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.

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.

Financially Eligible Pell Grant Community College Students’ Perceptions of Institutional Integration

2016 ◽  
Vol 19 (3) ◽  
pp. 333-356 ◽  
Author(s):  
Mia Ocean
Keyword(s):  
College Students ◽  
Community College ◽  
Community College Students ◽  
Thematic Analysis ◽  
Low Income ◽  
Academic Progress ◽  
Pell Grant ◽  
Institutional Integration ◽  
Integration Model ◽  
Unfair Treatment

There is a wealth of literature on the integration of university students increasing retention and ultimate completion, yet much less is known about the connections or disconnections that exist for community college students. Therefore, I interviewed financially eligible Pell Grant community college students ( n = 62) about their connections to their institutions, and I subsequently conducted a thematic analysis of the data. Students’ experiences of integration ranged from feeling they created a family to perceiving unfair treatment. Overwhelmingly, students felt connected to their community college. However, some students who were not meeting satisfactory academic progress described a disconnection to their community college. The results indicate a need to reevaluate the satisfactory academic progress criteria and develop an integration model specific for low-income community college students.

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 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.

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

2018 ◽  
Vol 47 (2) ◽  
pp. 162-176 ◽  
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.

Assessing the Efficacy of an Online Stress Management Intervention for Community College Students

2014 ◽  
Author(s):  
Liza N. Meredith ◽  
Patricia A. Frazier ◽  
Jacob A. Paulsen ◽  
Christiaan S. Greer ◽  
Kelli G. Howard ◽  
...  
Keyword(s):  
College Students ◽  
Community College ◽  
Community College Students ◽  
Stress Management ◽  
Management Intervention ◽  
Stress Management Intervention
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