to a lesser extent, significant to sense of belonging. 

scholarly journals Reconceptualizing Student Engagement

2021 ◽  
Vol 11 (2) ◽  
Author(s):  
Dina Ghazzawi ◽  
Lyle McKinney ◽  
Catherine Horn ◽  
Andrea Backsheider Burridge ◽  
Vincent Carales
Keyword(s):  
Higher Education ◽  
Community College ◽  
Community Colleges ◽  
International Students ◽  
Student Engagement ◽  
International Student ◽  
The United States ◽  
Student Experiences ◽  
Starting Point ◽  
Relevant Variables

International students in the United States have been increasingly attracted to community colleges as a starting point to higher education. Recently, their enrollment has been dropping. Research highlights the importance of student engagement to international students. However, few studies investigate their engagement experiences in community colleges. This study investigated the validity of the Community College Survey of Student Engagement (CCSSE) benchmarks as proxies for international student engagement in community colleges. The original CCSSE benchmarks were a poor fit for international students. Resulting constructs and underlying items differed significantly from the original benchmarks and demonstrated poor reliability. Findings highlight the inapplicability of CCSSE benchmarks in representing international student engagement. Recommendations include adding culturally relevant variables to the CCSSE structure more applicable to international student populations, and accompanying the survey with qualitative input for in-depth knowledge of international student experiences.

scholarly journals American Community Colleges: The International Student’s Guide

2018 ◽  
Vol 8 (2) ◽  
pp. 1264-1266
Author(s):  
Nara M. Martirosyan
Keyword(s):  
United States ◽  
Community College ◽  
Community Colleges ◽  
International Students ◽  
Undergraduate Education ◽  
International Student ◽  
The United States ◽  
Bachelor's Degree ◽  
Foreign Countries ◽  
Tuition Costs

As a former international student, I never thought of an American Community College as being a choice to start undergraduate education in the United States. This is also true for many prospective international students who explore study opportunities in the United States. American community colleges (also called 2-year colleges) offer diverse higher education opportunities with comparatively lower tuition costs. Moreover, unlike in many other foreign countries, American community colleges are often the best pathway to a bachelor’s degree through transfer agreements that exist between community colleges and 4-year institutions.

scholarly journals International Student Experience at US Community Colleges at the Onset of the COVID-19 Pandemic

2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Melissa Whatley
Keyword(s):  
Community College ◽  
Community Colleges ◽  
International Students ◽  
Mixed Methods Research ◽  
International Student ◽  
Research Approach ◽  
Health Crisis ◽  
College Leaders ◽  
Residency Status ◽  
The Impact

This study’s purpose is to explore the impact of the COVID-19 pandemic on international students who were studying at US community colleges at the onset of this public health crisis. While previous work has explored the impact of the pandemic on international students generally, we argue that community college international students deserve focused attention due to their potentially marginalized status on their campuses. Using a mixed-methods research approach, we analyze survey and focus group data provided by 17 randomly-selected community college educators. Our results speak to two overarching themes: the supports provided to students at the onset of the pandemic (and educators reasons for providing these specific supports) and the unique impact of the pandemic on community college international students due to their citizenship or residency status. These findings have important implications for community college leaders and international educators as they work with international students during future times of crisis.

Professionals’ Identification Within and Across Science, Technology, Engineering, and Mathematics (STEM) Fields

2020 ◽  
pp. 089484532091311 ◽  
Author(s):  
Amber Simpson ◽  
Jose Morales Collazo ◽  
John Zilvinskis ◽  
Adam Maltese
Keyword(s):  
Sense Of Belonging ◽  
Structural Equation ◽  
Online Survey ◽  
The United States ◽  
Equation Modeling ◽  
Direct Impact ◽  
Science Technology ◽  
And Mathematics ◽  
Positive Direct ◽  
Specific Identity

Professional identity, for many, is a substantial component of their career choices and development. In this study, we utilized data from an online survey completed by 1,867 participants living across the United States to consider the extent to which an individual working in science, technology, engineering, and/or mathematics (STEM) field identifies with each discipline, and how this may be associated with recognition, competence, and sense of belonging. Results from structural equation modeling indicated that participants’ STEM field had a positive, direct impact on their discipline-specific identity but a negative, direct impact on other discipline identities. Furthermore, recognition and competence had significant direct and indirect effects on participants’ STEM identity, which was not consistent by STEM field. Alternatively, sense of belonging and self-identifying as a woman had limited effects in our model. Our findings raise questions as to the possibility (or not) of STEM as an interdisciplinary identity for professionals with a career in STEM.

