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AbstractThe present study compares the feasibility and acceptability of two asynchronous, interactive, 2-3-hour, online interventions: Media Aware, which is a comprehensive sex education program, taught from a media literacy perspective and Health Aware, which is a comprehensive sex education program containing identical sexual health content, but no media literacy content. Among n = 649 community college students, both programs were equivalently high in program fidelity (88% completed all lessons) and acceptability (average 90% positive ratings). Qualitative analyses revealed that both programs were informative and usable, with few criticisms besides program length. Results suggest, both programs represent promising approaches to sex education for college students. [ABSTRACT FROM AUTHOR]

This article describes the results of a survey of community college instructors who were asked about the writing they assign in non-English courses. The 171 respondents, representing 140 colleges, identified the kinds of writing they assign and the challenges that come with assigning writing. These challenges included finding time to grade writing, being uncomfortable with assessing writing, getting students to invest the time needed to produce good writing, and assigning writing to underprepared students. The article concludes with suggestions for helping students develop as writers and managing the demands that come with assigning writing. [ABSTRACT FROM AUTHOR]

Establishing early academic momentum via credit accumulation is strongly associated with community college student success. Using data from one of the nation's largest and most racially diverse community college systems, our quasi-experimental study examined how different first-semester credit loads influenced persistence. For part-time students (less than 12 semester credit hours), enrolling in one additional course (3 more credits) significantly improved their chances of persistence to the subsequent term and next academic year. For part-time students, an increased credit load was significantly and positively related to persistence. However, for full-time students, an increase from 12 to 15 credits was not related to persistence. These patterns were consistent across subgroups by students' level of academic preparation (developmental education status) and degree objective (workforce credential or transfer associate degree). Moreover, the increased course load did not significantly hinder students' early academic performance as measured by GPA for any group and in some cases was related to increased GPA. We discuss the implications of these findings for academic advising, course scheduling, and completion initiatives at community colleges. [ABSTRACT FROM AUTHOR]

Undergraduate research experiences can have a positive impact on student retention and success in STEM, but are not widely available to community college students. Yet, the role of community colleges in producing STEM graduates, especially Latinx students, is overlooked and likely underestimated. A program designed to attract and retain Latinx STEM majors needs to do more than just provide opportunity and access. This study examines a successful community college undergraduate research experience designed with Latinx students in mind. We describe the program, provide evidence to document its efficacy, and identify essential components that draw, retain, and propel Latinx community college students in STEM. [ABSTRACT FROM AUTHOR]

Centered in critical race theory (Latcrit) and conceptualization of community cultural wealth, this study explores first-generation Latina/o/x students' motivations to attend college and persist to degree completion. Additionally, this study examines the overlapping forms of cultural wealth that participants access throughout their educational journeys, with particular focus on the overlap of resistance, familial, and aspirational capital. Finally, this project examines how citizenship status impacts participants' motivations and cultural wealth. Data was gathered through semi-structured interviews of 14 California university or community college students who self-identified as Latina/o/x. Findings indicate that participants' motivations are deeply connected to familial relationships that also lead to broader understandings of social inequity and injustice. Specifically, participants situate their motivations to attend college within personal aspiration, and familial ties, but also resistance to dominant cultural stereotypes and systemic gender, race, and class oppression. Additionally, findings indicate that citizenship status impacts how students articulate broader social inequities, but that participants, regardless of citizenship status, utilize resistance capital to persist toward degree completion. [ABSTRACT FROM AUTHOR]

Objective: Among two-year college students, alcohol and marijuana use, related consequences, and risk factors for use are not well understood. We examined differences between two- and four-year students in alcohol and marijuana use, consequences, and perceived descriptive norms, and explored whether two-year status moderated associations between norms and use. Participants: Data were drawn from a cross-sectional subsample of two- and four-year students aged 18–23 (n = 517) participating in a longitudinal study on alcohol use. Results: Four-year students reported greater alcohol use and consequences than two-year students; two-year students reported greater marijuana use than four-year students. Perceived alcohol and marijuana norms were positively related with use; two-year status did not moderate these associations. Conclusions: Perceived alcohol and marijuana norms function similarly for two- and four-year students in terms of associations to actual use. Adapting normative interventions for two-year students may be an effective strategy for reducing high-risk use among this underserved population. [ABSTRACT FROM AUTHOR]

