The purpose of this study was to describe the transitions, support, and current activities of students who completed baccalaureate degrees after completing community college non-transfer degrees. The population was limited to students who earned an associate degree of Applied Science, Science, or General Studies from Oregon community colleges, and who completed a baccalaureate degree from Portland State University. A telephone questionnaire was used to collect descriptive data and anecdotal information. At the time of community college entry, only 15% of participants identified "transfer" as their reason for attendance, yet each participant in this study did go on to transfer and complete a baccalaureate degree. Half began their community college enrollment after age 22 and excluding previous post-secondary education experience took 6-10 years to complete their baccalaureate degree. At the time of this study, a surprising 33% were enrolled in graduate study. Examining the transitions in retrospect from baccalaureate degree completion, the participants relied upon faculty, family, and employment networks to complement their personal goal-strength. In addition, participants identified an initial reliance on student services for information, especially in maximizing credits used in transfer. However, more than half of the participants identified inconsistent information from services and therefore used their support network of faculty, family, and employment members to obtain information relating to academic success, transfer requirements, and degree completion. The study concluded that no educational program is necessarily terminal, that community colleges cannot configure programs that meet all learner needs, and that the availability and quality of information are catalysts for student goal-achievement. The principle implication of this research is that readily accessible and reliable information of the baccalaureate degree structure is essential to students in community college non-transfer associate degrees programs. / Graduation date: 1997

Although the career choice decision for women is recognized as a complex process, there is little understanding about how the influencing factors affect the choices of disadvantaged women returning to community colleges. This study was concerned with understanding how certain factors influenced the career choices of this population. A random sample of 15 subjects was identified for this study from a population of 53 female students attending Umpqua Community College in Roseburg, Oregon. The data were gathered through examining the subjects' college student records, interviews and survey questionnaires. The literature suggested that six major factors may influence career choices of women. These are: the environment, the family, individual abilities, self-concept variables, vocational interests and values, and the influence of education. Factors identified in this study which may influence the career choices of disadvantaged women returning to community colleges and provided support for the literature included: high academic ability, a more tolerant and feminist attitude, a sense of independence, interest in planning for a career, and a supportive faculty. In addition, economic security was the most often discussed motivating factor; it had not been previously identified as an influencing factor. Contrary to the literature, the following factors had minor influence on career choices: success in mathematics courses, supportive parents and family, and educational role models. In addition, the absence of a familial value for education was identified. Although it did not appear to impact the subjects' career choices, it appeared to have previously created a barrier to education. / Graduation date: 1992

The purpose of this qualitative study was to learn about the perceptions and experiences of students who graduated with the Associates of Arts/Oregon Transfer (AA/OT) degree. This study answered the following questions: 1) How did the AA/OT degree attainment assist in the overall achievement of goals? 2) How did AA/OT graduates view the transfer process? 3) What factors influenced the transfer process? 4) What was the overall perception of the AA/OT degree? A phenomenological approach was used. Qualitative data were collected through interviews with 18 students who graduated with the AA/OT degree at an urban community college in Oregon. Data analysis occurred through the creation of profiles of the participants and the emergence of themes. As a result of answering the research questions about the experiences of AA/OT graduates, five themes emerged. These included: Theme 1: The AA/OT degree made the transfer process easier and helped students overcome common barriers or obstacles to transfer. Theme 2: AA/OT graduates were frustrated with the academic environment at the community college. Theme 3: AA/OT graduates encountered stigmas associated with community college attendance. Theme 4: Advising and mentoring were crucial to goal attainment. Theme 5: Degree attainment influenced behavior change. This study concluded that articulated degrees can help make the transfer process smoother by freeing students from worrying about how or if their credits will transfer, thus allowing the student more time to concentrate on other aspects of the transfer process. The findings of this study suggest there are advantages to obtaining the Associate degree prior to transfer. / Graduation date: 2004

The purpose of this study is to critically explore low-income women's experience as they negotiate post secondary education in community colleges. Three research questions explore the context through which low-income women have entered the college experience, what that experience is like for them, and how the community college experience has impacted their consciousness and view of their futures. This study has significance because poverty is a critical social issue for women, post secondary education is a route out of poverty yet social welfare policy does not support access to education, community colleges have traditionally provided access to education but supports for women have been diminished, and poor women's voices and their own definitions of educational access and success are missing from the public and academic debate of these issues. Past qualitative studies that focus on poor women's experience of college are smaller parts of quantitative studies. Other existing in depth studies have focused on obstacles, persistence, and support systems, or have been studies of special transitional programs formed specifically for welfare eligible women. There is little knowledge of women's experience and sense of self from their perspective as students who are also in poverty. This study uses the research technique of in depth unstructured interviews with eight welfare eligible women student parents in Oregon's Parents as Scholars Program. Six themes emerge from the narrative interviews with the participants that that have implications for educational practice and add to and expand the small body of qualitative work that has been done on the college experiences of low-income women students. / Graduation date: 2012