scholarly journals Exploring the Relationship Among International Students' English Self-efficacy, Using English to Learn Self-efficacy, and Academic Self-efficacy

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Chih-hsuan Wang ◽  
Jamie Harrison ◽  
Victoria Cardullo ◽  
Xi Lin
Keyword(s):  
Academic Success ◽  
International Students ◽  
Language Proficiency ◽  
Self Efficacy ◽  
Structural Equation ◽  
English Language ◽  
The United States ◽  
English Language Proficiency ◽  
Equation Modeling ◽  
Academic Self Efficacy

One of the major challenges for international students to pursue academic goals in the United States is English language proficiency, which often negatively affects academic success. Even students with confidence in their English language proficiency encounter challenges using English in class. Previous research indicates self-efficacy positively predicts English language proficiency and academic achievement. Therefore, the current study hypothesized a model using self-efficacy in using English to learn as a mediator between English and academic self-efficacy. The structural equation modeling results indicate English self-efficacy indirectly influenced international students’ academic self-efficacy through their using English to learn self-efficacy. Findings suggest using English and using English to learn self-efficacy are two distinct constructs. These results warrant academic English support for non-native English speaking international students.    

Promoting U.S. Community Colleges in Sweden

2018 ◽  
pp. 261-278
Author(s):  
Ashley Marie Sansotta
Keyword(s):  
Community College ◽  
Community Colleges ◽  
International Student ◽  
Case Study Research ◽  
The United States ◽  
Campus Housing ◽  
College System ◽  
International Student Recruitment ◽  
University Transfer ◽  
Admissions Process

In this study, the author used a qualitative case study research method to explore Swedish educational agents' perspectives of the community college system in the United States, their experiences in marketing community colleges in Sweden, and the factors that may lead to or prohibit the success in recruiting Swedish students for U.S. community colleges. The findings revealed that agents are aware of the key benefits of attending a U.S. community college: affordability, simple admissions process, and university transfer options. Disadvantages were also noted, which included the absence of experiencing a typical American college experience and lack of on-campus housing. The marketing tactics that the agencies used ranged in size and scope. The results of this study can be used to develop successful international student recruitment and marketing strategies in Sweden.

Exploring Sense of Belonging, Socioacademic Integrative Moments, and Learning Communities Related to ELs’ Persistence Based on Reenrollment Decisions in Community Colleges

2020 ◽  
pp. 009155212096487
Author(s):  
Tiberio Garza ◽  
Margarita Huerta ◽  
Hugo A. García ◽  
Jared Lau
Keyword(s):  
Community College ◽  
Community Colleges ◽  
Learning Communities ◽  
English Learners ◽  
Sense Of Belonging ◽  
Equation Modeling ◽  
Future Research ◽  
Direct Effects ◽  
Measurement Models ◽  
Positive Direct

Objective: The objective of this study was to create a model of English learners’ (ELs) persistence based on theory and empirical research. Findings from this research informs community college educators in helping ELs persist and guide future research regarding this important student population. Method: We examined ELs’ persistence using structural equation modeling (SEM) based on data from the Community College Survey of Student Engagement (CCSSE) among a U.S. national sample of 6,872 ELs. SEM was informed through the means of measurement models for latent variables. Reliability and validity were assessed through Cronbach’s alpha, principal component analysis, and fit indices. Results: Our results show that (a) sense of belonging had significant and positive direct effects on ELs’ persistence based on reenrollment decisions, (b) socioacademic integrative moments had significant and positive direct effects on ELs’ sense of belonging, and (c) learning communities had significant and positive direct effects on ELs’ socioacademic integrative moments and sense of belonging. Contributions: Community colleges offer broad access to postsecondary education for ELs, or students in the process of learning English as a second or other language. As a whole, our study contributes to a better understanding of how ELs may persist in their academic studies. We further discuss the implications of our findings in light of policy, practice, and future research.

scholarly journals How political are national identities? A comparison of the United States, the United Kingdom, and Germany in the 2010s

