ERIC EJ942872: Underprepared, Ethnically Diverse Community College Students: Factors Contributing to Persistence

2010·0.2 MB·English

by  ERIC

Underprepared, Ethnically Diverse
Community College Students: Factors
Contributing to Persistence
By Peter Barbatis
ABSTRACT: The purpose of this study was to attribute their having graduated (graduates) or
gain an understanding of the perceptions of earning at least 30 credit-bearing college credits
underprepared college students who had par- (the persisters) as compared to those who par-
ticipated in a first-year learning community at ticipated in a learning community but did not
an urban, culturally diverse, commuter campus complete their developmental classes and who
in the southeastern United States. Perceptions dropped out of college (dropouts)?
of graduates and those who earned at least 30 College students enrolling in developmental
college-level credit hours were compared to classes and not participating in learning com-
their learning community peers who did not munities have demonstrated a higher attrition
persist and had dropped out of college. A to- rate and a lower completion rate (Boylan 1999;
tal of 22 students participated: 6 graduates, 12 Burley et al., 2001; McCabe, 2003; Roueche &
persisters, and 4 dropouts. The factors included Roueche, 1999) compared to college students
personal attributes, support systems, and other who participated in learning communities;
This research applied a third
characteristics. Findings suggested the follow- the latter academically outperformed nonpar-
lens to explain why some ing ways to enhance the academic experience ticipants (Brittenham et al., 2003; Knight, 2003;
of underprepared college students: (a) include Raftery, 2005). Most studies have been conduct-
students were successful
critical pedagogy, (b) integrate cocurricular ed at 4-year institutions or among specifically
in spite of previous activities with the academic disciplines, and (c) defined cohorts such as those enrolled in hon-
increase student-faculty interaction. ors colleges or specific majors. Zhao and Kuh
educational experiences
(2004) analyzed 80,479 students from 365 four-
that did not prepare them Postsecondary institutions such as community year institutions, finding that participation in a
colleges emphasize student retention because learning community was positively linked with
for college.
high levels of attrition may harm the interests of engagement in active and collaborative learn-
many constituents (Bragg, 2001). For example, ing, increased interaction with faculty mem-
Bragg identifies interests such as the long-term bers, and augmented overall satisfaction with
earning options of students; the economic vi- the college experience. At the time of this study,
tality of communities needing skilled workers; 284 institutions had listed their programs with
and the institution’s curriculum development, the Washington Center Learning Communities
faculty planning, mission, and political impact. National Resource Directory (2007). Of that
College administrators perceive student number, 101 represented community colleges,
retention rates as indicators which measure and only 9 of those institutions, including the
the quality of faculty instruction, support ser- study site, had implemented learning commu-
vices, and student success. In community col- nities for students in developmental education
leges this is particularly disconcerting because classes. Developmental education (also known
of the number of college students whose entry as postsecondary remediation, basic skills edu-
placement scores require them to enroll in de- cation, compensatory education, or preparatory
velopmental education classes and their low education) is composed primarily of sequences
persistence and graduation rates (Bers & Smith, of increasingly advanced courses designed to
1991; Burley, Butner, & Cejda, 2001). Nationally, bring underprepared students to the level of skill
approximately one-third of all students enter- competency expected of college freshmen (Mc-
ing colleges or universities need remediation Cabe, 2003). 
Peter Barbatis (Byrd & McDonald, 2005); as many as 41% of
Vice President for Student Development/ all community college freshmen nationwide are Theoretical Framework
Enrollment Management enrolled in developmental courses (Hoyt, 1999;
Several theorists have studied factors that con-
Bronx Community College of the City McCabe, 2003).
