Retention Among Community College Student-Athletes

Abstract

This study explored the impact of financial-aid on student-athletes' academic progression from freshmen to sophomore year in associates' degree programs in Oklahoma. Differences were found according to socioeconomic status (SES), gender, and race=ethnicity and between athlete and nonathlete students.Community colleges are a major provider of postsecondary education and job-related training received by students enrolled in institutions of higher education (Bragg, 2001;Cohen & Brawer, 2008). The more than 1,100 public community colleges in the U.S. currently enroll nearly 50% of all first-time students who enter higher education each year (Bragg, 2001). As a result of the growing enrollment experienced at community colleges, the scope and depth of scholarly-based and practitioner-based research on these institutions and their students has greatly expanded (Dougherty & Kienzl, 2006). Increased research has brought greater visibility to the work being done at community colleges, and has led to best practices and new policies toward increasing student success. However, despite the surge in research, there are still a number of areas and issues that have yet to be fully explored. For example, there presently exists a major gap in knowledge on the effectiveness of financial-aid programs and athletic participation on the retention of students enrolled at the community college.To further advance the theoretically-and empirically-based research on these topics, this study explored the impact of athletic participation and state and federal financial-aid programs on students' academic progression from freshmen to sophomore year. This longitudinal study used data from the Free Application for Federal Student Aid (FAFSA) to examine the singular and collective effect of individual characteristics and financial aid programs-Stafford loans, Pell Grants, and the Oklahoma Higher Education Access Program (OHLAP)-on the retention of student-athletes in the state of Oklahoma.

The Effect of Athletic Identity and Locus of Control on the Stress Perceptions of Community College Student-Athletes

“…While much research has been conducted with student-athletes at 4-year institutions, the amount of research focusing on student-athletes at community colleges has been far less (Kissinger et al, 2011;Mendoza et al, 2012). As the number of students participating in community college-level athletic programs continues to increase, so too will the need for an educated and informed group of support personnel in place to assist student-athletes manage the increased pressures associated with their dual role in the college system.…”

“…Although much is known about the experience of student-athletes at 4-year institutions, relatively little attention has been paid to the experiences of student-athletes at the community college level (Mendoza, Horton, & Mendez, 2012). While non-Division I student-athletes previously were thought to experience different types of stress than Division I student-athletes (Miller & Kerr, 2002), more recent findings suggested that community college student-athletes not only face their own unique set of challenges, but also many of the same issues facing their peers at 4-year institutions (Bush, Castaneda, Hardy, & Katsinas, 2009;Kissinger, Newman, Miller, & Nadler, 2011;Storch & Ohlson, 2009).…”

Between a Ball and a Harsh Place

“…Students often utilize these institutions to re-tool their skills to re-renter the workforce, participate in activities leading to lifelong learning, and earn credits toward a certificate or degree in their chosen field of study (Bahr, 2013a, 2013b). The literature further suggests that community colleges serve as a path to college athletics for men and women who have a desire to continue their athletic participation after high school (Horton, 2009a; Mendoza, Horton, & Mendez, 2012). Mendoza et al (2012) suggested that “athletic programs often serve as the primary motivation for many individuals to pursue higher education, especially, perspective [ sic ] students from low-income and ethnic minority backgrounds” (p. 202).…”

“…The literature further suggests that community colleges serve as a path to college athletics for men and women who have a desire to continue their athletic participation after high school (Horton, 2009a; Mendoza, Horton, & Mendez, 2012). Mendoza et al (2012) suggested that “athletic programs often serve as the primary motivation for many individuals to pursue higher education, especially, perspective [ sic ] students from low-income and ethnic minority backgrounds” (p. 202).…”

"A passion to mold young people:" A mixed-methods study of Iowa community college athletics coaches' profile characteristics

“…Community colleges also provide students an opportunity to continue playing competitive sports after high school (Mendoza, Horton, & Mendez, 2012).…”