To increase student success, higher education needs highly-trained faculty who are prepared to meet the needs of today's community college students. High-impact faculty professional development is vital to meet that need. With barriers to faculty attendance at traditional, synchronous trainings, leaders are considering alternative options. Using best practices of professional development and Knowles' theory of andragogy, this quantitative study sought to compare faculty perceptions of learning between synchronous, face-to-face training and online, asynchronous professional development. Regardless of faculty generation, faculty reported a higher perception of learning and impact on their teaching in the online, asynchronous environment as compared to participating in professional development in the face-to-face, synchronous environment. [ABSTRACT FROM AUTHOR]

As college promise programs proliferate across the country, supplemental promise programs are emerging to fill gaps in services and resources critical for student success, particularly for students with greater economic needs. This mixed-methods study examines the implementation and efficacy of two such programs in Tennessee, Nashville GRAD and Knox Promise, which are distinct in their approaches to providing financial and advising supports to community college students. Findings from interviews with students and program staff suggest that students saw the additional financial supports and interactions with advisers as critical to their continued success. Using administrative data, we further explored the pathways to improved outcomes — college progression (credits earned) and persistence to the next term or academic year — and found that the intensity of student engagement with their advisors and use of program benefits (e.g. textbook and transportation supports) were positively associated with these college outcomes. [ABSTRACT FROM AUTHOR]

The discipline of economics faces a challenge in attracting college students, with only 2% of those exposed to economics going on to major in the subject. The literacy-targeted (LT) approach to teaching economics suggests that it is more valuable for students to learn a few core economic concepts well, rather than being exposed to a wide range of concepts. This approach aims to create economically literate students who can "think like an economist." The articles in this symposium explore the potential to attract more students to economics, address the needs of one-and-done students, and improve diversity and inclusion in the discipline. [Extracted from the article]

The purpose of this study is to provide robust estimates of the potential link between study abroad participation and community college students' academic outcomes, namely academic qualifications (GPA), progression toward degree (credits passed), and credential completion. Theoretically, study abroad is thought to impact students' outcomes, academic and otherwise, through its value as an educational experience that disrupts students' normal learning routines. Using both propensity score modeling and difference-in-differences analysis, I find limited evidence of a causal connection between study abroad participation and any of the three outcomes explored in this study. While a consistent significant positive relationship between study abroad and both GPA and percentage of credits passed was observed in propensity score matching models, this relationship was not found in difference-in-differences models, suggesting residual selection bias in the former set of models. While this study's results are likely to be viewed as problematic by practitioners in international education who champion the benefits of international education, it is important to note that study abroad may be related to outcomes that are more proximal to the abroad experience itself (e.g., gains in intercultural competence) and that study abroad does not appear to harm students' academic prospects. [ABSTRACT FROM AUTHOR]

This study examines community college students (N = 292) enrolled in introductory criminal justice courses, comparing access, use and perceptions of open education resource (OER) textbooks with traditional textbooks. Data were collected over three semesters from students in a large metropolitan city using an online survey. The sample pool is largely non-white and eligible for low income tuition assistance. The analysis uses survey data to explore the following: access (how, when, how much); use (when, where, how); and student perceptions of learning with digital resources (for OER courses). Findings are largely consistent with comparable research conducted on four year and community college specific samples. Compared with textbook courses, OER students are more likely to access the material within the first week of class, on phones or school computers, and find the material easier to obtain. They are also more likely to say they review more of the material, and are more likely to study on campus. These findings indicate that transition to OER course materials has no harmful impact and may serve community college students by removing a variety of impediments related to achieving academic success for the types of students served by community colleges. [ABSTRACT FROM AUTHOR]

The purpose of this study was to better understand the perceptions and experiences of students in a learning community that incorporated culturally sustaining pedagogy (CSP) into its curriculum. The field site of this instrumental case study was a community college learning community situated in a Hispanic Serving Institution in Texas. Data from interviews, focus groups, classroom observations, learning community events, and campus observations were collected and analyzed. Findings revealed a specific set of foci by students. While students discussed culturally relevant assignments, they did not highlight curricular elements usually associated with CSP. Instead, students emphasized familial aspects of the learning community, perceptions of validation by instructors, and aspects of instructors' feedback. This study uncovers student participants' perspectives regarding instruction, learning communities, and their college experiences. [ABSTRACT FROM AUTHOR]

