Latino students are the only ethnic group more likely to enroll in community colleges than four-year institutions. However, they transfer to four-year institutions at much lower rates than their white counterparts. This gap in transfer rates for Hispanic students is of significant concern to higher education researchers and policy makers because of its broad impact on overall educational attainment for Hispanics. Research on Latino transfer rates has focused predominantly on quantitative data, which paints a clear picture of what is happening, but falls short in explaining why transfer rates continue to be low. Researchers have offered both structural (social reproduction theory and the community college "cooling out" theory) and agency explanations (transfer aspirations and self-efficacy) for low transfer rates. This dissertation expands our understanding of Latino student transfer through a qualitative, interview-based study, which gives voice to six Latino students at an urban community college in the Ohio Valley. Individual interviews were conducted with transfer-ready students and were then transcribed and analyzed through narrative analysis. Each of the students in this study planned to earn an associate‘s degree and then transfer to a four-year institution, but despite these goals they had done limited transfer planning. Although the community college provides access to these students, the students also struggle financially and wonder if they‘ll be able to afford the American Dream. Within the context of the community college and American culture, the students are navigating cultural values, gender roles, and expectations as they pursue their education. The students pursue their educational goals and persistence within the context of strong family connections. They are navigating an unfamiliar education system, often in a foreign language. As they experience education in another language, they are actively engaged in the production of their own cultural identities. Despite the obstacles these students face – particularly financially), the student narratives are grounded in a strong sense of personal agency and a belief that education will provide them with a better future.

With AB 705 being enforced in all California community colleges since Fall 2019, colleges have devised corequisite courses in almost all English and mathematics gateway courses. Some quantitative and qualitative studies have shown positive results of corequisite courses in English, and some math courses such as statistics, but there is limited quantitative research on the effects of the corequisite model on student academic performance in STEM math courses, like college algebra and precalculus. Many mathematics department faculty members believe that the corequisite model, especially in STEM math courses, may not work in community colleges due to the population consisting of a large number of non-traditional and under-prepared students at these institutions. This causal comparative study attempted to compare the academic performance of students from corequisite and prerequisite (traditional) types of precalculus courses after controlling for their gender, generational status, prior academic achievement (high school grade point average, HSGPA), and ethnicity. The study also investigated whether the effect of course type on precalculus course grades is moderated by students’ generational status, prior academic achievement, and ethnicity. The moderating effects of variables were studied after controlling for the other background variables. Samples for this study were taken from two California community colleges that taught precalculus courses with both models (corequisite and prerequisite) prior to Fall 2019. The data for each of the colleges were analyzed separately because of their different academic systems (semester versus quarter). Sequential multiple regression was used and variations were found in the results from the two colleges. In addition to tests of statistical significance, effect sizes (based on Cohen’s d) were calculated to measure the magnitude of the difference between groups. Statistically significant findings from College A (a pseudonym) suggest that the corequisite model of courses in precalculus impacts overall student grades in a positive way. In contrast, there was insufficient evidence based upon data from College B to conclude that corequisite precalculus courses impact course grades. Furthermore, moderating effects were found. In College A, some subgroups (such as Filipinx, Latinx, and White students, those with higher prior academic achievement, or who were first-generation college students) were found to perform better in corequisite courses than prerequisite courses, while students with lower prior achievement (based on HSGPA) performed better with the prerequisite type of courses. The results from both Colleges A and B were consistent in finding that students with lower HSGPA performed worse on average in corequisite precalculus courses. Ethnicity was found to moderate the effect of course type on precalculus course grades when the data from College B was analyzed. The results showed a medium-large effect (d= -0.65) for Latinx students who, on average, performed worse in the corequisite precalculus course as compared to the prerequisite version. However, students at College A, regardless of ethnicity, performed better on average in the corequisite classes, and the effect sizes ranged from small to medium-large across the ethnic groups. Limitations of the study, suggestions for further research, and implications for practice and policy are discussed in the following chapters.

The problem of this study concerned illicit psychoactive drug use among community college students. A non-experimental design methodology, a survey, was used in this study. The population consisted of 149 students at 14 randomly selected public community college institutions throughout the United States. Three waves of mailings took place to increase response rate. Community college students appear to be knowledgeable regarding the deleterious physical and mental impact upon those who use drugs. Community college students appear to have a negative attitude toward drug use and toward those who use them. Community college students have an aversion to actual drug use. The illicit psychoactive drug of choice among community college students is marijuana.

