Correlates of Retention for African-American Males in Community Colleges

Hagedorn, Linda Serra; Maxwell, William L.; Hampton, Preston

doi:10.4324/9781315224114-1

Cited by 7 publications

(10 citation statements)

References 0 publications

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“…Other studies have found small increases in AE over the first 1.5 years of college (Sessoms et al, 2016). Hagedorn et al (2001) found being younger was linked with increased retention.…”

Section: Introductionmentioning

confidence: 96%

Assessing the Relationship Between Nontraditional Factors and Academic Entitlement

Crone

Babb

Torres

2020

Adult Education Quarterly

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The current study explores the intersection of two trends of interest in higher education: reported increases in academic entitlement (AE) and increases in the proportion of students considered nontraditional. AE has shown to have negative effects in the classroom and for students. Based on reports from educators, levels of AE may be lower for nontraditional students. The current study sought to understand the level of AE in nontraditional students, compare AE levels with traditional students, and investigate if specific nontraditional factors have larger impacts on AE. Four hundred and twenty-nine participants were assessed for nontraditional factors and their current level of AE. Nontraditional students were found to have lower levels of AE than traditional students, having more nontraditional factors predicted lower AE, and AE was found to vary within nontraditional grouping levels. Additionally, age and hours worked were found to be individual factors that best predicted AE levels.

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“…Other studies have found small increases in AE over the first 1.5 years of college (Sessoms et al, 2016). Hagedorn et al (2001) found being younger was linked with increased retention.…”

Section: Introductionmentioning

confidence: 96%

Assessing the Relationship Between Nontraditional Factors and Academic Entitlement

Crone

Babb

Torres

2020

Adult Education Quarterly

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“…This domain is represented by the active and collaborative learning benchmark, reflecting important facets of the engagement experience such as student-faculty interactions and cross-cultural interactions between domestic and international students that positively impact the engagement and belonging of international students (Garcia et al, 2018). The academic domain consists of variables associated to students' academic experiences and success in community colleges (Hagedorn et al, 2001).…”

Section: Socioecological Domainsmentioning

confidence: 99%

Reconceptualizing Student Engagement

Ghazzawi

McKinney

Horn

et al. 2021

jis

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International students in the United States have been increasingly attracted to community colleges as a starting point to higher education. Recently, their enrollment has been dropping. Research highlights the importance of student engagement to international students. However, few studies investigate their engagement experiences in community colleges. This study investigated the validity of the Community College Survey of Student Engagement (CCSSE) benchmarks as proxies for international student engagement in community colleges. The original CCSSE benchmarks were a poor fit for international students. Resulting constructs and underlying items differed significantly from the original benchmarks and demonstrated poor reliability. Findings highlight the inapplicability of CCSSE benchmarks in representing international student engagement. Recommendations include adding culturally relevant variables to the CCSSE structure more applicable to international student populations, and accompanying the survey with qualitative input for in-depth knowledge of international student experiences.

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“…Commuter students spend a limited amount of time on the campus of a commuter college or university, typically devoting time to attending class and meeting degree requirements (Tinto, 1993). Such time demands require motivation for students to make steady progress toward graduation, which can be a positive influence on student persistence (Hagedorn, Maxwell, & Hampton, 2001). The lack of well-defined student social communities for commuting students poses problems to students with social affiliation needs (Braxton et al, 2014).…”

Section: Campus Environment and Organizational Characteristicsmentioning

confidence: 99%