This paper investigates the student perspective on Maryland's Early Childhood Education/Special Education Associate of Arts in Teaching (AAT) degree: the factors that affected their experience, especially with the transfer process, and whether their experiences differed by institution. Viewpoints were gathered through focus groups and individual interviews of 18 community college students in their final semester before transferring and in their first semester at a Maryland university to complete their BA and teaching certification. This study reports that participants had positive feedback about their programs but agreed on the need for more practical experience, especially regarding special education content. A clear concern about online coursework in Early Childhood Education was also expressed. Factors affecting the student experience included misadvising and confusion around transfer that continued after moving to university programs. Administrators and faculty also acknowledged a number of challenges associated with advising, programming and implementation. Students highlighted differences between institutions but noted that most issues could be resolved through better communication, collaboration, and coordination. This study is important to two-year programs working to improve retention and transfer, as well as universities working to support transfer students. Further research is needed beyond Maryland on the student experience and potential solutions. [ABSTRACT FROM AUTHOR]

This paper explores Latino male community college students' perceptions of their course-related interactions with faculty at a Hispanic Serving Institution in California. Using a Critical Race Theory in Education framework, we qualitatively examine the ways in which race and racism shape students' descriptions of these interactions and the extent to which students attribute negative interactions to racial discrimination and/or oppression. Longitudinal, semi-structured interview data (N = 24) presented underscore the need for structurally diverse faculty in community colleges. [ABSTRACT FROM AUTHOR]

While many tools exist to assess student content knowledge, there are few that assess whether students display the critical listening skills necessary to interpret the quality of a speaker's message at the college level. The following research provides preliminary evidence for the internal consistency and factor structure of a tool, the Ferrari-Lynch-Vogel Listening Test (FLVLT), designed to assess critical listening by community college students. FLVLT data was collected from 915 students over three academic years at an urban community college. The findings of this research provide some initial evidence for the FLVLT's effectiveness at measuring critical listening by community college students. Future research should seek to expand the analysis of FLVLT's reliability and provide some initial evidence of validity. [ABSTRACT FROM AUTHOR]

The article features the virtual learning experiences offered to Borough of Manhattan Community College (BMCC) students in an early childhood curriculum class in the midst of the coronavirus disease 2019 (COVID-19) pandemic. Topics discussed include the exploration of arts, aesthetics, and creativity through remote learning, the need for future educators to nurture creative ability in young children, and the online resources used to design learning activities for students.

The article discusses the results of a 2022 five-item survey of community college students who were previously dually enrolled in the U.S. It found that students had been more likely to receive guidance about their dual enrollment coursework from someone who worked at their high school or friends and family than from someone who worked at the college. Majority of dually enrolled students did not matriculate to the college where they took dual enrollment courses.

In the article, the authors discuss how community college students collaborated with an artist-in-residence in their training to photography and in photographing their dreams. Also cited are the authors' experiences as program coordinators for the Wendy Ewald's Literacy Through Photography (LTP) program at Duke University, and the topics of politics of representation and the photographic gaze.

Abstract Objective: The present study identified common motives for nonmedical use of prescription stimulants (NMUS) among community college (CC) students and examined behavioral and demographic correlates of certain motives. Participants: The survey was completed by 3,113 CC students (72.4% female; 81.7% White). Methods: Survey results from 10 CCs were evaluated. Results: NMUS was reported by 9% (n = 269) participants. The most common motive for NMUS was to “focus on studies or to improve academic performance” (67.5%) followed by to “have more energy” (52.4%). Females were more likely to report NMUS for weight loss, and males were more likely to report NMUS to experiment. The motive “to feel good or get high” was linked to polysubstance use. Conclusions: CC students report similar motives for NMUS to those commonly endorsed by 4-year university students. These findings may help identify CC students susceptible to risky substance use. [ABSTRACT FROM AUTHOR]

To promote a STEM career pipeline, a mentor outreach program was created within a K-12 charter school network, with a pilot year focusing on eighth and ninth-grade students. Utilizing a small cohort of volunteers from a nearby community college as student mentors and one faculty member, 12 visits were conducted throughout the school year. The mentors led science activities, made connections to their collegiate coursework in science, and worked to establish mentor relationships with students in order to motivate them to pursue science upon high school completion. As a result, survey data from the beginning compared to the end of the academic year showed increases in favorable perception of science by as much as 25%. This is most pronounced in young female students of color and by students whose parents have a high school education or lower. [ABSTRACT FROM AUTHOR]

