Black Male Graduation Rates in Community Colleges: Do Institutional Characteristics Make a Difference

Urias, Marissa Vasquez; Wood, J. Luke

doi:10.1080/10668926.2012.745101

Cited by 16 publications

(12 citation statements)

References 10 publications

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“…Two other institutional factors seem to matter. Student success is reduced in larger institutions, though this effect is modest (Bailey et al, 2006 ; Burrus et al, 2013 ; Calcagno et al, 2008 ; Vasquez Urias & Wood, 2014 ). It is not clear whether enrollment spikes and declines within institutions have a similar relationship to retention.…”

Section: Literature Reviewmentioning

confidence: 99%

And Now for Some Good News: Trends in Student Retention at Community Colleges, 2004–2017

Monaghan

Sommers

2021

Res High Educ

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Section: Literature Reviewmentioning

confidence: 99%

And Now for Some Good News: Trends in Student Retention at Community Colleges, 2004–2017

Monaghan

Sommers

2021

Res High Educ

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“…Seminal studies from Weis (1985), Bean and Metzner (1985), and Rendón (1994) established a theoretical-based frame for understanding the importance of community-based resources for traditionally marginalized student populations attending community colleges. Contemporary studies have expanded knowledge on nondominant positionality within the community college contexts with recent attention given to men of color (Sáenz, de las Mercédez, Rodriguez, & García-Louis, 2017;Urias & Wood, 2015), Latino students (Tovar, 2015), and immigrant students Katsiaficas, Suárez-Orozco, & Dias, 2015;Terriquez, 2015) Moving beyond an examination of individual experiences and behaviors, scholars have also examined the influence of institutional environments on postsecondary transitions among underrepresented students beginning at community colleges (Crisp, Reyes, & Doran, 2017;Rosenbaum et al, 2006;Urias & Wood, 2014). Research has focused on identifying campus norms and practices aligned with high-impact influences on transition experiences including a critical mass of underrepresented students and faculty at the institution, targeted support for underrepresented students, professional development for faculty around issues of diversity, and use of institutional research to disaggregate and assess student outcome data for continuous improvement.…”

Section: Relevant Literaturementioning

confidence: 99%

“Living in the Along”: Validating Experiences Among Urban Community College Students in a College Transition Program

Baber

2018

Community College Review

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Objective: Despite significant attention from federal and state policy makers, postsecondary completion rates in the United States remain stratified across race and socioeconomic background. This study examines a community-based college readiness program for underrepresented students from low-resource neighborhoods in Chicago, Illinois. Method: This qualitative study utilized validation theory to consider the experiences of program participants. During the Summer of 2014, I collected data through six focus groups with participants who successfully completed the college readiness program between 2010 and 2014. Results: Aligning with phrases from Chicago poet and activist Gwendolyn Brooks, I describe major themes that reflect the validating experiences of program participants. Overall, participants indicate that program experiences affirmed existing motivations that drive postsecondary aspirations and persistence. Participants felt most when their existing strengths were consistently recognized as an important factor for college transitions. Contributions: Findings offers further evidence for the critical role of validation in supporting the postsecondary pursuits among students from underrepresented backgrounds. Participant insights also offer critical observations about unintended consequences when successful programs grow rapidly to satisfy external constituents.

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“…David's, Val's, and Phil's claims echo Vasquez and Wood's (2014) finding that the individual community colleges' location, policies, and size could influence retention.…”

Section: Community and Locationmentioning

confidence: 96%

“…One quantitative study on why students were not succeeding came from Vasquez and Wood (2014), who used Integrated Postsecondary Education Data System (IPEDS) data from 646 community colleges to find out what institutional characteristics played a role in influencing Black men's retention. The study found that individual community colleges made a difference in the retention of Black male students, which indicates that an institution's location, policies, and size could influence retention (Vasquez & Wood, 2014).…”

Section: Black Male Community College Studentsmentioning

confidence: 99%

Black male community college students : a narrative study of their success

Funston¹

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Black males tend to start their higher education at a community college. However, when it comes to the issue of retention, there are few studies concerning the success of Black men who attend this type of higher education institution. Therefore it is vital to learn from academically successful Black male community college students. The purpose of this doctoral thesis narrative was to discover the support systems that affected academic completion of Black men at a community college in the Midwest. Utilizing Uri Bronfenbrenner's ecological systems theory, both on-campus and off-campus support systems were explored to find out how they influenced academic success. By using a qualitative narrative study, Six Black male participants from the same community college were interviewed, and the data revealed three major themes. These themes were Relationships, Internal motivation, and External motivation. Support systems directly or indirectly interconnected with each other and positively assisted with these students' academic success during their first 24 credit hours of college-level work. Based on the findings recommendations for practice, such as a peer mentoring program and family appreciation events were recommended. Also, suggestions, such topics as successful Black female community college students, were given as future research topics.

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Black Male Graduation Rates in Community Colleges: Do Institutional Characteristics Make a Difference

Cited by 16 publications

References 10 publications

And Now for Some Good News: Trends in Student Retention at Community Colleges, 2004–2017

And Now for Some Good News: Trends in Student Retention at Community Colleges, 2004–2017

“Living in the Along”: Validating Experiences Among Urban Community College Students in a College Transition Program

Black male community college students : a narrative study of their success

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