Promoting Diversity Leadership

Chief Executive Officers ◽

Chief Executive ◽

College Administrators ◽

The Difference ◽

Diversity Leadership

This chapter focuses on the difference between the diversity of community college students and community college administrators. While many community college students are poor, minority, and female, the vast majority of community college administrators, particularly chief executive officers, are affluent, White, and male. This inequity may have an impact on how administrators relate to students and the policies these administrators enact, resulting in concerns about equity and access to educational opportunities. The history of U.S. community colleges is discussed. A profile of the typical community college student is also presented. Definitions of leadership are provided, and diversity leadership research is examined. A strategy for increasing diversity at the administrative level in the community college setting is shared. Kotter's (1996) eight-stage model of change management is presented as a means of altering a college's culture to promote greater diversity leadership. The role of technology in increasing diversity is discussed, and directions for further research are shared.

Promoting Diversity Leadership

Discrimination and Diversity ◽

10.4018/978-1-5225-1933-1.ch049 ◽

2017 ◽

pp. 1059-1072

Author(s):

Ra Shaunda V. Sterling

Keyword(s):

College Students ◽

Community College ◽

Chief Executive Officers ◽

Chief Executive ◽

College Administrators ◽

The Difference ◽

Diversity Leadership

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 ◽

The United States ◽

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.

Plagiarism and the Community College

Student Plagiarism in an Online World ◽

10.4018/978-1-59904-801-7.ch009 ◽

2011 ◽

pp. 124-143 ◽

Cited By ~ 1

Author(s):

Teri Thomson Maddox

Keyword(s):

College Students ◽

Community College ◽

College Student ◽

Student Population ◽

Educational Institutions ◽

College Mission ◽

Community College Mission ◽

College Student Population

Although plagiarism is a problem in all educational institutions, the diversity of the community college student population and of the community college mission creates even more challenges. The purpose of this chapter is to discuss characteristics of community college students, define intentional and unintentional plagiarism, and provide methods that faculty can use to help students avoid both kinds of plagiarism.

“They Never Told Me What to Expect, So I Didn't Know What to Do”: Defining and Clarifying the Role of a Community College Student

10.1177/016146811411600403 ◽

2014 ◽

Vol 116 (4) ◽

pp. 1-40

Author(s):

Melinda M. Karp ◽

Rachel H. Bork

Keyword(s):

College Students ◽

Community College ◽

College Student ◽

Role Theory ◽

College Success ◽

College Persistence ◽

Student Role

Background Low community college completion rates are an area of concern for policymakers and practitioners. Although many students require developmental education upon entry, research suggests that even students who are deemed “college-ready” by virtue of their placement test scores or completion of developmental coursework may not earn a credential, suggesting that college readiness encompasses more than academic skill. Purpose The purpose of this study is to provide an empirically grounded description of the role of the community college student. Drawing on sociological role theory, we articulate the largely unspoken expectations, behaviors, and attitudes to which students must adhere if they are to be successful. In doing so, we begin to clarify a piece of the college success puzzle that has heretofore been underexamined. We also extend current literature on college persistence by integrating theories of psychosocial identity, social roles, and college persistence. Research Design The study uses qualitative data from semistructured interviews conducted with community college students (n = 97) and faculty and staff (n = 72) from a study of student success courses in three community colleges in the Virginia Community College System (VCCS). We examined a subset of interview questions investigating the expectations that staff and faculty hold of community college students. We used analytic induction to categorize disparate expectations into discrete components of the community college student role. Findings Relying on sociological conceptions of the role, we find that the demands and expectations placed on community college students are different from other social positions with which individuals are familiar, particularly with regard to the level of fluidity and demands for self-awareness. We also identify four distinct components of the role of community college student: academic habits, cultural know-how, balancing multiple demands, and help seeking. Conclusions Our data clarify the nonacademic components of college success that contribute to academic readiness. We also find agreement between our data and other college persistence literature focused on other student populations. Our findings extend current understandings of the psychosocial transition to college by paying attention to the cultural elements of the community college student role. This paper concludes with suggestions for future research.

A Multilevel Analysis of Community College Students’ Transfer to Four-Year Institutions of Varying Selectivity

10.1177/016146811611801202 ◽

2016 ◽

Vol 118 (12) ◽

pp. 1-44

Author(s):

Xueli Wang

Keyword(s):

