African-American Retention within a Community College: Differences in Orientation Course Enrollment

Abstract

Investigation of orientation programs and African-American student retention, particularly within the community college sector, has long been neglected. This study specifically investigates the differences between an orientation course and student retention measures, for African-American student retention. Chi-square analysis revealed significant differences for orientation course enrollment, student retention, and persistence.Retaining minority students within higher education, specifically for community colleges, is a paramount concern within the field (Brotherton

Predicting Degree Completion: Examining the Interaction between Orientation Course Participation and Ethnic Background

“…However, the finding of this study seems to support the study by Derby and Watson (2006) that found chance differences between African American student participation in an orientation course and degree completion. The second surprising result of this study concerned Hispanic student participation within the orientation course and degree completion.…”

“…Similar associative relationships were revealed for both African American and Hispanic orientation course participants and degree completion in a different study (Derby, 2006). Despite these findings, Derby and Watson (2006) did not find an relationship between orientation course participation and African American degree completion, but rather found associative relationships between such participation and student retention and persistence. These studies however, cannot speak to the potentially predictive relationship between both orientation course participation and or orientation participation by minority groups and degree completion.…”

Community College Student Success Programs: A Synthesis, Critique, and Research Agenda

“…Student success courses, which through the years have been alternately identified as orientation courses and freshman year or success seminars, are characterized as programs aimed at assisting new entering students to transition to college (Cook, 1996). Programmatic goals are typically centered on providing information and assistance to students in the areas of study skills, learning styles, strategies for college success, educational and career planning and development, introduction to campus facilities, resources, services, and personal development such as health and=or well-being strategies (e.g., Derby, 2007;Derby & Watson, 2006;Walls, 1996).…”

“…The impact or relationship between student success courses and course completion is even less clear as findings from two studies indicated a positive relationship (i.e., Derby & Watson, 2006;Stovall, 1999) and two did not (i.e., Grunder & Hellmich, 1996;Walls, 1996). Similarly, while some studies have found student success courses to be positively related to graduation or earning a degree (i.e., Derby & Smith, 2004;Raymond & Napoli, 1998;Stovall, 1999;Zimmerman, 2000), findings by Derby andWatson (2005, 2006), which focused on Hispanic and African American students, did not identify a significant relationship.…”

Community College Re-Enrollment after Hurricane Katrina

“…This is particularly the case in the current study, as participants were initially part of the Opening Doors study, a randomized controlled trial of an intervention with such a goal. Previous research has provided support that similar educational interventions, including orientation programs, specialized coursework, and extra advising, significantly increase community college retention (e.g., Berkovitz & O’Quin, 2006–2007; Derby & Watson, 2006; Driskoll, 2007; Pascarella, Terenzini, & Wolfe, 1986; Tinto, 1997). The Opening Doors program might also have alleviated financial concerns, as it provided students with a $1,000 stipend per semester.…”