ERIC Review: Community College Students Recent Findings and Trends

Bryant, Alyssa N.

doi:10.1177/009155210102900305

Cited by 65 publications

(52 citation statements)

References 21 publications

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“…A fourth type of inter-institutional transition, known as reverse transfer from a 4-year institution to a community college (Adelman 2005;Brimm and Achilles 1976;Bryant 2001;de los Santos and Wright 1989;Winter and Harris 1999), has received somewhat more attention in the literature than either lateral or downward transfer, although nowhere near the attention that upward transfer has received. With respect to the study of enrollment behavior, reverse transfer has been characterized by some as belonging primarily in the area of inquiry concerned with 4-year institutions (e.g., Bahr 2009a), although it unquestionably has implications for community colleges (Yang 2006).…”

Section: Introductionmentioning

confidence: 99%

Student Flow Between Community Colleges: Investigating Lateral Transfer

Bahr

2011

Res High Educ

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The traditional unidirectional (''linear'') postsecondary path from high school to a community college to a 4-year institution into the workforce represents accurately a decreasing proportion of the pathways actually taken by students through higher education. Instead, students increasingly exhibit patterns of enrollment that take them through multiple postsecondary institutions, both within levels of the higher education system (e.g., multiple community colleges, multiple 4-year institutions) and across levels (e.g., movement back and forth between community colleges and 4-year institutions). These ''swirling'' patterns of enrollment are widely recognized by scholars of higher education, but they remain poorly understood. In this study, I employ data that address 89,057 first-time students in the California community college system to answer a number of key questions concerning lateral transfer between community colleges, which, according to prior research, constitutes one sizeable component of student ''swirl''. Building on the very limited work on this topic, I examine whether the reported high prevalence of lateral transfer holds true under a more stringent operational framework than that employed in prior work. I explore whether lateral transfer is primarily an artifact of students enrolling simultaneously in multiple community colleges, sometimes called ''double-dipping''. I investigate the timing of lateral transfer from several different perspectives to determine how lateral transfer fits in students' progress and development. Finally, I probe the relationship between students' level of academic investment in their current community college and the risk of lateral transfer.

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Section: Introductionmentioning

confidence: 99%

Student Flow Between Community Colleges: Investigating Lateral Transfer

Bahr

2011

Res High Educ

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confidence: 99%

Diversity in the two‐year college academic workforce

Jackson

Phelps

2004

New Drctns Community Coll

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Over the past decade the nation's two-year colleges have witnessed major shifts in diversity among students, faculty, and academic leaders (Astin, 1993;Bryant, 2001). Given the increasing and multifaceted role that diversity plays in two-year colleges, this chapter explores whether trends in hiring, retaining, and promoting people of color in the two-year academic workforce are keeping pace with trends in student enrollment. Using data from the 1993 and 1999 National Study of Postsecondary Faculty as well as the Integrated Postsecondary Education Data System, this chapter compares the proportional representation for people of color in faculty and academic leadership positions to students of color, and addresses the implications for policy and practice in two-year colleges. Because these data sets do not distinguish between two-year colleges and community colleges, all postsecondary institutions in this chapter will be referred to as two-year colleges.

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“…The nation's 1,200 community colleges educate about half of all U. S. undergraduates and are the entry point into higher education for most first-generation college students, particularly those from low-income, minority, and immigrant backgrounds (Bryant, 2001). 1 At a time of expanding enrollment demand, budget woes have sharply reduced community college funding in California and other states.…”

Section: Introductionmentioning

confidence: 99%

Methods for gauging the target populations that community colleges serve

Santibáñez

Morrison

Carroll

2007

Popul Res Policy Rev

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For many community colleges, expanding enrollment demands coincide with shrinking resources, confronting policymakers with multiple competing constituencies of discouraged college-goers. At issue are whether community college enrollments are keeping pace with local growth among the subpopulations that typically attend community colleges; how enrollment levels might differ had participation rates remained unchanged; and which specific population groups, in which subareas of an overall region, are most affected by funding constraints. These issues focus attention on identifying and measuring the diverse populations such colleges serve. We present methods for tracking those populations (1) to gauge how completely (or incompletely) the local community college-going population is enrolling in various campuses, and (2) to delineate the functional service areas of individual campuses. Our methods have applicability to the needs of community college systems generally, especially where the size and geographic distribution of their populations are changing significantly through, for example, immigrant influx and regional expansion. These methods and measures add to the applied demographer’s repertoire of techniques for strengthening local decision-making. Copyright Springer Science+Business Media B.V. 2007College, Education, Enrollment, Equity, Minority,

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ERIC Review: Community College Students Recent Findings and Trends

Cited by 65 publications

References 21 publications

Student Flow Between Community Colleges: Investigating Lateral Transfer

Student Flow Between Community Colleges: Investigating Lateral Transfer

Diversity in the two‐year college academic workforce

Methods for gauging the target populations that community colleges serve

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