Research Article
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Year 2017, Volume: 6 Issue: 2, 113 - 122, 15.04.2017
https://doi.org/10.12973/eu-jer.6.2.113

Abstract

References

  • American Association of Community Colleges. (2016). Data Points. Retrieved from http://www.aacc.nche.edu/Publications/datapoints/Documents/DataPoints_No20.pdf
  • Aud, S., Hussar, W., Johnson, F., Kena, G., Roth, E., Manning, E., & Zhang, J. (2012). The condition of education 2012. Washington, DC: US Dept. of Education, National Center for Education Statistics.
  • Bailey, T. R., Jerkins, D., & Leinbach, D. T. (2007, March). The effect of student goals on community college performance measures. CCRC Brief, Number 33, 1–4. Retrieved from http://ccrc.tc.columbia.edu/Research.asp
  • Baker, C. N., & Robnett, B. (2012). Race, social support and college student retention: A case study. Journal of College Student Development, 53(2), 325–335.
  • Bond, M., Cason, C., & Gray, J. (2015). The adapted model of institutional support for Hispanic student degree completion: Revisions and recommendations. Hispanic Health Care International, 13(1), 38–45.
  • Contreras, F. (2011). Achieving equity for Latino students: Expanding the pathway to higher education through public policy. New York, NY: Teachers College Press. Columbia University.
  • Eckles, J. E., & Stradley, E. G. (2012). A social network analysis of student retention using archival data. Social Psychology of Education: An International Journal, 15(2), 165–180.
  • Gandara, P. & Contreras, F. (2009). The Latino education crisis. Cambridge, MA: Harvard University Press.
  • Gilroy, M. (2012). Taking the ‘shock’ out of the transfer process. The Hispanic Outlook in Higher Education, 22, 8–10.
  • Hallett, R. E. (2013). Undocumented student success: Navigating constraints related to retention. The Journal of Latino-Latin American Studies, 5(2), 99–112.
  • Hollis, L. (2015). The significance of declining full-time faculty status for community college student retention and graduation: A correlational study with a Keynesian perspective. International Journal of Humanities and Social Science, 5(3), 1-7.
  • Hollis, L. P. (2016). Bruising the Bottom Line: Cost of Workplace Bullying and the Compromised Access for Underrepresented Community College Employees. In The Coercive Community College: Bullying and its Costly Impact on the Mission to Serve Underrepresented Populations (pp. 1-26). Emerald Group Publishing Limited.
  • Hollis, L. P. (2016a). Cybershaming–Technology, Cyberbullying, and the Application to People of Color. In The Coercive Community College: Bullying and its Costly Impact on the Mission to Serve Underrepresented Populations (pp. 125-135). Emerald Group Publishing Limited.
  • Holis, L. P. (2016b). Socially Dominated: The Racialized and Gendered Positionality of Those Precluded from Bullying. In The Coercive Community College: Bullying and its Costly Impact on the Mission to Serve Underrepresented Populations (pp. 103-112). Emerald Group Publishing Limited.
  • Hollis, L. P. (2016c). The Importance of Professor Civility in a Computer-Based Open-Access Environment for a Minority-Serving Institution. In The Coercive Community College: Bullying and its Costly Impact on the Mission to Serve Underrepresented Populations (pp. 65-82). Emerald Group Publishing Limited.
  • Hollis, L. P., & McCalla, S. A. (2013). Bullied back in the closet. Journal of Psychological Issues in Organizational Culture, 4(2), 6-16.
  • House Committee on Education on the Workforce. (2014). A staff report summary eForum responses on the working conditions of contingent faculty in higher education. Retrieved from http://democrats-edworkforce.house.gov/imo/media/doc/1.24.14-AdjunctEforumReport.pdf
  • Hurtado, S., & Alvarado, A. R. (2015). Realizing the potential of Hispanic serving institutions: Multiple dimensions of organizational transformation. In A. Nunez, S. Hurtado, & E. G. Calderon (Eds.), Hispanic serving institutions: Advancing research and transformative practice. New York, NY: Routledge.
  • Jenkins, D. & Fink, J. (2016). Tracking transfer: new measures of institutional and state effectiveness in helping community college students attain bachelor’s degrees. Community College Research Center. Retrieved from http://ccrc.tc.columbia.edu/media/k2/attachments/tracking-transfer-institutional-state-effectiveness.pdf
  • Jenkins, D., & Fink, J. (2015). What we know about transfer. New York, NY: Columbia University Teachers College, Community College Research Center. Retrieved from http://ccrc.tc.columbia.edu/media/k2/attachments/what-we-know-about-transfer.pdf
  • Koestner, R., Powers, T. A., Milyavskaya, M., Carbonneau, N., & Hope, N. (2015). Goal internalization and persistence as a function of autonomous and directive forms of goal support. Journal of Personality, 83(2), 179–190. doi:10.1111/jopy.12093
  • Krumrei-Mancuso, E., Newton, F. B., Kim, E., & Wilcox, D. (2013). Psychosocial factors predicting first-year college student success. Journal of College Student Development, 54(3), 247–266.
  • Kuh, G. (2003). What we’re learning about student engagement from NSSE. Change, 35(2). 24–32.
  • Martin, K., Galentino, R., & Townsend, L. (2014). Community college student success: The role of motivation and self-empowerment. Community College Review, 42(3), 221–241.
  • Merriam, S. B. (2002). Qualitative research in practice: Examples for discussion and analysis. Jossey-Bass Inc. Pub.
  • Mertes, S. (2013). Community college retention: A critical race theory perspective. Journal of Applied Research in the Community College, 21(1), 25–30.
  • Mellow, G. O. (2015). Cultivating a community of excellence. Journal of the National Collegiate Honors Council, 16(2), 65–69.
  • Nunez, A. M. Crisp, G. & Elizondo, D. (2014). Mapping Hispanic-serving institutions: A multilevel analysis. American Educational Research Journal, 48(6), 1286–1313.
  • Ochoa, G. (2013). Academic profiling: Latinos, Asian Americans, and the achievement gap. Minneapolis, MN: University of Minnesota Press.
  • Owings, J., Madigan, T., Daniel, B., & National Center for Education Statistics (ED), W. D. (ED), Washington, DC. (1998). Who Goes to America's Highly Ranked "National" Universities? Statistics in Brief.
  • Pyne, K. B., & Means, D. R. (2013). Underrepresented and in/visible: A Hispanic first-generation student’s narratives of college. Journal of Diversity in Higher Education, 6(3), 186–198.
  • Rivera, M. (2014). Priming the pump... the counselor factor in student success. The Hispanic Outlook in Higher Education, 24, 36.
  • Rivera, M. (2015). Priming the pump... why helicopter parents should be grounded. The Hispanic Outlook in Higher Education, 25, 44.
  • Schiffrin, H. H., Liss, M., Miles-McLean, H., Geary, K. A., Erchull, M. J., & Tashner, T. (2014). Helping or hovering? the effects of helicopter parenting on college students’ well-being. Journal of Child and Family Studies, 23(3), 548–557.
  • Sandoval-Lucero, E. (2014). Student-centered education for a diverse 21st century student population. Diverse, 1–6. Retrieved from http://diverseeducation.com/article/65712/
  • Sarwat, S., & Irshad, H. (2012). A Study on achievement goals determining learning strategies of undergraduate college students. Journal of Educational Research (1027-9776), 15(1), 39–46.
  • Torres, V. & Zerquera, D. (2012). Hispanic-serving institutions: Patterns, predictions and implications for informing policy discussion. Journal of Hispanic Higher Education, 11(3), 259–278.

