Choosing community college: Factors affecting Latino college choice

Kurlaender, Michal

doi:10.1002/cc.223

Cited by 82 publications

(93 citation statements)

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“…Games can give children confidence, playing kids healthy and helpful way toward shaping personality (Kurlaender 2006). As a result, the child in the future, have a good life and thriving, the game is very indispensable (Perez 2010).…”

Section: Discussionmentioning

confidence: 99%

The Instructional Power of Game-Based Learning and Simulation in a K-12 School in the Tehran, Iran

Kenari

2014

IJEEDU

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Abstract:Psychologists have often emphasised the need to incorporate games into the school curriculum as a way of providing with learners opportunities to develop in all aspects of the curriculum. Accordingly, these games offer learners an avenue to release their mental tension resulting from rigorous academic engagement. Previous studies have also indicated that the learning process can be made more enjoyable for learners, when games are incorporated into the learning process. This study examined the instructional power of game-based learning and simulation in a K-12 setting and sought to provide insight as to whether game-based learning would be an emphatic method that could be used for teaching and learning. Many scholars have argued that game-based learning stirs up a sense of motivation on the side of learners regarding their learning process. Therefore, this study explored the distinct features of game-based learning which learners consider to be interesting / absorbing. The findings of this study showed that the use of game-based learning as an instruction method is very effective in the teaching and learning process. It has the ability to engage and provoke learners' interests. Besides, its experimental nature allows learners to participate fully in the class work. This means that teachers need to design teaching content that incorporates games since the latter provide a practical learning approach which helps learners to memorize most of the content learn. The study also recommends that educators tasked with designing and developing the curriculum should emphasize the importance of instructional methods that allow teachers to incorporate games into the teaching content.

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Section: Discussionmentioning

confidence: 99%

The Instructional Power of Game-Based Learning and Simulation in a K-12 School in the Tehran, Iran

Kenari

2014

IJEEDU

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“…When Latina/o students do decide to pursue post-secondary education, community college is the most common pathway to higher education access (Kurlaender, 2006). More than 50% of Latina/o college students nationwide are enrolled at two-year institutions, and almost 70% of Latina/o students in Arizona attend community colleges (National Center for Public Policy and Higher Education, 2011).…”

Section: The Higher Education Attainment Gapmentioning

confidence: 99%

“…Latina/o students lag even further behind in attainment of a bachelor's or higher degree accounting for only 14% of those aged 25-29 who have earned a bachelor's degree or higher compared to 19% of African Americans, 39% of Whites and 53% of Asian-Americans (Maxwell, 2012). Among Latina/o groups, individuals of Mexican origin ages 25 and older account for only 9% of those who have completed a bachelor's degree or higher as compared to 13% of all Latina/os in that age group (Motel & Patten, 2012).When Latina/o students do decide to pursue post-secondary education, community college is the most common pathway to higher education access (Kurlaender, 2006). More than 50% of Latina/o college students nationwide are enrolled at two-year institutions, and almost 70% of Latina/o students in Arizona attend community colleges (National Center for Public Policy and Higher Education, 2011).…”

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confidence: 99%

Family Science as a Pathway to Higher Education Attainment for Rural, Latina/o Students: Lessons from a Pilot Distance Degree Program

Taylor¹,

Payne

Arizaga-Marron³

2015

FSR

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ABSTRACT. Latina/o students in rural communities face unique challenges in their efforts to access higher education opportunities that lead to a four-year college degree. We describe a pilot distance degree program in which a four-year research university in southern Arizona partnered with a rural community college to offer a Bachelor of Science degree in family studies and human development (FSHD) to place-bound students. This program enables students located near the community college to attend courses both on that campus and virtually at the partnering university. We address specific experiences and lessons learned in terms of the partnership required to maintain high academic standards, while being culturally responsive, and meeting the unique needs of these distance degree students. Family Science as a Pathway to Higher Education Attainment for Rural, Latina/o Students: Lessons from a Pilot Distance Degree ProgramLatina/o students in rural communities face a number of challenges accessing higher education opportunities that can lead to successful completion of a four-year college degree. These students may have opportunities to attain an associate's degree, but avenues for obtaining a bachelor's degree from a distance are typically limited. In this paper, we identify some of the unique issues and challenges facing place-bound, rural Latina/o students in their path toward higher education, including the role of family. We then describe a small pilot distance B.S. degree program in family studies and human development (FSHD) designed to meet the needs of this population. The pilot program is based on a partnership between the School of Family and Consumer Sciences at a four-year research university in southern Arizona and a rural community college located in an agricultural community near the border of Mexico. Latina/o Higher Education Attainment: Issues & ChallengesAccording to recent statistics, the state of Arizona has the sixth largest Latina/o population in the United States (Excelencia in Education, 2012). Our use of the term Latina/o for purposes of this paper is based on the U.S. Census Bureau (2014a) definition which specifies that "Hispanics or Latina/os are those people who classified themselves in one of the specific Spanish, Hispanic, or Latina/o categories listed on the Census 2010 questionnaire -'Mexican,' 'Puerto Rican,' or 'Cuban.' In Arizona, Latina/os comprise approximately 30% of the total population and 43% of the K-12 population; individuals of Mexican origin account for almost 26% of the state population (U.S. Census Bureau, 2010). An important challenge for higher education in the state of Arizona (and nationally) is to improve college completion for Latina/o college students. The Higher Education Attainment GapAlthough Latina/o educational attainment has increased over the last ten years, the rate of college enrollment and completion among Latina/os continues to lag behind that of other groups. According to 2013 statistics, only 22% of Latina/o adults earned an associate's degree or h...

