The purpose of this non-experimental, quantitative study was to determine how well selected institutional characteristics explain the variance in Hispanic community college students’ transfer rates to 4-year institutions. Due to the rapidly growing Texas Hispanic population, understanding challenges to their educational attainment has become critical. Hispanic community college enrollment in Texas continues to rise, yet these students are not transferring to 4-year institutions at the same rate as other groups. This study analyzed data from the Texas Higher Education Coordinating Board of 50 Texas community colleges to determine how well the independent variables (Hispanic population of each community college campus locale, Hispanic community college student college readiness as indicated by Texas Success Indicator scores, and the percent of Hispanic faculty at each community college) accounted for the variance on the dependent variable (Hispanic community college student transfer rate). Multiple regression was used to determine the magnitude of the relationships between the dependent variable and the combination of all the independent variables. Commonality analysis was then utilized to identify proportions of variance in the dependent variable from combinations of the independent variables. The independent variables together generated a statistically significant regression model on the dependent variable, F(4, 64) = 3.067, p = .023. The R2 coefficient between the independent variables on the dependent variable presented a positive relationship with 17.2% variance. The percent of Hispanic community college faculty was the largest contributor to the variance (62.09%), the strongest factor in accounting for the transfer rates of Hispanic community college students to 4-year universities. Hispanic population of each community college campus locale had the least effect on the dependent variable with a 1.47% variance. The findings of this study support the recent report by the Texas Higher Education Coordinating Board in favor of research and resources for Hispanic educator preparation programs.

The problem of this study was to determine the effect of a small-study-group method of teaching on the achievement, acquaintance volume, reported problems, and willingness to discuss problems of college students enrolled in Introduction to Psychology classes.

The primary purpose of this paper is to evaluate student and teaching faculty response to the formal procedures used at a large university to officially warn students who are in danger of failing, and to study the relationship of this process to such factors as college entrance examinations and subsequent grades.

The purposes of this study were to determine the perceptions of college and university presidents concerning the role of intercollegiate athletics in higher education, to identify the various similarities and differences regarding the role of intercollegiate athletics as perceived by college and university presidents, and to provide useful data for college administrators, faculty, and staff to utilize when implementing new programs of operation or when evaluating existing practices.

The present research studied the differences in student characteristics and perceptions of the college environment between junior college students classified in three ways: level of satisfaction with the college environment, educational classification (transfer or terminal student) and sex of student. Secondary problems of the study were the following: 1. To determine the relationship between students' ratings of satisfaction with the college environment and perceived self-college similarity. 2. To determine the relationship between students' potential for dropping out of college and perceived self-college similarity and college-ideal college similarity. 3. To determine the difference in mean scores of satisfaction with the college environment between transfer and terminal students. 4. To construct profiles of male and female transfer and terminal students based on responses to a guidance questionnaire.

The purpose of this study was to compare a group of college smokers with a similar group of college nonsmokers on eleven Rorschach indices. The sources of data were thirty-five smokers and thirty-five nonsmokers enrolled in Introductory English courses at Texas Christian University during the 1971-1972 academic year.

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Community colleges face challenges with the high rate of retirement of community college presidents and the need to replace them with qualified leaders. Although leadership research has identified a number of desirable attributes of community college presidents, there is little research on the attributes sought by both faculty leaders and board members in an effective community college presidential applicant. This exploratory qualitative study sought to fill that gap. Its additional purpose was to examine how these two groups make a decision when differences occur. Attribute theory served as the conceptual framework that guided the study. Seven faculty leaders and 3 board members responded to questionnaires and participated in interviews on the attributes they deemed most important. Data were analyzed by using open and axial coding. Findings revealed that faculty and board members agreed on these key attributes of a community college president: communication skills, decision-making skills, honesty, problem solving skills, and vision. However, faculty discussed them from the perspective of what happens inside the institution, while board members discussed them from the perspective of what happens outside the institution. Applicants and committee members need to be aware of the importance of serving internal and external constituents. Both faculty and board members indicated using a democratic, collegial method to come to agreement when differences occurred. Social change implications include enhanced satisfaction and retention of community college presidents and thus better stability and performance of their institutions.

Higher education institutions in Ghana are challenged in providing access to affordable education to accommodate all qualified students for postsecondary education. Most Ghanaian students seek skills and knowledge to prepare them for a global workforce. The study's purpose was to investigate the adaptation of the U.S. community college's 2-year model for training students in Ghana's higher education system to participate in high skilled employment in business and industry, using a conceptual framework drawn from Becker's theory of human capital. The research questions focused on what support students need to participate successfully in Ghana's higher education system, and what concerns stakeholders have regarding higher education in Ghana that might be addressed by the U.S. community college model. This qualitative study included individual and focus group interviews with 11 participants, including college students, faculty, staff, the registrar, and community business partners. Data were analyzed to find emerging codes and themes. Results showed that participants perceived a variety of challenges that limited their access to and participation in higher education including: financial issues, lack of preparation in critical thinking, inadequate academic facilities, and inequitable distribution of education subsidies. Participants expressed the need for campus-based career development programs, partnerships with community business organizations, and employable skills and work experience. Findings may contribute to positive social change by encouraging entrepreneurship education that might help create wealth to break the cycle of poverty. Higher education administrators may be encouraged to provide practical education to address the problem of youth unemployment.

Intimate partner violence affects a significant portion of college-aged individuals, but researchers know little about how the intersection of age, race, class, and gender influence intimate partner violence among community college students in the United States. In this quantitative correlational study, I examined the relationship between intimate partner violence and gender, race, age, class, marital status, and past abuse among community college students using the intersectionality theory. I used the Abusive Behavior Inventory and a demographic survey to collect data via a convenience sample of the target population of men (n = 220) and women (n = 330) attending a community college or recent graduates. Multiple linear regression analysis indicated although no demographic variables were related to the frequency of psychological violence, lower age and higher socioeconomic status were related to increased frequency of physical violence. Individuals aged 18-24 were more likely than other groups to experience physical violence (t = -2.73, p = .008), and individuals with higher income levels (larger than $50,000) were more likely than individuals in other socioeconomic statuses to experience physical violence (t = 1.99, p = .049). The implications for positive social change include generating data regarding the potential predictive demographic factors that influence intimate partner violence, which may help professional's complete interventions that address intimate partner violence among community college students. More targeted interventions could reduce the rate of intimate partner violence and the long-term effects of intimate partner violence, particularly among the unexpected populations affected by intimate partner violence, as I indicated.