Latino Student Persistence Strategies in Transferring from Community College to Tier 1 Universities: A Phenomenological Analysis

Year 2017, Volume: 6 Issue: 2, 113 - 122, 15.04.2017
https://doi.org/10.12973/eu-jer.6.2.113

Abstract

This study is a departure from discussions on why community college students do not transfer in large numbers, but instead, provides an analysis of Latino students from community college who have successfully transferred to Tier 1 universities. The conceptual framework included student engagement theory (Kuh, 2003), the support for student autonomy (Koestner et al., 2015), and the importance of students studying to mastery (Sarwat & Irshad, 2012). These theories were applied to the central research question, ‘What strategies do Latino students from a community college use to create a successful transition from community college to Tier 1 colleges and universities?’ The researcher generated six themes on how Latino students experienced successful transfer: institutional support, student transfer experiences, strategies to adapt, financial support, studying to mastery, and family support as major factors for academic success. These findings would be significant to student development specialists in community colleges. Further, such findings can be used to support Latino community college students as they sought transfer to four-year colleges and universities

References

  • American Association of Community Colleges. (2016). Data Points. Retrieved from http://www.aacc.nche.edu/Publications/datapoints/Documents/DataPoints_No20.pdf
  • Aud, S., Hussar, W., Johnson, F., Kena, G., Roth, E., Manning, E., & Zhang, J. (2012). The condition of education 2012. Washington, DC: US Dept. of Education, National Center for Education Statistics.
  • Bailey, T. R., Jerkins, D., & Leinbach, D. T. (2007, March). The effect of student goals on community college performance measures. CCRC Brief, Number 33, 1–4. Retrieved from http://ccrc.tc.columbia.edu/Research.asp
  • Baker, C. N., & Robnett, B. (2012). Race, social support and college student retention: A case study. Journal of College Student Development, 53(2), 325–335.
  • Bond, M., Cason, C., & Gray, J. (2015). The adapted model of institutional support for Hispanic student degree completion: Revisions and recommendations. Hispanic Health Care International, 13(1), 38–45.
  • Contreras, F. (2011). Achieving equity for Latino students: Expanding the pathway to higher education through public policy. New York, NY: Teachers College Press. Columbia University.
  • Eckles, J. E., & Stradley, E. G. (2012). A social network analysis of student retention using archival data. Social Psychology of Education: An International Journal, 15(2), 165–180.
  • Gandara, P. & Contreras, F. (2009). The Latino education crisis. Cambridge, MA: Harvard University Press.
  • Gilroy, M. (2012). Taking the ‘shock’ out of the transfer process. The Hispanic Outlook in Higher Education, 22, 8–10.
  • Hallett, R. E. (2013). Undocumented student success: Navigating constraints related to retention. The Journal of Latino-Latin American Studies, 5(2), 99–112.
  • Hollis, L. (2015). The significance of declining full-time faculty status for community college student retention and graduation: A correlational study with a Keynesian perspective. International Journal of Humanities and Social Science, 5(3), 1-7.
  • Hollis, L. P. (2016). Bruising the Bottom Line: Cost of Workplace Bullying and the Compromised Access for Underrepresented Community College Employees. In The Coercive Community College: Bullying and its Costly Impact on the Mission to Serve Underrepresented Populations (pp. 1-26). Emerald Group Publishing Limited.
  • Hollis, L. P. (2016a). Cybershaming–Technology, Cyberbullying, and the Application to People of Color. In The Coercive Community College: Bullying and its Costly Impact on the Mission to Serve Underrepresented Populations (pp. 125-135). Emerald Group Publishing Limited.
  • Holis, L. P. (2016b). Socially Dominated: The Racialized and Gendered Positionality of Those Precluded from Bullying. In The Coercive Community College: Bullying and its Costly Impact on the Mission to Serve Underrepresented Populations (pp. 103-112). Emerald Group Publishing Limited.