As many as two-thirds of American community college students may experience food insecurity. Their struggles are linked to health and academic difficulties and relate to several socioeconomic factors, including stigma regarding food programs. To support students' understanding of and activism regarding food insecurity, student leaders co-created the Playing with Our Food intervention, which reviewed research and played games with students about stigmatized food-related topics. A survey utilizing writing prompts revealed that attendees learned new information, were more likely to use campus programs, and became interested in activism. Other campuses may stage similar interventions to develop students' awareness of food insecurity. [ABSTRACT FROM AUTHOR]

This paper presents findings from a randomized controlled trial studying a comprehensive program designed to support students in achieving their goals. One Million Degrees (OMD) is a nonprofit organization serving community college students in the Chicago metro area that supports students financially, academically, personally, and professionally. Results from our study demonstrate that the randomized offer of a spot in the OMD program leads to a statistically significant and substantively meaningful increase in community college enrollment, persistence, and associate's degree attainment three years after randomization. Applicants who applied while still in high school were less likely to take up the offer of the program than students who were already enrolled in community college, but those high school students who enrolled outperformed their control group peers by a substantially larger margin. Finally, we find the program does not appear to affect the likelihood that students will enroll in a four-year college. [ABSTRACT FROM AUTHOR]

Community college human services students comprise a significant number of nascent and future professionals for the social services and social work workforce. An associate degree in human services prepares students either to enter this workplace or to begin a four-year college program. Regrettably, these important future providers are overrepresented among students affected by economic and social inequality. They are often young, first-generation-to-college students, and have limited professional experience. Developing a sense of professional identity can help these students prepare for a career and achieve academic success. While professional identity development among senior level and graduate social work students is well studied, there is a paucity of research with respect to community college students in the human services, leaving a gap in our understanding of best practices for pedagogy that would support their social work aspirations. This study helps to fill this gap by proposing a theoretical framework for professional identity adapted from Barretti's Professional Socialization Model and based on 40 qualitative reflective journal entries from community college students in field placement. [ABSTRACT FROM AUTHOR]

My community college students have diverse backgrounds but tend to share a narrow perception of ballet. To shift their thinking toward ballet as a learning tool instead of a measurement of what they lack, I created assignments meant to unpack their history with ballet, identify what they hope to learn in ballet class, and begin to "own" the technique. A self-reflection of my educational values inspired me to disrupt the routine teaching in ballet focused on technical learning and replication, which presented ballet as dictates to follow rather than movements to explore, and instead to invite the students to use what they know to demystify ballet and become more thoughtful, perceptive dancers. [ABSTRACT FROM AUTHOR]

The disruption to higher education institutions across the United States created by COVID-19 affected more than 20 million college students. States cancelled in-person classes and campus activities quickly shifted to remote and virtual learning. The pandemic, along with its economic impact, altered education for community college students, creating a traumatic event that exasperated mental health conditions. In addition, job loss increased food insecurities drastically during COVID-19 and students across the country turned to their colleges for wraparound services. In this proposal, the authors review the impact of COVID-19 on marginalized college students, specifically Latinx students in a South Texas college. The findings revealed that Latinx students navigated virtual learning differently and were impacted by their access to technology, as well as their access to mental health services and food pantries. [ABSTRACT FROM AUTHOR]

Institutional practices and conditions at community colleges can improve rates of transfer, as can access to transfer student capital. However, we know little about how institutions attempt to build students' transfer capital, or about students' experiences within community colleges as they accumulate transfer capital. In this paper, we examine how students' institutional experiences, particularly their engagement with student supports at community colleges and transfer destinations, influence their understanding of, and ability to navigate, the transfer process. We view the accumulation of transfer student capital as an interactionist model between the students and their institution, where students' transfer knowledge and success is conditioned by an interaction between their background and institutional conditions. We draw on longitudinal qualitative interview data with transfer-intending community college students over the course of 3 years to understand how students access, receive, and accumulate transfer capital as they work toward their educational goals. By leveraging student experiences, our study can inform community colleges and transfer destinations about practices and policies interpreted as most effective from the perspective of students. Our work also connects to broader conversations about how institutions reproduce, ameliorate, or exacerbate inequalities based on student background. [ABSTRACT FROM AUTHOR]

