Socio-Academic Integrative Moments: Rethinking Academic and Social Integration among Two-Year College Students in Career-Related Programs

Deil-Amen, Regina

doi:10.1080/00221546.2011.11779085

Cited by 89 publications

(66 citation statements)

References 43 publications

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“…(p. 96) Yet, community colleges are attended largely by commuter students, many of whom contend with the competing demands of work, family obligations, and school (Brock & LeBlanc, 2005;Minkler, 2002). Recent work, however, finds that community college students, including students of color, experience a type of interconnected social and academic integration, which, while distinct from that of undergraduates at 4-year, residential universities, does play a role in students' persistence and success (Deil-Amen, 2011;Karp, Hughes, & O'Gara, 2010). Some critics of Tinto's model in the community college context claim that for 2-year-college students, particularly commuting students, demographics and external circumstances are the primary factors in dropout, rather than integration on campus (Bean & Metzner, 1985;Braxton, Sullivan, & Johnson, 1997).…”

Section: Why Learning Communities Are Expected To Workmentioning

confidence: 99%

The Impact of Learning Communities for Students in Developmental Education

Weiss

Visher

Weissman

et al. 2015

Educational Evaluation and Policy Analysis

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Community colleges play a vital role in postsecondary education, enrolling more than one in every three postsecondary students. While their importance has grown over the past 50 years, their students' success rates remain low. Consequently, community college stakeholders are searching with mounting urgency for approaches that increase students' success rates. "Learning communities" are one popular strategy. This article describes the results of one of the largest (n ≈ 7,000) independent randomized trials in higher education history-an evaluation of the effectiveness of learning communities for students in developmental education at six community colleges throughout the United States. The estimated overall average effects of learning communities are positive, although quite modest.

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Section: Why Learning Communities Are Expected To Workmentioning

confidence: 99%

The Impact of Learning Communities for Students in Developmental Education

Weiss

Visher

Weissman

et al. 2015

Educational Evaluation and Policy Analysis

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“…Although academic accommodations are supposed to fill in any gaps in learning for students with health impairments, professors should still be aware of not only their content requirements, but also content delivery. BPS provides rich postsecondary transcript data on grades and courses, but we cannot address particular classroom processes that could contribute to the signals of degree progress and academic fit or cooling out (Tinto, 1997; Deil-Amen, 2011). Some instructional strategies, including Universal Design for Instruction (UDI), may assist to close the gap between students with and without health impairments (McGuire & Scott, 2006).…”

Section: Discussionmentioning

confidence: 99%

Cooling Out Undergraduates with Health Impairments: The Freshman Experience

Carroll

Muller

Pattison

2016

The Journal of Higher Education

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Students with health impairments represent a growing sector of the college population, but health based disparities in bachelor’s degree completion persist. The classes students pass and the grades they receive during the first year of college provide signals of degree progress and academic fit that shape educational expectations, potentially subjecting students to a cooling out process (Clark 1960). Using the Beginning Postsecondary Students Longitudinal Study (BPS 04/09), we compare signals of degree progress and academic fit and changes in educational expectations between students with and without health impairments during the first year of college. We find that net of academic preparation, type of institution, enrollment intensity and first year experiences, students with mental impairments are more likely to lower their educational expectations after the first year of college, due partially to negative signals of academic fit. We find limited evidence that gaps in learning are related to the use of academic accommodations for students with health impairments. Our results suggest that students with mental impairments are disadvantaged in reaching first year benchmarks of degree progress and academic fit and are disproportionately cooled out.

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“…It is important to note that this view of family influence on students is in sharp contrast to the popular view of the current millennial generation of students as having so‐called helicopter parents who are overly involved in intervening in their children's college experiences (Bonner et al., ; Deil‐Amen, ). In fact, parents of color may need more intervention and contact with campus staff and faculty instead of being held at arm's length in order to better understand the college experience and be able to support their students (Bonner et al., ; Deil‐Amen, ).…”

Section: Understanding Influences Of Family and Home Communitiesmentioning

confidence: 93%