College Students ◽

Community College ◽

Community Colleges ◽

Postsecondary Education ◽

Path Model ◽

Institutional Factors ◽

Selective Institutions ◽

Four Year Institutions

Background/Context Transfer from community colleges to selective four-year institutions is an issue that assumes great importance for the democratization of postsecondary education. Yet research on what influences transfer to selective four-year institutions is surprisingly sparse. Transfer research typically lumps four-year schools receiving community college transfers into one group. This approach neglects heterogeneity in institutional selectivity and fails to study forces underlying the varied pathways to four-year institutions. Purpose This research fills the gap in the literature by exploring the following question: What student and institutional factors are associated with transfer from community colleges to four-year institutions of varying selectivity? This study is aimed at identifying beneficial experiences to support community college students’ pathway to the baccalaureate, especially at selective institutions. Research Design This study drew upon several national data sources and a nationally representative sample of all first-time postsecondary students beginning at a public two-year college in 2003–2004. Based on the study's conceptual framework that depicts the relationship between transfer and various individual and institutional factors, I analyzed the hypothesized relationships using a multilevel path model. Findings The study shows that few community college students transferred to highly selective institutions. In terms of individual factors that distinguish those who transfer to highly selective institutions from their counterparts who transfer to moderately or less selective schools, holding baccalaureate expectations and transfer intent seems to benefit those who transfer to selective institutions much more strongly than those who transfer to less selective ones. Similarly, rigorous course-taking distinguishes not only those who transfer from those who do not, but also those who transfer to highly selective institutions from their transfer counterparts headed toward moderately or less selective colleges. However, integrative experiences and first-term GPA show no significant relationship with upward transfer. As for institutional characteristics, percentage of certificates and vocational associate degrees awarded is negatively associated with transfer to highly and moderately selective institutions, while it does not particularly affect chances of transfer to less selective institutions. Furthermore, employment of part-time instructional faculty and staff does not benefit or hurt community college students’ chances of transfer, and, overall, proximity to selective institutions does not appear to be influential either. Conclusions This study's findings reinforce persistent issues associated with access and transfer to selective institutions for community college students. Both education policy and research must continue to tackle challenges and create opportunities to help broaden community college student access to four-year institutions.

Educational Expectations and Progress of Community College Students: Does Socialization Matter?

10.1177/016146811611800504 ◽

2016 ◽

Vol 118 (5) ◽

pp. 1-32 ◽

Cited By ~ 1

Author(s):

Xueli Wang

Keyword(s):

College Students ◽

Community College ◽

Structural Equation ◽

Educational Expectations ◽

Equation Modeling ◽

Limited Attention ◽

Educational Progress ◽

Socialization Processes

Background While literature is abundant on factors associated with community college student outcomes, limited attention has been paid to what shapes educational expectations after students enroll, and how these expectations are linked to educational progress. To address this gap, Weidman's (1989) undergraduate socialization theory is particularly relevant, as this theory not only applies to traditional-age college students, but also to adults of varying ages who constantly adapt themselves to changing circumstances, which is characteristic of community college students. Purpose Informed by Weidman's theory, this study examines the following questions: First, what sources of socialization play a role in shaping students’ educational expectations after they enroll at a community college? Second, in what ways are educational expectations and sources of socialization related to students’ educational progress? Research Design The research involves an analytical sample of 979 students enrolled at a public two-year college in a Midwestern state in spring 2012. The study relies on survey data, collected using the Community College Survey of Student Engagement (CCSSE), along with students’ enrollment records. Factor analyses were first applied to extract a theoretically sound factor structure aligned with the study's conceptual underpinning, followed by a structural equation modeling analysis to answer the two research questions. Findings The undergraduate socialization model shows validity based on the study's sample. Results indicate that socialization processes underlying transfer expectations versus completion expectations are distinct from each other. While socialization that concentrates on the interpersonal, social domain tends to foster student expectations to complete a community college credential, these socialization sources do not matter much for promoting transfer expectations, which are largely subject to influences of socialization processes with a distinct academic focus. In addition, both completion and transfer expectations positively influenced educational progress. When educational expectations were accounted for, only a limited number of socialization sources exerted a direct influence on educational progress, as part of the socialization effect was conveyed indirectly through educational and, particularly, completion expectations. Conclusions This study reveals the value of understanding community college students’ educational expectations and progress through the lens of socialization. Findings from this research illuminate the critical need to differentiate among varieties of educational expectations and understand the different socialization processes shaping these expectations. In addition, community college leaders should focus on cultivating positive educational expectations and beliefs, as well as assisting students in finding the paths aligned with their expectations.

Exploring Sources and Infuences of Social Capital on Community College Students’ First-Year Success: Does Age Make a Difference?

