Determinants of predisposition to transfer among community college students: A structural model

Nora, Amaury; Rendón, Laura I.

doi:10.1007/bf00992310

Cited by 96 publications

(68 citation statements)

References 20 publications

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“…Because we primarily focused on analysis of transcript data, we were unable to control for other important predictors of community college student transfer. Our data did not offer controls for students' out-of-class experiences and engagement (Cabrera et al 2005;Driscoll 2007;Lanaan 2007) or students' satisfaction with the institutional environment (Nora and Rendon 1990). Likewise, transcript data did not allow us to control explicitly for students' level of social capital; instead, we suggest that students' level of exposure to part-time faculty serves as a proxy measure for social capital.…”

Section: Limitationsmentioning

confidence: 99%

“…Students who indicate greater satisfaction with both academic and nonacademic life at the community college tend to have a higher likelihood of transferring to a four-year institution (Nora and Rendon 1990). Lanaan (2007) concluded that community college students who successfully transferred to a four-year institution were better socially adjusted if they had joined clubs or organizations or chosen to participate in other out-of class activities while enrolled in community college.…”

Section: Community College Transfermentioning

confidence: 99%

“…Future work could use a higher threshold of transferable units but consider units cumulative across institutions; such a selection strategy may significantly increase the sample size of transfer likely students. Our data did not offer control for students' out-of-class experiences and engagement (Cabrera et al 2005;Driscoll 2007;Lanaan 2007), students' satisfaction with the institutional environment (Nora and Rendon 1990), or a means to measure social capital. Additional research could explore these items in addition to key variables relating to exposure to part-time faculty.…”

Section: Future Researchmentioning

confidence: 99%

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Effects of Exposure to Part-time Faculty on Community College Transfer

2008

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Over the past several decades, one of the most significant changes in the delivery of postsecondary education involves the dramatic increase in the use of contingent or part-time faculty. Although the increased use of part-time faculty within higher education makes sense from an administrative point of view, its use does not come without criticism. With community colleges representing a more convenient, affordable, and flexible educational option for a number of students, particularly those from disadvantaged backgrounds, examining how exposure to part-time faculty relates to students' academic goals represents an important area of inquiry. This study draws from social and human capital frameworks and uses hierarchical generalized linear modeling (HGLM) to examine how exposure to part-time faculty relates to community college students' likelihood of transferring to a four-year college or university. Findings suggest that students tend to be significantly less likely to transfer as their exposure to part-time faculty increases.

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Section: Limitationsmentioning

confidence: 99%

Section: Community College Transfermentioning

confidence: 99%

Section: Future Researchmentioning

confidence: 99%

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Effects of Exposure to Part-time Faculty on Community College Transfer

2008

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“…Pascarella, 1985, p. 50. Es posible identificar desde los trabajos de Cabrera la generación de modelos que buscan integrar las variables económicas con las perspectivas antes expuestas. En esta perspectiva está el modelo de Nora (1990), quien relaciona las habilidades académicas de los estudiantes al ingresar a la universidad, las necesidades de apoyo financiero, los beneficios estudiantiles de la institución y el desempeño académico de los alumnos en ella, como factores determinantes de la deserción.…”

Section: Diagrama Nºunclassified

Análisis De Los Modelos Explicativos De Retención De Estudiantes en La Universidad: Una Visión Desde La Desigualdad Social

2007

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ResumenEl artículo analiza la evolución de los estudios desde la temática de la deserción a la retención de estudiantes en las universidades, contextualizando este fenómeno en el caso chileno, donde los estudios sobre resultados educativos han dado cuenta de un problema de significación asociado a la pobreza. Se inserta esta discusión en la temática de la exclusión social y educativa que genera el sistema educativo, incluyendo el nivel superior, y debate las principales orientaciones sobre esta materia desde la perspectiva teóri-ca señalada.Palabras clave: modelos de retención, exclusión social, educación superior. AbstractThe article analyzes the evolution of the studies from the thematic of desertion of students in the universities in Chile. The studies on educative results have given to account of a meaning problem associate to poverty. This discussion is in the thematic wich social and educational exclusion is inserted, including the superior level. It debates the main directions on this matter from the indicated theoretical perspective.

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“…Despite persistent attention to occupational and vocational education, community college students have steadfastly maintained interest in transfer opportunities (Boswell, 2004;Brint & Karabel, 1989;Hungar, 2001;Nora & Rendon, 1990). Moreover, there is recent evidence suggesting that community colleges may actually be more likely to warm up, rather than cool out, students' expectations, thereby encouraging transfer (Rosenbaum, Deil-Amen & Person, 2009).…”

Section: The Transfer Function In the Context Of Multiple Missionsmentioning

confidence: 99%

Evolving Statewide Transfer Policies: Persistent Efforts in a Climate of Workforce Development among Massachusetts Community Colleges

Torre

Wells

2014

EPAA

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Since their inception, community colleges have included the transfer function as a central mission. However, arguments have been made contending that community colleges have systematically diverted students toward occupational education. In the 21st century, community colleges continue to contend with multiple missions and identities, especially when viewed from a workforce-development perspective stressing short-term employability as the primary objective. The two-fold purpose of this study focuses on the academic transfer mission of community colleges in tension with the vocational-occupational mission. We apply document and thematic analysis to identify the elements of formal transfer and articulation policies in the United States leading into the 21st century. Using these results as a framework for comparison, we draw on Massachusetts as a case study to explore how transfer and articulation policies have resembled and/or diverged from the policy elements we isolate. Findings address transfer policy in the context of competing community college missions, both nationally and within epaa aapeEducation Policy Analysis Archives Vol. 22 No. 20 2 Massachusetts. Implications for future policy formation point to the need for bridging the tension between transfer and occupational missions through the adoption of a) policies advocating explicit transfer opportunities for community college students enrolled in occupational programs, b) the use of stackable credentials to support community college students initially pursuing technical preparation for employment on the way towards subsequent academic advancement, and c) state-specific analysis of transfer policies, applying a framework similar to the one used in this study, to better understand how particular strengths and limitations influence policy reform within the context of state-determined higher education priorities. Keywords: community colleges; transfer; articulation policy; occupational education; document analysis; public higher education; Massachusetts.La evolución de las políticas de transferencia estatales: Esfuerzos persistentes en tensión con el desarrollo de fuerza laboral en las universidades comunitarias de Massachusetts. Resumen: Desde su creación, las universidades comunitarias han incluido la función de transferencia como una misión central. Sin embargo criticas se han hecho sobre que los colegios comunitarios han desviado sistemáticamente a los estudiantes hacia la educación ocupacional. En el siglo 21, los universidades comunitarias continúan lidiando con múltiples misiones e identidades, sobre todo cuando se ve desde la perspectiva de desarrollo de la fuerza laboral haciendo hincapié en la empleabilidad a corto plazo. El doble objetivo de este estudio se centra en la misión de transferencia académica de las universidades comunitarias en tensión con la misión de desarrollo profesional-ocupacional. Aplicamos análisis documental y temático para identificar los elementos de las políticas de transferencia y articulación formal en los Es...

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Determinants of predisposition to transfer among community college students: A structural model

Cited by 96 publications

References 20 publications

Effects of Exposure to Part-time Faculty on Community College Transfer

Effects of Exposure to Part-time Faculty on Community College Transfer

Análisis De Los Modelos Explicativos De Retención De Estudiantes en La Universidad: Una Visión Desde La Desigualdad Social

Evolving Statewide Transfer Policies: Persistent Efforts in a Climate of Workforce Development among Massachusetts Community Colleges

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