  • Hollis, L. P. (2016c). The Importance of Professor Civility in a Computer-Based Open-Access Environment for a Minority-Serving Institution. In The Coercive Community College: Bullying and its Costly Impact on the Mission to Serve Underrepresented Populations (pp. 65-82). Emerald Group Publishing Limited.
  • Hollis, L. P., & McCalla, S. A. (2013). Bullied back in the closet. Journal of Psychological Issues in Organizational Culture, 4(2), 6-16.
  • House Committee on Education on the Workforce. (2014). A staff report summary eForum responses on the working conditions of contingent faculty in higher education. Retrieved from http://democrats-edworkforce.house.gov/imo/media/doc/1.24.14-AdjunctEforumReport.pdf
  • Hurtado, S., & Alvarado, A. R. (2015). Realizing the potential of Hispanic serving institutions: Multiple dimensions of organizational transformation. In A. Nunez, S. Hurtado, & E. G. Calderon (Eds.), Hispanic serving institutions: Advancing research and transformative practice. New York, NY: Routledge.
  • Jenkins, D. & Fink, J. (2016). Tracking transfer: new measures of institutional and state effectiveness in helping community college students attain bachelor’s degrees. Community College Research Center. Retrieved from http://ccrc.tc.columbia.edu/media/k2/attachments/tracking-transfer-institutional-state-effectiveness.pdf
  • Jenkins, D., & Fink, J. (2015). What we know about transfer. New York, NY: Columbia University Teachers College, Community College Research Center. Retrieved from http://ccrc.tc.columbia.edu/media/k2/attachments/what-we-know-about-transfer.pdf
  • Koestner, R., Powers, T. A., Milyavskaya, M., Carbonneau, N., & Hope, N. (2015). Goal internalization and persistence as a function of autonomous and directive forms of goal support. Journal of Personality, 83(2), 179–190. doi:10.1111/jopy.12093
  • Krumrei-Mancuso, E., Newton, F. B., Kim, E., & Wilcox, D. (2013). Psychosocial factors predicting first-year college student success. Journal of College Student Development, 54(3), 247–266.
  • Kuh, G. (2003). What we’re learning about student engagement from NSSE. Change, 35(2). 24–32.
  • Martin, K., Galentino, R., & Townsend, L. (2014). Community college student success: The role of motivation and self-empowerment. Community College Review, 42(3), 221–241.
  • Merriam, S. B. (2002). Qualitative research in practice: Examples for discussion and analysis. Jossey-Bass Inc. Pub.
  • Mertes, S. (2013). Community college retention: A critical race theory perspective. Journal of Applied Research in the Community College, 21(1), 25–30.
  • Mellow, G. O. (2015). Cultivating a community of excellence. Journal of the National Collegiate Honors Council, 16(2), 65–69.
  • Nunez, A. M. Crisp, G. & Elizondo, D. (2014). Mapping Hispanic-serving institutions: A multilevel analysis. American Educational Research Journal, 48(6), 1286–1313.
  • Ochoa, G. (2013). Academic profiling: Latinos, Asian Americans, and the achievement gap. Minneapolis, MN: University of Minnesota Press.
  • Owings, J., Madigan, T., Daniel, B., & National Center for Education Statistics (ED), W. D. (ED), Washington, DC. (1998). Who Goes to America's Highly Ranked "National" Universities? Statistics in Brief.
  • Pyne, K. B., & Means, D. R. (2013). Underrepresented and in/visible: A Hispanic first-generation student’s narratives of college. Journal of Diversity in Higher Education, 6(3), 186–198.
  • Rivera, M. (2014). Priming the pump... the counselor factor in student success. The Hispanic Outlook in Higher Education, 24, 36.
  • Rivera, M. (2015). Priming the pump... why helicopter parents should be grounded. The Hispanic Outlook in Higher Education, 25, 44.
  • Schiffrin, H. H., Liss, M., Miles-McLean, H., Geary, K. A., Erchull, M. J., & Tashner, T. (2014). Helping or hovering? the effects of helicopter parenting on college students’ well-being. Journal of Child and Family Studies, 23(3), 548–557.
  • Sandoval-Lucero, E. (2014). Student-centered education for a diverse 21st century student population. Diverse, 1–6. Retrieved from http://diverseeducation.com/article/65712/
  • Sarwat, S., & Irshad, H. (2012). A Study on achievement goals determining learning strategies of undergraduate college students. Journal of Educational Research (1027-9776), 15(1), 39–46.
  • Torres, V. & Zerquera, D. (2012). Hispanic-serving institutions: Patterns, predictions and implications for informing policy discussion. Journal of Hispanic Higher Education, 11(3), 259–278.
There are 37 citations in total.