2018 ◽  
Vol 5 (3) ◽  
pp. 205316801880146 ◽  
Author(s):  
Matthias Mader ◽  
Thomas J. Scotto ◽  
Jason Reifler ◽  
Peter H. Gries ◽  
Pierangelo Isernia ◽  
...  
Keyword(s):  
United States ◽  
Sense Of Belonging ◽  
Structural Equation ◽  
The United States ◽  
American Identity ◽  
National Identities ◽  
Equation Modeling ◽  
Cultural Validity ◽  
Political Ideologies ◽  
The United Kingdom

Research demonstrates the multi-dimensional nature of American identity arguing that the normative content of American identity relates to political ideologies in the United States, but the sense of belonging to the nation does not. This paper replicates that analysis and extends it to the German and British cases. Exploratory structural equation modeling attests to cross-cultural validity of measures of the sense of belonging and norms of uncritical loyalty and engagement for positive change. In the 2010s, we find partisanship and ideology in all three nations explains levels of belonging and the two content dimensions. Interestingly, those identifying with major parties of the left and right in all three countries have a higher sense of belonging and uncritical loyalty than their moderate counterparts. The relationship between partisanship, ideology, and national identity seems to wax and wane over time, presumably because elite political discourse linking party or ideology to identity varies from one political moment to the next.

scholarly journals Birds of a Feather Fare Less Well Together: Modeling Predictors of International Student Adaptation

2020 ◽  
Vol 12 (6) ◽  
pp. 2317
Author(s):  
Renee Gibbs ◽  
Oya Yerin Güneri ◽  
Thomas Pankau ◽  
Lynette Bikos
Keyword(s):  
International Students ◽  
Host Country ◽  
Structural Equation ◽  
International Student ◽  
Negative Impact ◽  
Cultural Distance ◽  
Well Being ◽  
Equation Modeling ◽  
Sociocultural Adaptation ◽  
Host Country Nationals

Sociocultural adaptation to the host country is an important corollary to the psychological well-being of international students. We used structural equation modeling (SEM) to test a model of sociocultural adaptation and psychological wellbeing. International students in Ankara, Turkey (N = 161, mean age = 22.35) completed online surveys. Consistent with our hypotheses, interpersonal connections with host nationals predicted greater sociocultural adaptation (β = 0.250, p = 0.001) and interpersonal connections with co-nationals resulted in poorer psychological adjustment (β = −0.171, p = 0.025). Host-country language proficiency led to better sociocultural adaptation (β = 0.262, p < 0.001), and perceptions of greater cultural distance had a negative impact on both psychological (β = 0.314, p < 0.001) and sociocultural adaptation (β = 0.328, p < 0.001). Thus, students who were able to engage in relations with host-country nationals fared better. Our results provide insight for sending and receiving institutions regarding the preparation (e.g., exploring cognitive frames for immersion, language skills, reviewing coping strategies) and supportive services (e.g., connection with host country nationals) that will facilitate the adjustment of international students.

Acculturation: Role of Student–University Alignment for International Student Psychological Adjustment

2020 ◽  
pp. 102831532096428
Author(s):  
Huyen T. N. Bui ◽  
Christopher Selvarajah ◽  
Denis G. Vinen ◽  
Denny Meyer
Keyword(s):  
International Students ◽  
Psychological Adjustment ◽  
Structural Equation ◽  
International Student ◽  
Critical Role ◽  
Cultural Adjustment ◽  
Equation Modeling ◽  
Goal Alignment ◽  
Mediating Role

The interaction between host environment and international students plays a critical role in the students’ cross-cultural adjustment. However, limited research has captured this interaction in investigating international student acculturation. Building on acculturation and person–environment fit theories, this article investigated student–university alignment of different dimensions as predictors of psychological adjustment of international students at universities in Victoria, Australia. The results of structural equation modeling suggested student–university goal alignment was positively associated with student psychological adjustment. A revealing finding of this article is the mediating role of complementary fit in the relationship between supplementary fit and student psychological adjustment, where the complementary fit was represented by the alignment between student needs and university academic and facilities support, and supplementary fit was represented by student–university goal alignment. The findings have implications for universities and practitioners in developing the necessary resources to support international students.

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