Educational Expectations and Progress of Community College Students: Does Socialization Matter?

Abstract

Background While literature is abundant on factors associated with community college student outcomes, limited attention has been paid to what shapes educational expectations after students enroll, and how these expectations are linked to educational progress. To address this gap, Weidman's (1989) undergraduate socialization theory is particularly relevant, as this theory not only applies to traditional-age college students, but also to adults of varying ages who constantly adapt themselves to changing circumstances, which is characteristic of community college students. Purpose Informed by Weidman's theory, this study examines the following questions: First, what sources of socialization play a role in shaping students’ educational expectations after they enroll at a community college? Second, in what ways are educational expectations and sources of socialization related to students’ educational progress? Research Design The research involves an analytical sample of 979 students enrolled at a public two-year college in a Midwestern state in spring 2012. The study relies on survey data, collected using the Community College Survey of Student Engagement (CCSSE), along with students’ enrollment records. Factor analyses were first applied to extract a theoretically sound factor structure aligned with the study's conceptual underpinning, followed by a structural equation modeling analysis to answer the two research questions. Findings The undergraduate socialization model shows validity based on the study's sample. Results indicate that socialization processes underlying transfer expectations versus completion expectations are distinct from each other. While socialization that concentrates on the interpersonal, social domain tends to foster student expectations to complete a community college credential, these socialization sources do not matter much for promoting transfer expectations, which are largely subject to influences of socialization processes with a distinct academic focus. In addition, both completion and transfer expectations positively influenced educational progress. When educational expectations were accounted for, only a limited number of socialization sources exerted a direct influence on educational progress, as part of the socialization effect was conveyed indirectly through educational and, particularly, completion expectations. Conclusions This study reveals the value of understanding community college students’ educational expectations and progress through the lens of socialization. Findings from this research illuminate the critical need to differentiate among varieties of educational expectations and understand the different socialization processes shaping these expectations. In addition, community college leaders should focus on cultivating positive educational expectations and beliefs, as well as assisting students in finding the paths aligned with their expectations.

Family and Individual Contexts of Middle-School Years and Educational Achievement of Youths in Middle-Aged Adulthood

“…More relevantly, Renzulli and Barr [ 36 ] reported that both the degree and institutional route expectations of grade-9 adolescent students significantly predicted their degree expectation in grade 11 while accounting for family SES and family economic shocks, in which the degree and institutional route expectations of adolescent students were less adversely affected by family SES and family economic shocks in the lower socioeconomic-status group compared to their counterparts in middle-class status. As educational expectations of youths have been empirically reported as valuable individual resources promotive of youths’ educational development [ 37 , 38 ], we anticipate in this study that educational expectations of youths would promote youths’ academic commitment and educational performance in middle school and educational achievement in adulthood, in which youths’ academic commitment and educational performance would mediate the effect of youths’ educational expectations on their educational achievement in adulthood.…”

Case Study On The Design of a Construction Management Course Implemented Through a University Co-Teaching Initiative With A Community College

“…Some universities may not accept certain courses or credits earned at community colleges, leading to the need for students to retake courses, which can be time-consuming and costly. Students from community colleges may also face challenges in adapting to the different academic expectations, teaching methods, and campus cultures at universities (Wang, 2016). They may need additional support and resources to succeed in the new environment.…”