Observing Classroom Engagement in Community College

Alicea, Stacey; Suárez‐Orozco, Carola; Singh, Sukhmani; Darbes, Tasha; Abrica, Elvira J.

doi:10.3102/0162373716675726

Cited by 12 publications

(15 citation statements)

References 63 publications

(96 reference statements)

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“…The quantitative classroom observation framework adopted in this study was developed by Alicea et al (2016) , and was divided into three major domains: behavioral engagement, cognitive engagement, and emotional engagement. These areas are measured by 13 specific dimensions.…”

Section: Methodsmentioning

confidence: 99%

Promoting Pre-service Teacher Students’ Learning Engagement: Design-Based Research in a Flipped Classroom

Tang

Liu

et al. 2022

Front. Psychol.

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Students’ learning engagement is recognized as one of the main components of effective instruction and a necessary prerequisite for learning, but students’ learning engagement in flipped classroom poses some pedagogical challenges. This study aimed to promote students’ learning engagement via the flipped classroom approach. Design-based research (DBR) was adopted in this study to conduct an experiment involving three iterations in a Modern Educational Technology (MET) course in a Chinese university. The participants included 36 third-year pre-service teacher undergraduates. Classroom observations and a learning engagement questionnaire were used to measure the effectiveness of the flipped instruction in terms of students’ learning engagement. Data analysis applied descriptive statistics, ANOVA, and paired samples t tests. The results showed that after three rounds of iterative experiments, students’ learning engagement (behavioral, cognitive, and emotional) significantly improved. Several principles are provided as guidelines for instructors to implement flipped classroom approach to promote students’ learning engagement.

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Section: Methodsmentioning

confidence: 99%

Promoting Pre-service Teacher Students’ Learning Engagement: Design-Based Research in a Flipped Classroom

Tang

Liu

et al. 2022

Front. Psychol.

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“…The CCCO form assessed instruction and student engagement. The CCCO is informed by the procedures and methods used in the CLASS-S (Pianta, La Paro, & Hamre, 2008), which is an observational instrument developed to assess classroom quality in high schools (Alicea, Suárez-Orozco, Singh, Darbes, & Abrica, 2016). The structured ethnography form consisted of a space to draw the classroom seating arrangement and open-ended questions to guide the observer in structuring the ethnographic notes taken during the observations.…”

Section: Methodsmentioning

confidence: 99%

“…Observations consisted of periods that started 10 minutes after the time the professor began the class, which sometimes differed from the designated course time. All observers rated items across 20-minute observation segments simultaneously and independently for the length of one entire class period (Alicea et al, 2016). The number of observation segments was based on the length of each class.…”

Section: Methodsmentioning

confidence: 99%

“Why you Throwing Subs?”: An Exploration of Community College Students’ Immediate Responses to Microaggressions

Casanova

McGuire

Martin

2018

Teachers College Record

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Background/Context Current research within four-year university settings reveals the daily encounters students of color and faculty have with microaggressions—brief, intentional or unintentional comments and behaviors communicating covert biases toward individuals based on their social group membership. The majority of all undergraduate students of color currently attend community colleges, but the occurrence of microaggressions in the community college classroom has been overlooked. We situate our study of microaggressions within the racial microaggressions model framework, which addresses how microaggressive events are mediated by institutional racism through systematic policies, practices, and processes that (re)produce inequitable stratification in higher education. Further, we analyze the immediate effects of and students’ responses to classroom microaggressions. Purpose/Objective/Research Question/Focus of the study The present study explores students’ immediate responses to 51 microaggressions observed in three community colleges. We examine microaggressions in community colleges with the objective to provide a lens into the immediate effects and responses students display to observed classroom microaggressions. In exploring both the effects on students and their responses to microaggressions experienced in 17 classrooms, we gain insight on how these events contribute to or undermine students’ in-the-moment learning experiences, as well as target their academic identities. To this end, we examine the following research questions: 1) In what ways were students’ academic identities targeted by these microaggressions? 2) What were the immediate effects of and students’ responses to the microaggressions experienced in their classrooms? Research Design To examine our research questions, we utilize a mixed-method research design, whereby mixed-method “connecting” was used to systematically quantify the microaggressions that occurred, which were qualitatively recorded in ethnographic fieldnotes from structured observations. We conducted content analyses of the observed microaggression ethnographic fieldnotes using the racial microaggressions model. Findings/Results Microaggressions stigmatized multiple identities the students occupied (e.g., college student identity). Using the racial microaggressions model analytical framework, we found that the most common immediate effects of microaggressions were: disengagement, silence, and discomfort. Immediate responses included laughter and responding with a joke or distraction. While less common, students sometimes resisted through actions of peer support and questioning of the perpetrator. Conclusion/Recommendations By expanding the racial microaggressions theoretical framework to develop an analytical frame that allows for the examination of responses to microaggressions, we can engage in a deeper understanding of the nature of the microaggressive classroom, and the ways that microaggressions target students’ academic identities. As found in our study, some students are engaging in immediate resistant acts to counter the microaggressions they experience, which warrants deeper investigation. Facing the reality that students with marginalized identities are likely to experience microaggressions, institutions should assist students in developing strategic responses that will help them adapt, cope, and resist.

