Language Minority Students in Community Colleges: An SEM Model Exploring Socio-Academic Variables Related to Persistence Pertaining to Re-Enrollment

Exploring Sense of Belonging, Socioacademic Integrative Moments, and Learning Communities Related to ELs’ Persistence Based on Reenrollment Decisions in Community Colleges

“…Although we acknowledge ELs are varied in their backgrounds and contexts, they share similar academic and social challenges related to language and cultural difference that students who are native English speakers do not (Bergey et al, 2018; Huerta et al, 2019; Kibler et al, 2011). For example, EL Generation 1.5 students, though having attended U.S. schools at the K–12 level, may need support in academic English required in higher education (Bergey et al, 2018; Huerta et al, 2019; Kibler et al, 2011). EL international students, though usually well prepared academically in terms of content and perhaps reading and writing skills, may need additional support in listening and speaking skills in the higher education classroom (Bergey et al, 2018).…”

“…More recent studies have used Deil-Amen’s (2011) concept of the intermixing of social and academic aspects to build theoretical models to explore factors relating to nontraditional students’ (i.e., Latino males and language minority students) persistence in community colleges (García & Garza, 2016; Huerta et al, 2019). Their findings validate the idea that both social and academic aspects within the community colleges are important for nontraditional students’ persistence (García & Garza, 2016; Huerta et al, 2019) and sense of belonging (García et al, 2019).…”

“…These characteristics should assist with the relational aspects of ELs’ socioacademic integration and persistence. Learning communities have been noted to contribute to positive aspects of socioacademic integration (Engstrom, 2008; Smith, 2010) and to their persistence in the community college (Huerta et al, 2019). For example, ELs who participated in learning communities felt they learned more, experienced more confidence in their learning, felt more validated in class, and had closer relationships with other students and faculty (Engstrom, 2008).…”

“…Similarly, ELs participating in learning communities have been predicted to increase in learning outcomes as a result of students feeling more support (Smith, 2010). Finally, learning communities have had direct, significant, and positive effects on community college ELs’ persistence and perceived relationships (Huerta et al, 2019). These results show that learning communities are critical for the persistence of community college students, including ELs.…”

“…ELs are more likely to attend community colleges than 4-year colleges (Rodriguez & Cruz, 2009) because community colleges are more accessible than 4-year colleges in terms of their open-door policies, low tuition costs, proximity, and a range of programs (Curry, 2004; Hagedorn & Li, 2017; Hoxby & Avery, 2012). Community colleges also provide English as a second language (ESL) and developmental courses for ELs who may not have passed English proficiency exams required for university entrance or who need time to refine their academic English language skills before moving into a 4-year institution (Bunch & Kibler, 2015; Chavez, 2015; Hagedorn & Li, 2017; Huerta et al, 2019; Kibler et al, 2011).…”