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Full-Text Articles in Community College Leadership

A Forgotten Demographic: Low-Income First-Generation College Students, Ryan Joseph-Lee Haynes Dec 2017

A Forgotten Demographic: Low-Income First-Generation College Students, Ryan Joseph-Lee Haynes

Capstone Projects and Master's Theses

The focus of this Capstone is on the need for support for low-income first-generation college students. An evidence based argument is made that these students are at a major disadvantage as compared to their counterparts. Consideration of the issue, should include the perspectives of high school students who will be the first in their family to apply and go to college. Three action options emerged from the analysis of data. Based on an analysis of the data and the relevant research literature, the researcher used what he learned to formulate an action that responded to the focus issue in a ...


Identity-Oriented Program, Isaac Jorgensen May 2017

Identity-Oriented Program, Isaac Jorgensen

Capstone Collection

This paper demonstrates why identity-oriented community college study abroad programs are more accessible for the diverse student populations that attend these institutions. It does this with a case study, a demographic analysis, and the theoretical support of The Experiential Learning Cycle (ELC) and Universal Design for Learning (UDL). First it proves the lack of diversity within United States study abroad participants. Following this, the paper shows that community colleges house more underserved populations than four-year universities. Additionally, it illustrates the benefits of studying abroad and demographics specific to The Washington State Community College Consortium for Study Abroad (WCCCSA), and public ...


Discourses Of Developmental English Education: Reframing Policy Debates, Aaron R. Tolbert May 2017

Discourses Of Developmental English Education: Reframing Policy Debates, Aaron R. Tolbert

Electronic Theses and Dissertations

According to the National Educational Longitudinal Study, an estimated 28% of academically underprepared students who take developmental courses (preparatory, not credit-bearing) graduate within 8.5 years (Attewell, Lavin, Domina, & Levey, 2006), far below the national average graduation rate of near 60% of students for all postsecondary institutions (USDE, 2016). Given these statistics, some conclude that developmental education itself contributes to the low graduation rate of developmental students (Bailey, Jaggars, & Jenkins, 2015). Indeed, the causes of this attainment gap are the focus of vigorous debates by scholars from numerous disciplines, defining whether the problems exist within the organizational structure and climate of the institution, the developmental coursework, the students’ academic preparedness, or with other factors (Bailey et al., 2015; Goudas & Boylan, 2012; Grubb & Babriner, 2013). Similarly, the research methodologies most appropriate to analyze the problems are also debated (Bailey et al., 2015; Goudas & Boylan, 2012; Grubb & Babriner, 2013). In fact, since developmental education’s inception, scholars have disputed how to conduct basic skills education (Grubb & Babriner, 2013) and how best to support developmental students (Soliday, 2002). Despite the breadth of current inquiry, few scholars have used poststructural methodologies to explore the conceptual construction of “problems” related to developmental education, except within the field of basic writing (Horner & Lu, 1999).

Accordingly, the purpose of ...