Community college student affairs practitioners are increasingly involved in mental health programming; however, much of research around collegiate mental health uses data from four-year institutions. The present study examines coping behaviors among 81 students engaged with a community college counseling center to understand which coping strategies students used and how coping correlates with depression and anxiety symptomatology. Implications for student affairs practice and future research are discussed. [ABSTRACT FROM AUTHOR]

Despite continued attention from academic librarians, many college students lack essential information literacy (IL) skills required for academic success. New approaches to IL instruction recognize the traditional "one-shot" is not a sufficient strategy. This paper presents the findings of a qualitative Action Research study that investigated how the availability of asynchronous learning modules in Canvas impacts IL learning among community college students. Results indicate that leveraging the existing technology of the Canvas Learning Management System (LMS) is a pragmatic and effective approach to extending IL learning beyond the "one-shot," and that it facilitates the embedding of IL learning that may contribute to student success. [ABSTRACT FROM AUTHOR]

We pilot tested an identity-based relevance-writing intervention designed to support developmental community college students' (N = 54) educational commitment, value, and persistence. The intervention was embedded within regular journal assignments in two study skills courses with a third section serving as a comparison group. The intervention prompted students to explore how course topics connected to their identity. Results indicated large differences between groups in identity connections made in assignments and follow-up educational commitment and moderate differences in follow-up task value, all favoring the intervention group. There were no differences between groups in course enrollment eight months later. This pilot study offers promising preliminary evidence that an identity-based relevance-writing intervention may be effective in supporting developmental community college students' academic persistence. [ABSTRACT FROM AUTHOR]

This article describes the author's observations related to hiring practices in a new community college undergoing a growth phase. While the goals of a search committee are alike at all academic institutions, the types of candidates sought out by community colleges differs significantly in comparison to their four-year peers. Successful candidates reflect the values espoused by the community college faculty and staff, including a focus on teaching, a preference for generalist knowledge over specialist expertise, a deep concern for the needs of students, an activist orientation, and the right “fit.” The author further describes a range of creative hiring practices discussed that can help bring quality candidates to light for search committees at community colleges and their libraries. [ABSTRACT FROM PUBLISHER]

Then, through a newspaper reporter named Nayeli's narration of a series of interviews she conducted with campus leaders at APC, Garcia theorizes how Latinx-serving HSIs embody organizational third spaces. Gina A. Garcia's book, I Becoming Hispanic-Serving Institutions i , explores what it means to I serve i Latinx students at Hispanic-serving institutions (HSIs) and assesses various ways these institutions accomplish this role. Becoming Hispanic-serving institutions: opportunities for colleges and universities: by Garcia, G. A., Baltimore, MD, Johns Hopkins University Press, 2019, 1-158 pp., $29.95 (Hardcover), ISBN: 1-4214-2737-0. [Extracted from the article]

Despite increasing enrollments of foreign-born students in US community colleges, extant research on serving the needs of linguistic minority (LM) learners in higher education is decidedly scarce. When LM learners enter post-secondary settings, they simultaneously inherit the burden of securing the academic resources needed to navigate college coursework; within the post-secondary domain, this burden typically takes the form of required remediation classes. In the field of basic writing, scholars have already called for the implementation of multilingual or translingual approaches to address language differences. In response to these calls for multi/translingual approaches, this study considers the potential utility of translanguaging pedagogy in basic writing instruction, as an equitable means of assisting LM learners as they transition to community college settings. Two bodies of literature are evaluated: (1) research on LM learners and their transition to post-secondary settings; (2) research involving post-secondary translanguaging studies. Applying a theoretical lens informed by practice-based views toward bilingualism, this study identifies key components of post-secondary translanguaging studies that might be useful to the design of a future study involving community college LM learners in remedial writing classes. [ABSTRACT FROM AUTHOR]

Over the past three decades, political candidates and elected policymakers have advanced a wide variety of publicly funded tuition-subsidy programs to improve college access and -affordability. These college-aid programs employ different subsidy instruments, target different types of students, draw from different funding sources, and come with different strings attached. This study assesses Americans' preferences over the multidimensional design of such higher education subsidies using a conjoint survey experiment with randomized policy proposals that vary in their subsidy instruments, target populations, eligibility requirements, and funding arrangements. The results suggest that fiscal tradeoffs loom large in Americans' support for higher education programs, but elements of subsidy design matter as well: respondents (particularly Republicans) prefer aid packaged as tax credits; strongly means-tested programs receive greater support than broader, income-based aid (an effect driven by Democrats); and subsidies targeted to community college students enjoy substantial, bipartisan support. The study's results shed light on differences in extant tuition-subsidy programs' popular support and provide empirical grounding for debates over the prudent design of college aid by estimating tradeoffs that programs confront between efficiently targeting marginal students and securing broad popular support. [ABSTRACT FROM AUTHOR]

