Using Institutional Planning to Support Men of Color in Community College

Felix, Eric R.; González, Ángel de Jesús

doi:10.1080/10668926.2020.1841043

Cited by 7 publications

(13 citation statements)

References 39 publications

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“…Finally, literature that is more recent is surfacing a reproduction of inequities in college through biased student support practices that leave minoritized students behind. ( Felix & Gonzalez, 2020 ; Dowd & Bensimon, 2015 ; Maldonado, 2019 ; McNair et al., 2020 ; Serrano, 2022 ; White & Dache, 2020 ).…”

Section: Conceptual Framework and Literature Reviewmentioning

confidence: 99%

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Community College Student Persistence During the COVID-19 Crisis of Spring 2020

Lackner

2023

Community College Review

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Objective: This quantitative study examines the impact of the COVID-19 pandemic on students’ persistence at a minority-serving, open-access, public, urban community college in New York City. Specifically, the project looked at factors associated with mid-semester college withdrawals during spring 2020 when the college shifted to remote instruction due to the COVID-19 pandemic. Method: Utilizing data from three spring semesters (spring 2018, 2019, and 2020), four logistic regression models tested the marginal effects of student background and college program factors on mid-semester withdrawal and the moderating effect of spring 2020, the COVID-19 outbreak semester. Results: Findings indicated that the withdrawal rates were higher for new students, men, minoritized students, and part-time students across all three spring semesters. Spring 2020 disproportionally affected part-time students, men, Black students, as well as readmitted students. The greatest increase in the probability of mid-semester college withdrawal was observed for Black men who had been enrolled part-time in spring 2020. Belonging to a highly structured full-time study program protected students from leaving mid-semester, although this protection was weaker in spring 2020 and spring 2019 compared to spring 2018. Contributions: The research highlights the equity gap for Black men at the college and points to additional factors contributing to mid-semester college attrition. The work provides insights into factors that worsened during the COVID-19 pandemic. The study thereby contributes to understanding short-term risk factors for vulnerable student populations and adds to the body of literature on crisis situations in higher education.

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Section: Conceptual Framework and Literature Reviewmentioning

confidence: 99%

“…Bailey & Dynarski, 2011 ; Goldrick-Rab, 2010 ; Kena et al, 2016 ; McNair et al, 2016 , 2020 ). Attrition factors are also linked to difficulty adjusting to college demands and lack of support in college (T. Bailey et al., 2015 ; Felix & Gonzalez, 2020 ; Holzer, 2018 ; Karp, 2011 ; Karp et al, 2008 ; Rosenbaum et al, 2009 ).…”

mentioning

confidence: 99%

Community College Student Persistence During the COVID-19 Crisis of Spring 2020

Lackner

2023

Community College Review

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“…This absence has been noted by some higher education scholars who argue for the urgency to develop policy implementation theories (Kohoutek, 2013;Viennet & Pont, 2017), understand political factors that shape implementation (McLendon, 2003), center societal inequities in implementation efforts (Ching et al, 2020;Felix & Ramirez, 2020;Nienhusser, 2018;Santelices et al, 2019), and focus on the role of policy implementers (Mapesela & Hay, 2005;Nienhusser, 2018;Viennet & Pont, 2017). This is an especially urgent call in the community college literature given the central role this institution-type has in implementing policies that can shape minoritized students' greater access to and success in postsecondary education (Cuellar & Gándara, 2020;Felix & Gonzalez, 2020).…”

Section: Paucity Of Researchmentioning

confidence: 99%

Policy implementation as a tool for advancing equity in community college

González

Burgos-López

Felix

et al. 2021

EPAA

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This special issue examines the role of policy implementation in the community college context and the ways reforms are enacted to achieve or advance educational equity. In this introduction, we provide an overview of policy implementation, its current landscape within higher education, and the role it can and must serve for community colleges as a tool to advance equity efforts. The articles in this special issue provide a well-rounded overview of policy implementation efforts across various states and institutions. Authors examine promise programs, equity initiatives, articulation agreements, federally funded support programs, and race-conscious implementation. The community college context serves as a critical site of inquiry given that almost half of the undergraduate population is enrolled at a community college. Therefore, the following articles explore how to leverage policy implementation as a tool toward more equitable outcomes.

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Section: Introduction Of Problemmentioning

confidence: 99%

“…Public Two-Year Colleges struggle to construct programs and services that adequately engage and support men of color (Felix & Gonzalez, 2020;Kniess, Buschlen & Chang, 2020;Seidman, 2012), particularly, institutions that are categorized as predominantly white institutions (PWI). Compared to other racial and ethnic groups, men of color have the lowest rate of college retention, persistence, and degree attainment; a fact attributed to educational, gender, and societal inequities (Felix & Gonzalez, 2020). Often these institutions lack adequate resources or a comprehensive understanding of the background and experiences of men of color, which either results in poor program planning, inadequate support, or avoidance of the issue (Briscoe, Jones & Hatch-Tocaimaza, 2020;Seidman, 2012).…”

Section: Introduction Of Problemmentioning

confidence: 99%

Welcoming Ain’t Belonging: A Case Study that Explores How Two-year Predominantly White Colleges Can Foster an Environment of Validation and Mattering for Men of Color

Turner¹,

Zepeda²

2021

HES

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The qualitative case study explored the factors that foster an atmosphere of belonging for men of color (MOC) attending a 2-year Predominantly White Institution. The pressing issue is the PWI colleges make the erroneous assumption that an extension or invitation of welcome is the same as fostering a sense of belonging for men of color (MOC). This led colleges to construct policies and practices that do not intentionally and deliberately create an atmosphere where MOC feel valued, validated, and visible. According to Maestas, Vaquera, and Zehr (2007), fostering a sense of belonging is paramount to the retention and graduation of students of color. The study surfaced three central themes: (a) experiencing an atmosphere of welcome, (b) desire for cultural representation and celebration (c) importance of Diversity, Equity and Inclusion (DEI) training. Though most colleges boast of creating a sense of belonging, the National Center for Education Statistics (2019) reports 25% of men of color graduate from a community college within 150 % or three-years of normal time. Additionally, the Community College Survey of Men (CCSM) reports a lack of validation, engagement, and high attrition rate for men of color attending these institutions (Harris & Wood, 2013). This can be problematic considering the majority of men of color began their academic journey by attending 2-year colleges. Community and 2-year colleges are critical to the educational system and positioned to improve access and equity for students of color, particularly males (Bailey, Jaggars, & Jenkins, 2015).

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Using Institutional Planning to Support Men of Color in Community College

Cited by 7 publications

References 39 publications

Community College Student Persistence During the COVID-19 Crisis of Spring 2020

Community College Student Persistence During the COVID-19 Crisis of Spring 2020

Policy implementation as a tool for advancing equity in community college

Welcoming Ain’t Belonging: A Case Study that Explores How Two-year Predominantly White Colleges Can Foster an Environment of Validation and Mattering for Men of Color

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