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“…No longer home to only the less affluent or academically underprepared (Cohen & Brawer, 2008), community colleges also serve as the first college of choice to students who will become future lawyers, doctors, scientists, and engineers (Townsend, 2009). Prevalent reasons that students choose to attend community colleges include proximity and course scheduling flexibility as well as college preparation and 1 cost of attendance (Kurlaender, 2006;Somers et al, 2006;Townsend, 2009). Scholars also suggest that students may choose to attend a community college as a result of an educational system that prepares students for destinations that match their family background (Hallinan, 2000;Kurlaender, 2006).…”

mentioning

confidence: 99%

“…Prevalent reasons that students choose to attend community colleges include proximity and course scheduling flexibility as well as college preparation and 1 cost of attendance (Kurlaender, 2006;Somers et al, 2006;Townsend, 2009). Scholars also suggest that students may choose to attend a community college as a result of an educational system that prepares students for destinations that match their family background (Hallinan, 2000;Kurlaender, 2006).College choice is a complex process that includes myriad factors that influence the decision to go to college as well as the choice of which college to attend. Most college choice research has focused on traditional students, and more recently first generation students and students of color Freeman, 1998Freeman, , 2005Hearn, 1991;Hossler, Braxton, & Coopersmith, 1989;Maxey, 1995;McDonough, 1997).…”

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confidence: 99%

Community College Choice and the Role of Undermatching in the Lives of African Americans

Lowry

2016

Community College Journal of Research and Practice

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This study explored why academically qualified African American students, those eligible to attend four-year institutions, choose to attend community colleges and are, thereby, undermatched. This qualitative study investigated how these students navigated the college choice process, what influenced their decision to attend a community college, what their experience at a community college was like, and their aspirations to obtain a baccalaureate degree. Purposeful sampling was used to gather a sample of 19 African American students attending community college in Dallas, Texas. The sample included 14 females and five males.Data were collected through 40-60 minute semi-structured interviews and a brief demographic survey. The conceptual frameworks for this study included Kassie Freeman's predetermination model that includes cultural considerations in college choice and the Somers et al. model that addresses factors that increase the likelihood of a student choosing to attend a community college. This integrated framework captures the role that family and culture play in African American community college choice.Findings suggest that the community college choice influences for academically eligible African American students vary from traditional college choice models. Whereas factors such as cost, location, and the role of peers played somewhat of a role in their choice, participants were also heavily influenced by sports, self-perceptions of maturity, and the perceptions of their families. Another key finding was that the effects of undermatching vary. All of the participants in this study felt that attending a community college fostered transfer preparedness, supported personal development, and promoted their academic success. However, some of the participants also felt that attending a community college hindered their sense of autonomy and limited their social engagement. This variation leads to the conclusion that undermatching effects vary and are dependent upon a variety of contextual factors. Policy and practice recommendations are provided for parents, teachers, counselors, and higher education professionals.Copyright 2014 by Kimberly M. Lowry ii ACKNOWLEDGEMENTS First I would like to thank God for the opportunity he has given me to pursue this degree not only for myself but for my family, friends and my community. I am grateful for his unconditional love, grace and faithfulness and know that it is through him that I have accomplished things I could have only dreamed of. Next I would like to thank my entire dissertation committee for providing me with guidance and support. Specifically, I would like to thank Dr. Amy Fann for her leadership and dedication to aspiring scholars, like myself, and to higher education as a whole. Dr. Fann you are truly amazing and thank you again for everything.I would also like to thank and acknowledge my parents and grandparents for every prayer they made on behalf of me and my future. It is because of them that I am who I am today and for that I am truly thankful. My other supp...

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Choosing community college: Factors affecting Latino college choice

Cited by 82 publications

References 12 publications

The Instructional Power of Game-Based Learning and Simulation in a K-12 School in the Tehran, Iran

The Instructional Power of Game-Based Learning and Simulation in a K-12 School in the Tehran, Iran

Family Science as a Pathway to Higher Education Attainment for Rural, Latina/o Students: Lessons from a Pilot Distance Degree Program

Community College Choice and the Role of Undermatching in the Lives of African Americans

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