Previous studies have addressed the topic of community college transfer students, but very few have examined students' learning experiences after their transfer to a university, and none have focused on the hospitality and tourism discipline. This study aimed to understand community college transfer students' expectations of hospitality or tourism undergraduate degree programmes and assess any differences between teachers' and students' views of these students' learning experiences. A qualitative study was conducted with teachers and students, using semi-structured interviews and focus group interviews. The study revealed that the students encounter challenges such as campus and faculty environments, gaps in their expectations, heavy study loads, teaching methods, assessment of subjects, and social and affective development. The findings also showed that the feeling of inferiority could drive some students to strive hard to achieve their academic goals. Several strategies to improve students' learning experiences are recommended. [ABSTRACT FROM AUTHOR]

Using linked high school and community college records for students in a large metropolitan area in California, we explore what happened to students who experienced inter-sector math misalignment (ISMM). These students were deemed "college ready" by high school standards but were placed in remedial/developmental math courses when they enrolled in a local community college. We disaggregate ISMM by gender and race/ethnicity, and we conduct analyses to determine whether certain students are more likely to experience ISMM than others. We find an equity cost to ISMM, with female students, Black students, and Latina/o/x students significantly more likely to encounter ISMM, even after controlling for academic achievement in high school. Inverse probability weighting analyses indicate those who experienced ISMM may have been discouraged by the experience. They were less likely to complete transfer-level math courses and 30 degree-applicable credits, and completed fewer degree-applicable credits overall. ISMM was particularly detrimental to Black students, indicating an equity cost to math misalignment. The findings suggest improving alignment between high schools and community college standards may reduce racial/ethnic inequities in the transition to college and college outcomes. [ABSTRACT FROM AUTHOR]

This article provides a portrait of the challenges and promise of Latino schooling in California's agricultural Central Valley, site of one of the largest and socioeconomically vulnerable Latino populations in the nation's most populous state. Through surveys, interviews, and participant observation, we document a multi-year "Placed-Based Education" project by which Latino and Filipino community college students learn of the region's legendary Farmworkers Movement through oral history methodology. We find that students attain great gains within historical thinking skills, biliteracy abilities, and positive bicultural identity. We discuss the implications of this approach at both the junior college and K-12 schooling levels. [ABSTRACT FROM AUTHOR]

This paper discusses the effects of an experimental fieldwork course. The course incorporated cultural responsiveness and action research to impact the future teacher identity of students in a teacher education program at an urban community college. Elements of future teacher identity were discovered for all students; however, the experimental group showed significantly more growth in four elements. A theoretical model of how these elements may lead to a greater commitment to the field is proposed. [ABSTRACT FROM AUTHOR]

Previous research has generally focused on understanding individual variation in either on-line processing or off-line comprehension even though some theories explicitly link difficulty in processing to comprehension problems. The goal of the current study was to examine individual variation in performance both during on-line and off-line reading measures. A battery of psycholinguistic and cognitive tests was administered to community college and university students. In addition, participants read texts in an eye-tracker and answered comprehension questions about them. Multi-level modeling was used to determine the individual-difference factors that modulated the relation between word-level characteristics (e.g., length, frequency, surprisal) and fixation durations. The analyses showed that language experience, decoding, and WMC interacted with word characteristics to influence fixation durations, whereas language experience and reasoning predicted comprehension. The results suggest that individual variation in processing does not map directly to variation in comprehension as some theories predict. [ABSTRACT FROM AUTHOR]

Objective: The purpose of this study was to gain insight about patterns of alcohol use and related consequences among heavy drinking community college students. Participants: About 26 community college students (Mean age 22.3 years, 46% men, 69% White) participated in this study between January and April 2013. Methods: Five qualitative focus group discussions were conducted during formative research preceding a text message intervention; participants were asked about common drinking behavior patterns among community college students, as well as how age and gender affect drinking. Sessions were audio-recorded and transcribed verbatim. Participants also completed a brief quantitative survey about their drinking behavior and its consequences. Results: Qualitative data identified several themes: (1) reasons for drinking, (2) drinking occasions, (3) age- and experience-related differences in drinking, including patterns specific to community college students and women. Conclusion: Research is needed to develop innovative strategies to reduce alcohol harm in this understudied population. [ABSTRACT FROM AUTHOR]