<p> The purpose of this case study was to explore the quality enhancement plan (QEP) process and its influence on student learning of critical thinking and the institutional environment from the perspective of key stakeholders at two community colleges accredited by the Southern Association of Colleges and Schools Commission on Colleges (the Commission). Key stakeholders were defined as faculty, staff, and administrators who had direct and continuous involvement with the development and/or implementation of the QEP. This was accomplished through document reviews and analysis of interviews. The study was guided by intertwined quality assurance systems&mdash;accountability, accreditation, and assessment, and six of Deming&rsquo;s (1986) total quality management principles. These principles are: (1) customer, (2) training and development, (3) teamwork, (4) measurement, (5) improvement, and (6) leadership (Bosner, 1992; Deming, 1986; Marchese, 1991; Sallis, 2002).</p><p> The study suggests that as a result of accountability from multiple entities, quality in higher education and how the definition of quality includes student learning assessment, continues to be important to the Commission. The QEP process was developed to assist institutions with educational quality and improving effectiveness. Based on the study findings, the QEP process can have a positive influence on student learning of critical thinking and result in constructive and effective changes for an institution. The study also reveals the current QEP process could benefit from incorporating the strategy of identifying both internal and external direct measures of student learning within the QEP assessment plan and the Commission including a <i>use assessment results</i> section as a requirement for the QEP Impact Report.</p><p> The study confirms the importance of accountability, accreditation, and assessment, but the six TQM principles are not as significant as anticipated. Instead of all six principles surfacing as themes at the two public community colleges, teamwork was the only common theme. However, there was evidence of all six TQM principles at each college. Recommendations for the Commission, institutions of higher education, and recommendations for future research are presented.</p>

<p> This study investigates the effect of participation in high school-community college partnership activities on teachers&rsquo; reflective practice. It examines the responses of teachers from one suburban high school, one urban high school and one urban charter school located in the Upper Midwest of the United States, gathered via semi-structured interviews. The partnership activities took place during the 2012-13 and 2013-14 school years. </p><p> The experiences of the teacher participants can be located in the phases of the reflective practice cycle, which consists of: having a catalyzing experience, seeking additional information, reframing and challenging assumptions, and testing through action. By engaging in collaborative activities, teachers accessed feedback on the needs of students and insights regarding different pedagogical approaches. This information fed the cycle of the reflective practice by causing teachers to have catalyzing experiences, motivating them to seek additional information, helping teachers to reframe and challenge their assumptions, and providing them with opportunities to test new ideas. </p><p> Besides supporting the cycle of reflective practice, the results of this study also connect to several tenets of teacher professional development in the literature. On one hand, this study&rsquo;s findings align with much of the literature regarding collegial collaboration, teacher motivation, and the execution of professional development over time. On the other hand, these results raise questions about forms of feedback that influence teacher reflection and whether experience is always a necessary precursor to teacher learning. </p>

<p> Foster youth face significant challenges as they navigate higher education; estimated rates of those who obtain Bachelor Degrees vary from 1 to 11% (Casey Family Services, 1999; Emerson, 2006; Pecora et al., 2003). Grounded in identity, attachment, development, and student success theories and rooted in relational cultural therapy, this proposed program applies components to help counter and shrink the achievement gap of foster youth. Utilizing case management, a mentoring program, and across-system collaboration and communication, educational outcomes for foster youth can be improved, avenues for positive and consistent interpersonal adult connections can be provided, and access to existing services across campus, local, and county systems for foster youth attending a community colleges can be improved. The challenges facing foster youth, associated theories and proposed intervention components are examined and supported by the literature. Intervention strengths, limitations, and implications are also explored.</p>

<p> For many years, community colleges that chose to offer community college baccalaureate (CCB) programs were looked upon in a negative light (Rice, 2015). However, as the need for specialized baccalaureates within specific fields and job markets have continued to grow (McKee, 2005), CCB programs are becoming more widely accepted throughout the United States. In spite of this paradigm shift, Mississippi is one of the remaining states that have not embraced the idea of CCB programs, in spite of its statistical deficiency in regards to baccalaureate degree holding citizens (Williams, 2010). </p><p> The focus of this study was to explore the perceptions of community college administrators in Mississippi with regards to the influence of CCB programs to the community college mission of institutions in their state. This study indicates that administrators in Mississippi recognize the benefits of offering CCB programs, but do not want CCB programs to take away from the well-established statewide higher education system through mission creep. Many of the strong position statements received overwhelmingly neutral responses. In contrast, Administrators who chose to give their opinion indicated that they are not familiar with how CCB programs are implemented, and do not believe that Mississippi is ready for CCB programs across the state. However, respondents felt that the community college mission is always evolving, should meet students&rsquo; needs, and varies from location to location. The findings also show that administrators are favorable to the piloting of CCB programs at a few (1-2) institutions, even though they believe the programs will take funding away from current programs and do not want community colleges evolving into 4-year institutions. The study also concludes that there is a significant difference between institution size and survey questions #18 and #20. There is also a significant difference between length of time in the community college sector and survey questions #15, #17, and #18.</p>

