Retention of First-Year Community College Students

Windham, Melissa H.; Rehfuss, Mark C.; Williams, Cyrus; Pugh, Jason V.; Tincher-Ladner, Lynn

doi:10.1080/10668926.2012.743867

Cited by 35 publications

(27 citation statements)

References 22 publications

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“…Academic programs that promote community college student success have dedicated faculty, emphasize access and excellence, have a unique culture that fosters cohesion, and provide academic advising (Nitecki, ). Other typical elements of FYE that have been found to influence student success positively include learning communities (Scrivener et al., ), study skills courses (Windham, Rehfuss, Williams, Pugh, & Tincher‐Ladner, ) and student support programs (Fike & Fike, ). However, the majority of research on FYE programs has been quantitative and does not include the student voice.…”

Section: Overview Of Relevant Literaturementioning

confidence: 99%

Community College First‐Year Experience Programs: Examining Student Access, Experience, and Success from the Student Perspective

Acevedo-Gil

Zerquera

2016

New Drctns Community Coll

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Section: Overview Of Relevant Literaturementioning

confidence: 99%

Community College First‐Year Experience Programs: Examining Student Access, Experience, and Success from the Student Perspective

Acevedo-Gil

Zerquera

2016

New Drctns Community Coll

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“…Although retention was not affected significantly by taking the FYE course in Barton and Donahue's study (2009), other studies mirrored findings of Bai and Pan (2009) and Tuckman and Kennedy (2011) and indicated that FYE courses have statistically significant effects on retention and persistence. Windham et al (2014) found that students who successfully completed a study skills course similar to those offered in FYE courses had a 64% higher chance of being retained in comparison with those who did not. An empirical study by Porter and Swing (2006) investigated FYE and the impact of course content on intent to persist.…”

Section: Similar Tomentioning

confidence: 96%

“…Social integration (peer groups) and mentoring from faculty are the most important retention indicators for females (Bean, 1980;Gibbons & Woodside, 2014;Jones, 2010), whereas academic integration (goal setting, faculty connections) are most important for men (Bean, 1980;Pascarella & Terenzini, 1979) in retention measures. The research also indicates greater graduation and persistence rates for women overall (Caison, 2004;DeAngelo, 2014;Desjardins et al, 2002;Laskey & Hetzel, 2011;Porter & Swing, 2006;Windham et al, 2014). Although academic integration is important to retention, social integration is seen as the most important factor in persistence longitudinally and in general (Allen et al, 2013;Braxton et al, 2008;Grebennikov & Shah, 2012;Kelly et al, 2012).…”

Section: Student Levelmentioning

confidence: 99%

“…Empirical studies examining the effectiveness of FYE courses generally incorporate both retention and GPA as outcome variables, and many of these studies indicate statistically significant improvements in GPA and/or retention for students completing an FYE course (Barton & Donahue, 2009;Jamelske, 2009;Rogerson & Poock, 2013;Tuckman & Kennedy, 2011;Windham, Rehfuss, Williams, Pugh, & Tincher-Ladner, 2014). For example, Tuckman and Kennedy (2011) conducted a quasiexperimental study where students were matched via cohort in a control group and intervention group.…”

Section: Consistent With Theories Outlined Inmentioning

confidence: 99%

“…In addition to studies conducted with participants from four-year institutions, the literature also explains results of gender effects on retention in research conducted in community college settings. For example, Windham et al (2014) conducted a post-facto quasi-experimental study to investigate variables that predict retention at a community college. They found the greatest prediction of retention was gender, with females being retained at a 94% greater instance than males, which is similar to higher rates of retention for females found in previously mentioned studies (Caison, 2004;Chen, 2012;DeAngelo, 2014;Desjardins et al, 2002;Laskey & Hetzel, 2011;Porter & Swing, 2006).…”

Section: Student Levelmentioning

confidence: 99%

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The implications of a University of Louisville first year experience course on student success outcomes based on race and gender.

Petty¹

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The implications of a University of Louisville first year experience The implications of a University of Louisville first year experience course on student success outcomes based on race and gender. course on student success outcomes based on race and gender.Extant research has shown that across U.S. institutions, the first and second years of college are the most precarious because of high attrition rates. To address this, many colleges and universities implement First Year Experience (FYE) interventions with hopes of increasing first year GPA, retention rates, and overall college success. Over 90% of colleges and universities either offer or make these FYE interventions mandatory for their first-year/first-time freshmen. There is a large body of research regarding the association of FYE interventions and student outcomes, but the findings are mixed. Extant literature also does little to focus on FYE student outcomes based on race/ethnicity and gender, which is an identified gap and one this study fills. This dissertation is a quantitative examination of a FYE at the University of Louisville, GEN 101. GEN 101 is an example of a First Year Seminar (FYS). FYS courses are a type of FYE. The contextual framework of this dissertation is based on Tinto's Student Integration Model and concepts of academic and social integration. GEN 101 is required for graduation. All incoming freshmen are encouraged to take it their first semester. Since this course is required and extant literature provides mixed findings about vii the efficacy of FYE courses, I analyzed associations between GEN 101 completion and first semester GPA along with fall-to-fall retention outcomes. My focus was how African American and Latino students fared in comparison to White students and how women fared in comparison to men.My study results suggested fall GEN 101 completion resulted in higher first semester GPA's when compared with spring GEN 101 completion. It also suggested female students had a greater chance of being retained into their second year than their male counterparts, all else held constant. African American and Latino students had less of a chance of being retained than White students into their second year, but Latinos were retained at greater rates than African Americans. Taking GEN 101 in the fall was associated with greater outcomes than taking it in the spring and this association intensified when race/ethnicity and gender were considered. Specifically, being an African American male student was associated with greater FYE retention outcomes and being a male in general was associated with greater FYE GPA outcomes.viii

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Health and academic success: A look at the challenges of first-generation community college students

2016

Journal of the American Association of Nurse Practitioners

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Background Community colleges in the United States serve more than six million students and are the gateway to postsecondary education for individuals from typically underserved populations such as low‐income, ethnic minorities, and first‐generation college students. First‐generation college students are defined as students whose adoptive or natural parents’ highest level of education was a high school diploma or less. Postsecondary education has the potential to reduce both health and socioeconomic disparities. First‐generation community college students face significant economic, social, and cultural barriers to academic success and are the most at risk for “dropping‐out.” Purpose The purpose of this brief report was to explore what is known about social, psychological, and physical factors that impede first‐generation community college students’ academic success. Conclusion Little is known about potential health and psychological barriers experienced by first‐generation community college students that impact academic achievement. Advanced practice nurses (APNs) on community college campuses are in the ideal position to identify and treat health issues, and conduct much‐needed research into these areas. College health centers are an important practice setting for APNs to provide direct care to students as well as influence college policies that improve student health, well‐being, and promote academic success.

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Retention of First-Year Community College Students

Cited by 35 publications

References 22 publications

Community College First‐Year Experience Programs: Examining Student Access, Experience, and Success from the Student Perspective

Community College First‐Year Experience Programs: Examining Student Access, Experience, and Success from the Student Perspective

The implications of a University of Louisville first year experience course on student success outcomes based on race and gender.

Health and academic success: A look at the challenges of first-generation community college students

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