tribute to persistence and attrition rates of col-
University of New York The following question framed the study:
lege students. Tinto (1975) created the integra-
2155 University Avenue To what did underprepared community college
tion model, reflecting that students who are
Bronx, NY 10453 students who participated in a learning commu-
more integrated and feel valued are more likely
[email protected] nity and completed their developmental classes
16 JOURNAL of DEVELOPMENTAL EDUCATION
to persist. Students who possess certain precol- Method enrolled participants were within 1 or 2 semes-
lege characteristics such as middle to high so- ters of graduation. The persisters included nine
The researcher examined the effect of learn-
cioeconomic status, positive secondary school women and three men. Seven students were
ing communities on college students’ attitudes
achievement, and strong family support were Black and self-identified by their cultural identi-
toward college in order to identify factors which
more likely to persist and graduate (Tinto, 1997). ties; three students were Hispanic and two stu-
promote or hinder student retention. Semis-
Astin (1984) studied persistence and student dents were White-Non-Hispanic.
tructured interviews with each participant and
success, finding that the greater the amount of Table 3 (p. 17) briefly introduces the partici-
a focus group with the participants provided
time a student participates in cocurricular and pants who had dropped out: Aleida, Anna, J.R.,
narrative data which were transcribed, coded,
other activities in and out of the classroom, the and Sacha. With the exception of Anna, who
and analyzed to gain insights into the experi-
more likely he or she will continue in school. worked part time, the remaining dropouts who
ences and perspectives of the participants. The
Frequent interaction with faculty was more were interviewed worked full-time or were re-
researcher had access to directory information
strongly related to satisfaction than any other sponsible for young children.
on all FYE (First Year Experience) students that
involvement (Astin, 1996); yet developmental, All participants in the study had participated
included each individual’s address, phone num-
culturally and ethnically diverse students have in a FYE Learning Community based on reten-
ber, and email address. Initially, participants
rarely been shown to develop close relationships tion models (Astin, 1985; Tinto, 1997). Under-
were mailed a letter detailing the study and were
with their professors (Nora & Cabrera, 1996). prepared students whose scores on standard-
contacted by telephone to set up mutually con-
However, because learning communities are be- ized tests required them to enroll into all three
venient interview locations and appointments.
lieved to facilitate a student’s integration to the developmental courses (reading, English, and
For students whose phone numbers had been
campus community and directly involve stu- mathematics) had a plan which required them
disconnected, the researcher used a snowball-
dents in their learning, this study was designed to take their developmental classes in sequence.
ing sampling technique whereby he asked in-
to investigate how social systems (such as peers, In addition to their noncredit classes in reading,
terviewed students for contact information of
family, community groups) might influence stu- English, and mathematics, students could earn
an FYE peer. Also, the researcher found other
dents’ experiences. 13 college-level credits toward their general edu-
students on Facebook.com.
Because Tinto (1975, 1997) and Astin (1984) cation requirements.
did not address how the college system functions
Participants
for underprepared, culturally diverse students, Setting
A total of 22 subjects participated in the study,
this research applied a third lens to explain why The study was based at a large, urban communi-
including 17 women and 5 men who ranged
some students were successful in spite of previ- ty college (with approximately 65,000 credit and
from 19 to 46 years of age. Although the major-
ous educational experiences that did not pre- noncredit enrolled students) in the southeastern
ity of the participants were in their early 20s, one
pare them for college. This study was informed United States that offered technical certificates
student was 46. Table 1 briefly introduces the
by critical theory, a broad approach to challeng- and associate degrees and had recently been au-
participants who had graduated: Absum, Frieda,
ing and destabilizing established knowledge or thorized to offer baccalaureate degrees in certain
Janice, LeLe, Nekee, and Sara.