<p> The purpose of this study was to analyze the general education faculty members&rsquo; perspectives on the internationalization of the general education curriculum in Mississippi community colleges. The participants in this study included all full-time instructors of general education courses at 2 of the 15 public community colleges in the state of Mississippi. The study used a survey <i>Analysis of Faculty Perception: Factors Affecting the Internationalization of General Education Curriculum in Mississippi Community Colleges</i> to examine factors that included a) importance of internationalization, b) institutional success with internationalization efforts and c) importance and existence of administrative support for internationalization. No studies were found that analyze nor investigate the importance of internationalizing the general education curriculum in Mississippi community colleges. Quantitative data were collected using Survey Monkey online instrument that was sent to full-time general education faculty members teaching at the 2 community colleges in the State of Mississippi. The data were analyzed using Kruskal-Wallis Analysis of variance (ANOVA) and Mann-Whitney U Test tables and descriptive statistics were reported. </p><p> Results showed that a large number of the educators recognized the need for a partner institution in another country. Many of them also recommended that there should be a designated administrative office to coordinate and support international education initiatives, and they also saw the need for their college to have a plan designed to increase international/global understanding among students and to have general education courses with an international/global focus available to all students. Some differences in perceptions were observed in the teachers&rsquo; perceptions of internationalization based on years worked in higher education, country of birth, gender, international experience, and level of education. The educators believed that internationalization activities on their campus was a positive movement towards expanding their offerings to students by helping to develop an educational environment where they can become more globally competitive and more professionally effective. Many of the educators in this study support the expansion of programs that support study abroad or student exchange programs.</p>

<p> This study explored the interplay of a community college&rsquo;s vision, its leaders&rsquo; behaviors, strategic planning, and the use of data that contributed to an organizational culture that led to the improvement of student success. The researcher used a grounded theory approach to delve into the relationships and connections between these four institutional characteristics at three award-winning institutions: Bunker Hill Community College, El Paso Community College, and Guilford Technical Community College. The overall goal of the study was to develop a grounded theory regarding organizational success factors necessary to improve student success. The researcher visited each college for a two-day site visit, conducted twenty-three interviews of college leadership, faculty, and staff along with a document review of select publically available documents. The study yielded five findings leading to a grounded theory of five organizational characteristics that promote improving student success in the two-year institution. At all three award-winning colleges, there was a shared vision built upon a collective, unwavering commitment to student success along with frequent and consistent communication on student success. All three award-winning colleges believed their participation in Achieving the Dream which is focused on increasing student success was a key factor and pivotal point in propelling these colleges forward in their student success initiatives. The three award-winning colleges took action to effectuate the desired future. The college&rsquo;s cultures invited innovation and supported initiatives resulting in engaged employees. All three award-winning colleges understood the importance and transformational power of being accountable to themselves and to others. The colleges were growing in their use of data, were courageous in reviewing data, and cultivated a continuous improvement mindset. Finally, each college had a firm belief in understanding that people, passionate and purposeful, are the institution&rsquo;s greatest asset.</p>

<p> In 2010, the United States ranked fourth among the Organization for Economic Development member-nations in overall educational attainment. This has been attributed to the lower rates of sub-baccalaureate degree and certificate completion for students attending public community colleges, especially Black and Hispanic who attend these colleges in increasingly higher proportions than other racial and ethnic groups. The purpose of the current study was to determine if specific fixed, compositional, and financial characteristics of community colleges have a significant influence on the success rates gaps between White students and their Black and Hispanic peers. This seminal exploratory study used a quantitative correlational prediction design and a hierarchical multiple regression technique to show the relationships between these characteristics and the success rate gaps for Black and Hispanic students attending community colleges in Florida and Texas. The researcher found that these characteristics had minimal correlation with the success rate gaps between these students, with the exception of Black students attending community colleges in the state of Texas. Hispanic students showed a widening gap in both states during the decade of data analyzed for the current study. The findings would suggest that a different set of quantitative factors, and even qualitative information, should be explored to determine what institutional characteristics had a significant influence the success rate gaps between majority and minority students attending two-year colleges in Florida and Texas. Keywords: Blacks, community colleges, educational attainment, Florida, graduation rates, Hispanics, institutional characteristics, minorities, student success, success rates, Texas, transfer rates.</p>