10.1177/016146811812001003 ◽

2018 ◽

Vol 120 (10) ◽

pp. 1-46

Author(s):

Xueli Wang ◽

Kelly Wickersham ◽

Yen Lee ◽

Hsun-Yu Chan

Keyword(s):

College Students ◽

Community College ◽

Social Capital ◽

Student Success ◽

College Success ◽

First Year ◽

College Student Success ◽

Different Sources

Background/Context Although numerous studies have emerged shedding light on community college student success, the enduring role of social capital is often overlooked. Furthermore, when conceptualizing social capital in the community college context and its diverse student population, age represents a unique form of diversity in these institutions that warrants further exploration. Purpose This research identifies the sources of social capital and the relationships between different sources of social capital and community college success, taking into account how the identified sources and relationships may vary based on age through the following questions: First, what are the major sources of social capital among first-year community college students, and how do sources of social capital vary based on age of students? Second, how do different sources of social capital influence first-year community college success? Third, how do influences of social capital on first-year community college success vary based on the age of students? Research Design Our study drew on Coleman's conceptualization of social capital, along with survey, administrative, and transcript data from three 2-year colleges in a midwestern state. We performed factor analysis with invariance tests to investigate the sources of social capital among community college students and how the identified factor structure may vary by age. We further conducted a logistic regression to examine the relationship between social capital and community college student success across age. Findings Our findings indicate that social capital needs to be conceptualized differently for community college students across age because they indeed drew on multiple forms of social capital differently, and the sources of social capital that emerged in turn were related to student success in varied ways. Students under the age of 24 relied on institutional agents and academic interaction as dominant forms of social capital, whereas those over the age of 24 relied on significant other's support. Students under the age of 24 were more likely to succeed if they frequently visited advisors for academic reasons. A low or high level of support for schoolwork was related to a higher chance of success for students between 24 and 29 years of age. For the students who were over 30 years old, a moderate level of engagement in their learning network and discussions with academic advisors was related to the lowest level of dropping out. Conclusions This study extends the social capital model by illuminating the varying types of social capital that students of different age groups engage with, particularly in the community college context, and pushes the boundaries of the knowledge base on how social capital functions in relation to student success in postsecondary education. The findings also elucidate new directions for research, policy, and practice in regard to cultivating and maximizing networks and information for community college students of all ages.

Diversity Leadership in the Community College

Technology as a Tool for Diversity Leadership ◽

10.4018/978-1-4666-2668-3.ch020 ◽

2013 ◽

pp. 255-268

Author(s):

RaShaunda V. Sterling ◽

James R. Williams

Keyword(s):

Community College ◽

The United States ◽

Future Research ◽

Community College Leadership ◽

College Leadership ◽

History Of ◽

Definition Of ◽

Diversity Leadership

The chapter examines the disconnection between the diversity of community college students and community college administrators. The history of community colleges in the United States is presented, along with the demographics of the typical community college student. A definition of leadership is provided, and theories of diversity leadership are discussed. Methods of producing greater diversity at the administrative level are also explained. In particular, Kotter’s eight-stage model for organizational change is presented as a means of altering a college’s culture to promote greater diversity leadership. Further, strategies that can be used to increase diversity in community college leadership, with an emphasis on the role that technology can play in promoting diversity leadership, are presented. Directions for future research are shared.

Calculator Algorithms for Fractions with Community College Students

Journal for Research in Mathematics Education ◽

10.5951/jresematheduc.12.5.0349 ◽

1981 ◽

Vol 12 (5) ◽

pp. 349-355

Author(s):

Judith H. Hector ◽

Henry Frandsen

Keyword(s):

College Students ◽

Community College ◽

College Student ◽

The Third ◽

Dependent Variables

Three different methods of teaching fraction computation were compared using community college student scores on measures of fraction computation, fraction understanding, and attitude toward mathematics. One method used conventional algorithms; the second, a control for the effect of using a calculator, used conventional algorithms and calculators; the third used calculator-based algorithms. Differences between methods on the three dependent variables were not statistically significant. Pretest to posttest differences were significant for all groups, with fraction computation scores making the largest contribution to the increase in scores.

Impact of Community College Student Debt Levels on Credit Accumulation

The Annals of the American Academy of Political and Social Science ◽

10.1177/0002716217703043 ◽

2017 ◽

Vol 671 (1) ◽

pp. 132-153 ◽

Cited By ~ 4

Author(s):

Dominique J. Baker ◽

William R. Doyle

Keyword(s):

College Students ◽

Community College ◽

Instrumental Variables ◽

Student Debt ◽

Academic Credit ◽

Credit Hours ◽

Using Data ◽

The Impact

Most community college students do not borrow to pay for their education. However, in recent years more students are borrowing and, when they borrow, accumulating large amounts of debt. To help clarify whether increased debt burdens are aiding community college students or harming them, we explore the impact of borrowing on academic credit hour accumulation. Using data from the Education Longitudinal Study 2002–2012, we provide multiple estimates of the impact of borrowing on credit hour attainment among community college students. Standard estimates suggest that community college students who borrow complete fewer credit hours than students who do not borrow, although the influence is relatively small (about two credits two years after enrollment). Instrumental variables estimates suggest that the impact of borrowing on credits attained is not significant two years after enrollment but is substantial eight years after enrollment (allowing students multiple enrollment spells).