Looking back from the field: Student affairs practitioners’ perceptions of a graduate-level community college course

Royer, Dan W.; Mulvihill, Thalia M.; Latz, Amanda O.

doi:10.1080/10668926.2015.1112320

Cited by 1 publication

(5 citation statements)

References 3 publications

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“…My findings align with past work on the impact of community college studies curriculum on community college perceptions and advocacy (Rex, 2017;Romano et al, 2009;Royer et al, 2016). Furthermore, my findings align with curricular research in other fields of study.…”

Section: Discussionsupporting

confidence: 85%

“…To my knowledge, this is the first paper to examine the impact of community college studies curriculum on community college students. Whereas other work has focused on the impact of community college studies on graduate students, professors, or higher education professionals (Rex, 2017;Romano et al, 2009;Royer et al, 2016). The evaluation questions guiding this study are:…”

Section: Stigma and Improving Community College Advocacymentioning

confidence: 99%

“…There have been several research studies on community college studies curriculum, most of which is focused on graduate-level practice-focused degree programs for community college administrators and student affairs personnel (Forthun & Freeman, 2017;Friedel, 2010;Gamez Vargas, 2013;Hammons & Miller, 2006;Romano et al, 2009;Royer et al, 2016Royer et al, , 2021.…”

Section: Availability Of Community College Studies Coursesmentioning

confidence: 99%

“…Furthermore, Royer et al (2016) interviewed student affairs practitioners who took a graduate-level community college studies course. Prior to the course, the practitioners were "lacking understanding about these [community college] institutions" (p. 240) and initially had a neutral or negative view of community colleges.…”

Section: )mentioning

confidence: 99%

“…Community college students who were admitted to and completed CC2PhD's 7-month research and PhD preparation program are not representative of the typical community college student. Furthermore, the monthly community college studies presentation series may not be generalizable to other formats such as a semesterlong course (Royer et al, 2016) or a one-day symposium (Appalachian State University, n.d.; Rex, 2017).…”

Section: Limitationsmentioning

confidence: 99%

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How Studying Community Colleges Impacts Learners: Reducing Community College Stigma and Improving Community College Advocacy

Nguyen¹

2023

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Objective: I implemented and evaluated a series of community college studies presentations. The seven monthly presentations were led by professors and an institutional researcher who conduct research on community colleges. Example presentation topics included the history of community colleges, developmental education, and transfer receptive culture. The presentations’ primary audience was community college students. Methods: I interviewed community college student attendees. I analyzed interview transcripts using structural coding and thematic analysis. Results: I identified two themes. The first theme was that the presentations improved most students’ perceptions of community colleges. The presentations dispelled negative stereotypes and dismantled a deficit thinking paradigm. In general, attendees felt empowered and recognized the strengths of community college students. The second theme was that the presentations improved most students’ community college advocacy. For example, several attendees informally shared the knowledge they gained from the presentations to empower their community college peers and combat family members’ community college stigma. Furthermore, several attendees became more effective advocates within institutional roles such as student advisory group member, office assistant, or peer advisor. Conclusions: My findings align with past research that suggests that community college studies, ethnic studies, and gender studies curriculum can improve learners’ perceptions and advocacy around community colleges, race/ethnicity, and gender, respectively.

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Section: Discussionsupporting

confidence: 85%

Section: Stigma and Improving Community College Advocacymentioning

confidence: 99%