Details

Primary Language English
Subjects Studies on Education
Other ID JA37UG92AA
Journal Section Research Article
Authors

Linwood N. Harris This is me

Publication Date April 15, 2017
Published in Issue Year 2017 Volume: 6 Issue: 2

Cite

APA Harris, L. N. (2017). Latino Student Persistence Strategies in Transferring from Community College to Tier 1 Universities: A Phenomenological Analysis. European Journal of Educational Research, 6(2), 113-122. https://doi.org/10.12973/eu-jer.6.2.113
AMA Harris LN. Latino Student Persistence Strategies in Transferring from Community College to Tier 1 Universities: A Phenomenological Analysis. eujer. April 2017;6(2):113-122. doi:10.12973/eu-jer.6.2.113
Chicago Harris, Linwood N. “Latino Student Persistence Strategies in Transferring from Community College to Tier 1 Universities: A Phenomenological Analysis”. European Journal of Educational Research 6, no. 2 (April 2017): 113-22. https://doi.org/10.12973/eu-jer.6.2.113.
EndNote Harris LN (April 1, 2017) Latino Student Persistence Strategies in Transferring from Community College to Tier 1 Universities: A Phenomenological Analysis. European Journal of Educational Research 6 2 113–122.
IEEE L. N. Harris, “Latino Student Persistence Strategies in Transferring from Community College to Tier 1 Universities: A Phenomenological Analysis”, eujer, vol. 6, no. 2, pp. 113–122, 2017, doi: 10.12973/eu-jer.6.2.113.
ISNAD Harris, Linwood N. “Latino Student Persistence Strategies in Transferring from Community College to Tier 1 Universities: A Phenomenological Analysis”. European Journal of Educational Research 6/2 (April 2017), 113-122. https://doi.org/10.12973/eu-jer.6.2.113.
JAMA Harris LN. Latino Student Persistence Strategies in Transferring from Community College to Tier 1 Universities: A Phenomenological Analysis. eujer. 2017;6:113–122.
MLA Harris, Linwood N. “Latino Student Persistence Strategies in Transferring from Community College to Tier 1 Universities: A Phenomenological Analysis”. European Journal of Educational Research, vol. 6, no. 2, 2017, pp. 113-22, doi:10.12973/eu-jer.6.2.113.
Vancouver Harris LN. Latino Student Persistence Strategies in Transferring from Community College to Tier 1 Universities: A Phenomenological Analysis. eujer. 2017;6(2):113-22.