Traditionally, college archives have been viewed as a place where papers, documents, photos, and materials are preserved for "someday" use. Alternatively, college archives tend to be specialized spaces reserved for academic scholars or advanced student researchers. Using a case study from the College Archives at Queensborough Community College, this paper argues that including archives as a component of undergraduate curriculum can foster an essential fit between students and primary sources. Further, this paper argues for the particular value of incorporating archival research for first-year researchers, specifically community college students. Using hands-on experience and active learning pedagogy to connect community college students to primary sources can foster unique collaborative participation and develop transferable skills that have applications for curriculum across the community college campus. [ABSTRACT FROM AUTHOR]

This article investigates whether attending a community college is related to an increase in the number of students majoring and graduating with degrees in science, technology, engineering and mathematics (STEM) at four‐year colleges. We follow a longitudinal sample of students in North Carolina from middle school through college graduation, including some who attended a community college. Our multilevel models indicate that for our sample of students, who attended a four‐year institution and declared a major within 6 years of high school graduation, ever attending a community college and/or starting post‐secondary education at a community college have a significant positive relationship with their likelihood of declaring and graduating with a STEM major. Results hold true even after controlling for sample self‐selection through propensity score matching techniques. Our findings also show that the benefits of community college attendance on students' likelihood of declaring and graduating with a STEM major are not restricted to only low‐SES students. Overall, this study supports the notion that two‐year colleges could work as means of helping push students from diverse socioeconomic backgrounds into STEM. [ABSTRACT FROM AUTHOR]

An increasing number of community colleges have expanded their programmatic offerings to include baccalaureate degrees. Given the representation of low-income students and Students of Color in community college, increased credential requirements for professions that once required only a bachelor's degree, and the benefits of graduate education, such as differences in lifetime earnings, baccalaureate degree-granting community colleges must foster a culture that promotes the full range of post-baccalaureate options, including graduate education. Drawing from validation theory and the concept of warming up, the purpose of this study was to explore the role of academic advisors in promoting graduate education at baccalaureate degree-granting community colleges. Findings highlight promising academic advising policies and practices that can serve to extend educational pathways for students who choose to pursue their bachelor's degree at the community college. In addition to specific recommendations, we also discuss directions for future research. [ABSTRACT FROM AUTHOR]

At all levels of education, the racial achievement gap in performance between Black and Latino students and their White peers stubbornly persists. While the causes of this gap are numerous and interrelated, one theory posits that students from underrepresented racial groups may face stereotype threat, meaning that fear of failing and thereby fulfilling negative group stereotypes leads to anxiety and suboptimal cognitive performance. Though low-cost value affirmation interventions have been shown to reduce achievement gaps in some classroom settings, these findings have not been consistently replicated. In this study, we test the efficacy of this intervention among a new sample of students enrolled in a community college in the Midwest. At the beginning of the fall 2016 semester, students in English courses (N = 1,115 in 59 course sections) were randomly assigned to short writing exercises that were either self-affirming or neutral. Using administrative data collected at the end of the term, we compared treatment and control students on a range of outcomes that included course grade, overall GPA, and course persistence. Overall, we find little evidence of a positive effect of this one-time affirmation of social identity. Moderation analyses, however, show heterogeneous effects across course sections, suggesting that the classroom setting may play a role in the interaction between social identity and student outcomes. [ABSTRACT FROM AUTHOR]

This article describes the operationalization of critical consciousness development within gateway courses at a community college in the Northeast. Reviewing the relevant literature, the article argues that critical consciousness pedagogy is an overlooked means for increasing students' retention and academic motivation. A case study of the author's multiyear course redesign highlights four pedagogic practices that develop critical consciousness in college students. As minoritized college students develop critical consciousness, they grow their efficacy as college students. The article argues that colleges and universities can use critical consciousness pedagogy within gateway courses to improve the outcomes of minoritized college students. [ABSTRACT FROM AUTHOR]

