Evaluating How Community College Students’ Understanding of Success Influences Outcomes Using a Mixed-Methods Research Design

Ahmed, Tanzina

doi:10.4135/9781526439918

Cited by 3 publications

(9 citation statements)

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“…Students’ genre-sensitive narratives might reveal their ability or inability to resolve such college difficulties, as well as their understanding of how institutional agents or structures can influence their overall success (Bazerman, 1997). This conjecture is in accordance with research that reveals that college students can use narrative genres to interpret, find support for, and resolve problems across divergent educational institutions (Ahmed, 2017; Ahmed et al, 2019; Daiute & Kreniske, 2016; Ilieva et al, 2019; Kreniske, 2017; Todorova, 2018). Thus, diverse community college students’ narratives may signal, predict, and perhaps even influence their ability (or lack thereof) to overcome college difficulties with the help of varied support systems.…”

Section: Diversity Within Community Collegessupporting

confidence: 89%

“…On average, each student narrated 3.24 resolution strategies across three genres. This average adds up to more than 1.0 because spontaneous narrating often involves a sequence of attempts to resolve difficulties, indicating the dynamic nature of narrating to make sense of one’s experiences (Ahmed, 2018; Ahmed et al, 2019; Daiute, 2014). See Table 5 for more information on the distribution of resolution strategies within and across narrative genres.…”

Section: Resultsmentioning

confidence: 99%

“…Finally, diverse students’ genre-sensitive narratives may reveal their understanding and management of the important relationships that can shape their college journey and influence their academic progress. When community college students compose genre-sensitive narratives, they do so to achieve varied sociocultural goals with different audiences (Ahmed, 2017). Some of these audience members may include college partners (e.g., other students, faculty, and staff) within higher education.…”

Section: Diversity Within Community Collegesmentioning

confidence: 99%

“…However, with the exception of Ahmed’s (2017), Ahmed et al’s (2019), Daiute and Kreniske’s (2016), Hull and Rose’s (1989), Ilieva et al’s (2019), and Tinberg and Nadeau’s (2010) work, previous research on community college students has not involved detailed analyses of students’ writing within classroom or narrative genres. Additionally, though writing scholarship suggests that students’ genre knowledge and genre-sensitive writing should connect to their academic performance, no research study so far has explored how diverse community college students’ genre knowledge or engagement with classroom and narrative genres might connect with, predict, or even shape their academic success.…”

Section: Diversity Within Community Collegesmentioning

confidence: 99%

“…When people write genre-sensitive narratives, 2 they interpret and examine their sociocultural contexts and experiences by creating some type of meaningful story containing a plot populated by notable characters (Daiute, 2014). Past research has revealed that community college students can write genre-sensitive narratives in order to demonstrate their college-related competencies to varied audiences, to achieve sociocultural goals related to higher education, to signal their understanding of social and structural relations within college, and to reflect on their engagement with college norms, values, and activities (Ahmed, 2017; Ahmed et al, 2019; Daiute & Kreniske, 2016; Ilieva et al, 2019). Thus, when diverse students write genre-sensitive narratives about community college in response to varied genre prompts, they may develop or demonstrate knowledge and skills that can help them thrive in higher education.…”

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confidence: 99%

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“Helping Me Learn New Things Every Day”: The Power of Community College Students’ Writing Across Genres

Ahmed

2020

Written Communication

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Although community colleges are important entry points into higher education for many American students, few studies have investigated how community college students engage with different genres or develop genre knowledge. Even fewer have connected students’ genre knowledge to their academic performance. The present article discusses how 104 ethnically, culturally, and linguistically diverse students reported on classroom genre experiences and wrote stories about college across three narrative genres (Letter, Best Experience, Worst Experience). Findings suggest that students’ engagement with classroom genres in community college helped them develop rhetorical reading and writing skills. When students wrote about their college lives across narrative genres, they reflected on higher education in varied ways to achieve differing sociocultural goals with distinct audiences. Finally, students’ experience with classroom and narrative genres predicted their GPA, implying that students’ genre knowledge signals and influences their academic success. These findings demonstrate how diverse students attending community college can use genres as resources to further their social and academic development.

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Section: Diversity Within Community Collegessupporting

confidence: 89%

Section: Resultsmentioning

confidence: 99%

Section: Diversity Within Community Collegesmentioning

confidence: 99%

Section: Diversity Within Community Collegesmentioning

confidence: 99%

mentioning

confidence: 99%

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“Helping Me Learn New Things Every Day”: The Power of Community College Students’ Writing Across Genres

Ahmed

2020

Written Communication

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Pre-adolescents narrate classroom experience

Fante

Daiute

2021

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This study applies sociocultural narrative theory and method to integrate children’s perspectives into research on classroom climate. Sociocultural narrative theory explains how individuals use expressive genres to make sense of environments, how they fit, and what they would like to change. This study incorporates such theory and method into a qualitative research design, applying quantitative analysis techniques to understand trends in student attention and expression. The main goal of this study is to examine whether and how students enact and express socioemotional and spatiotemporal (climate) sensitivities with their use of regular narrative elements. This study employs plot and character analyses to understand 22 sixth graders’ narrations of best and worst classroom experiences. These analyses reveal diverse patterns of focus on classroom events. Differences in the young narrators’ attention highlight areas for ongoing inquiry, with implications for mixed methods studies of classroom climate and related developmental research.

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“I Thought About Solutions”: How Students’ Narratives of Relational Conflict, Grit, and Agency Predict Academic Performance within Community College

Ahmed

2023

Community College Review

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Objective. Theorists have posited that community college students’ socio-academic integrative relationships with other students, college staff, and instructors, as well as their sense of college-related aspiration, mindset, grit, and agency, may impact their academic success. When community college students narrate (i.e., create stories that help them understand, investigate, and communicate) about higher education, they may reflect upon such relational and internal experiences in ways that signal later academic performance. This study reviews how students narrate to reflect upon their relational and internal experiences within a community college. It then connects students’ narrative explorations to their year-end grade point average (GPA). Method. Script analysis was used to explore how 104 ethnically, culturally, and linguistically diverse community college students reflected on their best and worst college experiences using different scripts, which are collective and shared ways of knowing that people use to organize their understandings of recounted experiences. Multiple regression models linked students’ narrative scripts to their year-end GPA. Results. Students narrated on their college lives using a variety of different scripts. When narrating about their worst experiences, students’ focus on socio-academic relational conflicts and on their grit and agency while coping with college-related difficulties predicted their having a higher year-end GPA. Conclusion. In a partial confirmation of Wang’s and Deil-Amen’s theoretical expectations, students’ narrative expressions of grit and agency, as well as their relational experiences and conflicts with other students, instructors, and staff at college, predicted their academic success.

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Evaluating How Community College Students’ Understanding of Success Influences Outcomes Using a Mixed-Methods Research Design

Cited by 3 publications

References 0 publications

“Helping Me Learn New Things Every Day”: The Power of Community College Students’ Writing Across Genres

“Helping Me Learn New Things Every Day”: The Power of Community College Students’ Writing Across Genres

Pre-adolescents narrate classroom experience

“I Thought About Solutions”: How Students’ Narratives of Relational Conflict, Grit, and Agency Predict Academic Performance within Community College

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