Advising and Progress in the Community College STEM Transfer Pathway

Packard, Becky Wai‐Ling; Jeffers, Kimberly

doi:10.12930/nacada-13-015

Cited by 49 publications

(46 citation statements)

References 24 publications

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“…With the guidance provided by the advisors, international students gained a better understanding about their academic journey in community college and pathways to baccalaureate degrees. These findings echoed previous research (Bai & Pan, 2009;Campbell & Nutt, 2008;Hunter & White, 2004;Packard & Jeffers, 2013) that academic advising plays an integral role in students' learning and, when it is done well, it promotes students' transition to and adjustment in a new learning environment. These findings may encourage administrators and academic advisors to continue strengthening their advising practice in community colleges.…”

Section: Academic (In)validationsupporting

confidence: 85%

An Overlooked Population in Community College

Zhang

2016

Community College Review

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Objective: Guided by validation theory, this study aims to better understand the role that academic advising plays in international community college students' adjustment. More specifically, this study investigated how academic advising validates or invalidates their academic and social experiences in a community college context. Method: This study utilized a phenomenological research design and interviewed 11 international students at a community college in North Texas. Each interview lasted approximately 60 to 90 minutes and consisted of semi-structured, open-ended questions. Results: The findings of the study indicate that international students experience both academic and personal validation through academic advising, but there is evidence that these students feel invalidated in large part due to advisors' limited knowledge about international students, lack of collaboration between advisors and other professionals on campus, and inaccurate or delayed course selection information received from the advisors. The findings also indicate that academic advisors with better understanding of cultural diversity establish stronger relationships with international community college students. Contributions: This study addresses the gap in current literature on community college students and provides strategies that community college leaders and academic advisors can adopt to improve advising practice with international students.

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Section: Academic (In)validationsupporting

confidence: 85%

An Overlooked Population in Community College

Zhang

2016

Community College Review

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“…Accordingly, it is important that two-year colleges offer resources to help women increase their knowledge about transfer into four-year STEM programs, through intentional and proactive academic and transfer advising that helps illuminate viable transfer pathways (Packard et al, 2012; Packard and Jeffers, 2013). In her qualitative study, Jackson (2013) found that interpersonal exchange, such as consistent communication and information sharing within the community, as opposed to solitary activities (e.g., looking up information online), is the major venue through which Black two-year college women prepare for upward transfer and gain career knowledge in STEM fields.…”

Section: Implications For Policy and Practicementioning

confidence: 99%

A Nuanced Look at Women in STEM Fields at Two-Year Colleges: Factors That Shape Female Students' Transfer Intent

et al. 2017

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In this study, we explored the relationship between the intent to transfer upward and a set of motivational, contextual, and socio-demographic background factors among 696 female students beginning in science, technology, engineering, and mathematics (STEM) programs or courses at two-year colleges in a Midwestern state. Drawing upon survey data and administrative records, our multinomial logistic regression analysis revealed that students' math and science self-efficacy beliefs, as well as transfer-oriented interaction, were significant and positive predictors for their intent to transfer into STEM fields as opposed to having no intent to transfer. In addition, the association between transfer intent and these key motivational and contextual factors was moderated by students' racial/ethnic backgrounds, marital status, and childcare obligations. For example, despite the positive relationship between transfer-oriented interaction and the intention to transfer into STEM fields, Black women were less likely to have intent to transfer into STEM fields than White students until Black students reported a moderate level of transfer-oriented interaction. Conversely, Hispanic students were more likely to report intent to transfer into STEM fields than their White peers, even when Hispanic students reported a relatively low level of engagement in transfer-oriented interaction. These and other reported findings bear important and nuanced implications as policymakers, educators, and researchers continue to discover ways to better support women's educational pathways and success in STEM fields at and through two-year colleges.

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“…Consistent with past literature on advising (Broadbridge, 1996;Christian & Sprinkle, 2013), guidance was the most commonly reported theme of positive advising experiences in our study. Prior research also showed that students prefer developmental advising, in which the advisor gets to know each advisee's needs and collaborates with the student in the advising process (e.g., Hollis, 2009), and that students appreciate advisors who actively listen and offer relevant referrals (Packard & Jeffers, 2013). These themes underscore the importance of student-focused communication strategies rather than the provision of information alone.…”

Section: Discussionmentioning

confidence: 99%

Nontraditional Women Students' Experiences of Identity Recognition and Marginalization During Advising

2018

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Nontraditional women students, defined as older than 24 years, parents, or veterans, compose a fast-growing higher education population. Many face identity-related challenges when interacting with advisors. From 2 northeastern U.S. women's colleges, 42 nontraditional women students participated in phenomenological interviews focused on their advising experiences, including the way advisors engaged with their identities. We classified 6 themes, 3 positive (guidance, identity recognition, advocacy) and 3 negative (indifference, identity marginalization, gatekeeping), that underscored the centrality of advisor engagement with identity for advisee-defined experiences. Advisors encouraged nontraditional women when recognizing intersectional identities as assets but also marginalized students through stereotyping or communicating low expectations. We highlight implications for future research and practice in this domain.

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Advising and Progress in the Community College STEM Transfer Pathway

Cited by 49 publications

References 24 publications

An Overlooked Population in Community College

An Overlooked Population in Community College

A Nuanced Look at Women in STEM Fields at Two-Year Colleges: Factors That Shape Female Students' Transfer Intent

Nontraditional Women Students' Experiences of Identity Recognition and Marginalization During Advising

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