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“…Returning to our model, in the middle of Figure 1 are Campus Engagement factors. We suggest that time spent on campus should include a consideration of productive class time (which would include not only the hours spent in class but also the quality of the interactions and instruction in those classes) (Alicea, Suárez-Orozco, Singh, Darbes, & Abrica, 2016). In addition, time spent outside of class in community colleges (as in four-year colleges) is likely divided between academically productive out-of-class time (which may be linked to better academic outcomes), social out-ofclass time (which may be linked to affective attachment to the campus and potential persistence), and non-academically productive out-of-class time (which may consist of time spent taking care of student-or campus-related business [i.e., financial aid, registrar] or time spent alone) that may be necessary but is not directly linked to better academic or social outcomes.…”

Section: Campus Engagementmentioning

confidence: 99%

“…Phase 1-campus ethnographies, 60 structured classroom observations, nine focus groups; Phase 2-644 student surveys matched to student records; and Phase 3-60 semistructured interviews with students (drawn from 10% of surveyed students) and 45 interviews with instructors and administrators (Alicea et al, 2016;Suárez-Orozco, Casanova, et al, 2015).…”

Section: Current Studymentioning

confidence: 99%

Immigrant-Origin Students in Community College: How Do They Use Their Time on Campus?

Hernández

Suárez‐Orozco

Cerda

et al. 2019

Teachers College Record: The Voice of Scholarship in Education

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Background Immigrant-origin students are the fastest growing new population in community colleges, making up nearly a third of the community college population. To date, little is known about how immigrant-origin students make use of their time on community college campuses. Purpose This study sought to understand in what ways and to what extent immigrant-origin students—defined as first-generation (foreign-born) or second-generation (born in the United States to immigrant parents)—used their out-of-class campus time at three urban community colleges. We examined the following quantitative questions: How much time do students report spending on campus doing what activities? What is the demographic variation in these patterns (according to immigrant generation, ethnicity/race, and gender)? What factors predict how much overall time immigrant-origin students spend on campus? What is the effect of academically productive time spent on campus on grade point average for immigrant-origin students? We also explored the following qualitative questions: What do immigrant-origin community college students say about the time they spend on campus? What insights do they have as to what impedes or facilitates their spending (or not spending) time on campus? Research Design The study proposed a new conceptual framework and employed an embedded sequential explanatory mixed-methods design approach. As part of a survey, participants (N = 644, 54.6% women; M age = 20.2 years; first-generation immigrant n = 213, 33%; second-generation immigrant n = 275, 43%) completed a series of items about the time that they spent on campus and their relationships with their instructors and peers. Qualitative response data were derived from an embedded interview subsample of participants (n = 58). Results Immigrant-origin students reported spending a considerable amount of out-of-class time—an average of 9.2 hours—on campus. Hierarchical regression analyses demonstrated that peer relationships and time spent helping parents or commuting positively predicted the amount of time students spent on campus. Qualitative responses provided further insights into immigrant-origin community college student experiences and provided perspectives on issues contributing to their spending out-of-class time on campus. Conclusions This study has implications for research, practice, and policy, given that immigrant-origin students make considerable use of their campus spaces. Community colleges should strive to nurture positive spaces and design the kind of on-campus programming that will enhance the success of immigrant-origin students. Collectively, these services will not only enhance the experience of immigrant-origin students but also be beneficial to the larger campus community that uses the community college sector as a stepping-stone toward upward social and economic mobility.

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Observing Classroom Engagement in Community College

Cited by 12 publications

References 63 publications

Promoting Pre-service Teacher Students’ Learning Engagement: Design-Based Research in a Flipped Classroom

Promoting Pre-service Teacher Students’ Learning Engagement: Design-Based Research in a Flipped Classroom

“Why you Throwing Subs?”: An Exploration of Community College Students’ Immediate Responses to Microaggressions

Immigrant-Origin Students in Community College: How Do They Use Their Time on Campus?

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