This essay explores ways faculty in the humanities may guide students through current manifestations of populism, specifically, this movement's encouragement of xenophobia. As a member of an English department at a public community college in the United States, I argue, first, that community college students, who often have deep personal connections to the experiences of immigrants, may respond to the anti-immigrant rhetoric in useful and provocative ways. Second, I suggest that the related history of anti-immigration sentiment in American politics since the beginning of the 20th century can provide students with a powerful context for understanding xenophobia today. Third, I propose that students can participate in online exchanges across national and cultural borders, an experience that can foster global literacy and encourage them to develop a deeper understanding of others, something students in a recent exchange between Johannesburg and New York City described as ubuntu. [ABSTRACT FROM AUTHOR]

Community College human services students represent the future social service workforce. The defining feature of their training is 250 h supervised field placement internship. Despite burgeoning research describing best practices for supervision of Bachelors of social work (BSW) and Masters of social work (MSW), there is no research aimed at supervision for community college students, leaving a gap in our understanding of best practices for supporting community college students' pedagogy and sustaining partnerships with agencies. This exploratory study offers recommendations for best practices supported by our discovery of the benefits, challenges, and strategies involved with offering community college student internships in New York City human services agencies. We analyzed data from semi-structured interviews with 30 field supervisors through qualitative content analysis. Community college students and agencies both benefit substantially from the field placement, however agencies identified significant social and structural challenges specific to working with community college students that require interventions for both field supervisors and students alike. Suggested interventions aimed at improving supervisor training, procedures for focusing goals of supervision sessions, assisting students in meeting their academic and social needs, as well as supporting supervisors' professional goals to promote best practices are proposed. [ABSTRACT FROM AUTHOR]

Lack of secure affordable housing is a substantial concern for many of today's college students. Over the past two decades, the price of college has risen, the purchasing power of need-based financial aid has declined, and most family incomes have stagnated. This paper provides a review of estimates of the prevalence of housing insecurity, including homelessness, among college students in the U.S. from peer-reviewed and grey literature and a nationally representative study of undergraduates. Data from the latest National Postsecondary Student Aid Study indicate that nearly 1 in 10 U.S. undergraduates are homeless or self-supporting and at risk of homelessness; results from a review of extant research that utilizes multiple measures and samples is consistent with this national estimate. In addition, weighted results from the literature review indicate that 45% of college students experience some form of housing insecurity including problems related to housing unaffordability, instability, or homelessness. Community college students appear to be at greater risk of housing insecurity and homelessness in comparison to their peers at four-year colleges and universities. Given the scope and implications of this problem, programmatic and policy efforts to promote college success and student well-being must include consideration of students' housing situations. [ABSTRACT FROM AUTHOR]

Objective: The association between conversational valence (i.e. how positive/negative people perceive their conversations to be) and binge-drinking attitudes and intentions has been well established. However, too few studies have recognised a potential reciprocal association as well as the potential role of the conversation partner. In order to address these gaps, this study explored whether conversational valence and binge-drinking attitudes and intentions were reciprocally associated and whether this association was moderated by conversation partner popularity. Design: Vocational community college students (N = 112, Mage = 18.09) participated in a two-wave study (one month between the waves). Methods. Binge-drinking attitudes and intentions, and popularity were measured at baseline. At the second wave, conversational valence, and binge-drinking attitudes and intentions were assessed. Results: In revealing that only conversational valence was indicative of binge-drinking attitudes and intentions, it was shown that conversational valence and binge-drinking attitudes and intentions were not reciprocally associated. Furthermore, it was shown that conversation-partner popularity moderated the association between conversational valence and binge-drinking attitudes. Conclusion: Conversational valence was shown to be indicative of binge-drinking attitudes and intentions, and not vice versa. Furthermore, after talking to a popular conversation partner, adolescents' attitudes towards binge drinking became more positive. [ABSTRACT FROM AUTHOR]

This student was just one of over 3,400 students monthly at NC State University who did not have enough food. We encourage institutions to bring together a diverse group of compassionate faculty, student support staff, and students with relevant lived experiences to explore and address student hunger and homelessness. Student hunger on campus: Food insecurity among college students and implications for academic institutions. [Extracted from the article]

This article argues that writing teachers should allow, and even encourage, students to code-mesh in community college classrooms. By looking at and analyzing code-meshed writing produced by three students in an English 101 class, the author argues that code-meshing provides students with both a craft-wise approach to writing and a way to address issues of language discrimination in a politically meaningful way. Often, articles on code-meshing seem to focus either on theoretical ideas or on the work of "advanced" students; this article provides a rare look at student work done in a community college that takes advantage of this approach to language. [ABSTRACT FROM AUTHOR]