Polymorphic Students

Abstract

Objective: In an effort to break away from the stale classifications of community college students that stem from the hegemonic perspective of previous literature, this work utilizes the perceptions of community college practitioners to demonstrate new ways of understanding the identities of community college students. Method: By utilizing Gee’s identity theory and Grillo’s theory of intersectionality, we analyze interviews with community college practitioners from three different community colleges on the West coast of the United States to answer these questions: What identities (i.e., natural, institutional, and discursive) do faculty and administrators recognize in community college students? In what ways do community college faculty and administrators describe and conceptualize community college students? Findings: First, community college student identities are intricate and have changed with time; there are two different institutional views held by organizational members—the educational view and the managerial view—which both shape the construction of student identities and play a prominent role in determining which students are disadvantaged. Second, organizational members constructed meanings of student achievement and value (i.e., attributes or outcomes of the ideal student, or what policy makers and institutions refer to as success) according to organizational priorities and perspectives. Conclusion: This investigation encapsulates and elucidates the portrayals and understandings of community college students held by community college administrators and faculty as a means to acknowledge the diverse identities among these students. Scholars and practitioners are encouraged to acknowledge the polymorphic identities of this diverse population to improve scholarship and practice.

Global Responsibility in Finland: Egalitarian Foundations and Neoliberal Creep

“…internationalization coordinators, members of the internationalization office, and leaders of international research or service initiatives). Second, similar to Levin, Viggiano, López Damián, Morales Vázquez, and Wolf (2017), administrators in key roles of influence over institutional policy were targeted (i.e. rectors, department heads, and the like).…”

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

“…Negative perceptions of community colleges are well documented in the research literature; researchers often name these negative perceptions as community college stigma or transfer stigma (Alexander et al, 2009;Bowker, 2021;Gauthier, 2020;Hawk & Hill, 2016;Holland, 2015;Hyatt & Smith, 2020;Jain et al, 2017;Laanan et al, 2010;Levin et al, 2017;Reyes, 2011;Shaw et al, 2019).…”

The Influence of Classroom Engagement on Community College Student Learning: A Quantitative Analysis of Effective Faculty Practices

“…More recent empirical studies have found that community college engagement with faculty is a stronger predictor of learning than peer engagement (Lundberg, 2014), and that frequent interaction with faculty and counselors predicted grade point average (GPA) for Latino students (Tovar, 2015). However, not all faculty understand the diversity of identities and experiences that characterize community college students (Levin, Viggiano, López Damián, Morales Vazquez, & Wolf, 2017).…”