The goal of this study is to explore and compare the experiences and views that community college students face across multiple levels of parental education. The findings demonstrate significant differences across five different parental education levels, arguing that future research ought to expand current notions of parental education beyond a binary comparison (having a college educated parent or not).

This review of literature raises the issue of whether the term nontraditional is too broad to be helpful in identifying specific student needs at a community college because of the number of students who fit the definition. The review presents research and suggestions using these definitions, highlighting the characteristics of the community college student population and programs developed within the community college to address them. Additionally, it reflects on the limitations of using a single term to encompass such a diverse group of students and explores alternative ways to research unique populations.

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Building on research that identifies and addresses issues of women's underrepresentation in computing, this article describes promising practices in undergraduate research experiences that promote women's longterm interest in computer science and engineering. Specifically, this article explores whether and how REU programs include programmatic elements designed to promote gender equity and identifies specific mechanisms that are seen as effective in supporting women in REU programs and in encouraging them to persist in computer science and engineering fields. The findings are drawn from a comprehensive study that includes a national survey of REU programs, follow-up interviews with REU program directors from across the country, and an in-depth evaluation of one REU program over four years.

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