power structure (Kincheloe & McLaren, 2000). majors. Broward College was one of the largest
Table 2 (p. 16) briefly summarizes the demo-
Because race, class, gender, and socioeconomic community colleges in the country and served
graphics of the persisters. Many of the currently-
status are variables that have been associated
with lower completion rates or greater attrition
of those who enroll in developmental classes in
Table 1
college (Boylan, Bonham, & Bliss, 1994; Burley,
Demographic Profile of the Graduates
Butner, & Cejda, 2001; McCabe, 2003; Roueche
& Roueche, 1999), the researcher hoped that a
Name Year in # of Credits Age Gender Race/ Major Overall
critical theory process could examine ways that
FYE Earned Self-Identity GPA
race, class, gender, socioeconomic status, edu-
cation, religion, and sexual orientation interact
Absum 2004 60 23 M Asian Engineering 2.76
to impact on underprepared, ethnically diverse
Indian
students’ success in college. There was an inter-
est in exposing power dynamics and oppres- Frieda 2005a 60 20 F Black Psychology 2.55
sions within the social and cultural experiences Haitian
of the individual participants and appreciat-
Janice 2003b 41 23 F Black PTA 2.65
ing life histories and stories so as to emphasize
Jamaican
unique contributions and perspectives of indi-
vidual students. A critical pedagogy approach LeLe 2004 64 22 F Black Special Ed 2.89
has been shown to result in an individual per- American
son’s emancipation from potentially oppressive
Nekee 2003 68 23 F Black Business 2.48
views of one’s self (Freire, 1970). Student success
Jamaican
as used in this study was defined as completing
developmental coursework, maintaining at least Sara 2005 60 20 F Black Business 2.52
a 2.0 grade point average, and either graduating Haitian
from Broward College or completing at least 30 aTransferred to the upper division before earning AA degree
semester credits. bTransferred after 41 credits to earn PTA degree at a private proprietary college
17 JOURNAL of DEVELOPMENTAL EDUCATION
broader prompts so as to elicit free association
Table 2
from the participants.
Demographic Profile of the Persisters
Data Analysis
Name Year in # of Credits Age Gender Race/ Major Overall
Archived data was accessed (with permission
FYE Earned Self-Identity GPA
from the participants) on year-to-year reten-
tion, grade point average, age, ethnicity, gender,
Addison 2006 37 20 M Black Business 3.04
first-generation-in-college status, and learning
American Management
community participation of all subjects. The
Andye 2006 35 46 F Black Radiation 3.15 archived data were compared to the interview
Jamaican Therapy transcripts from the 22 participants and the
researcher’s logs and memos. Using a constant-
Caridad 2005 42 20 F Hispanic Journalism 2.83
comparative method (Bogdan & Biklen, 2003),
Guatemalan
the researcher did not focus primarily on simi-
Dora 2004 63 21 F Hispanic Nursing 3.46 larities but instead sought to identify relation-
Costa Rican/ ships that connected statements and events
Italian within a context. Core categories were identified
until no new themes surfaced outside the cat-
Joseph 2005 33 21 M White Atmospheric 3.14
egories. Finally, interpretation brought mean-
American Science
ing and coherence to the themes. Data analysis
Juanita 2006 32 19 F Hispanic Nursing 3.20 began immediately after finishing the first inter-
Puerto Rican/ view and continued throughout the process; all
Dominican participants were interviewed.
Several procedures recommended by Cre-
Kyla-Renee 2004 36 22 F Black Nursing 1.52
swell (1998) were used to verify the trustworthi-
Jamaican
ness of the study at three important points. First,
Melissa 2005 53 21 F White Education 3.03 the data collection process was verified through
American triangulation of data sources, a process that re-
quired that the researcher (a) look at themes as
Nettie 2005 46 23 F Black Pre-Med 2.03
they emerged from the analysis of the interview
Haitian
transcripts and (b) then look for confirmation of
Robert 2004 61 22 M Black Accounting 2.57 the themes from other sources (e.g., researcher
Haitian log, archival data, or other participants’ inter-
views). Second, the steps to analyze the data
Star 2005 49 22 F Black Travel/Tourism 2.83
and develop the themes were verified through
Bahamian
an external audit conducted by a peer reviewer.
Tridi 2005 51 21 F Black Accounting 2.59 Third, the transcripts and themes that emerged
Haitian were checked for accuracy by the participants
themselves.
a diverse student population, particularly at the interviews were transcribed by the researcher.
Results
study site. As reported in Achieving the Dream Each participant signed two copies of an in-
(2006), ethnicity demographics indicated that formed consent release form approved by the Reviewing the data the researcher identi-
36% of the students were Black, 39% White, 22% respective institutional review boards of Florida fied four themes, organized as follows: (a)
Hispanic, and 3% Asian; in addition, approxi- International University and Broward College. precollege characteristics, (b) external col-
mately one-third of all freshmen enrolled in all One focus group was held after the individual lege support/community influences, (c) social
three developmental courses of reading, English, interviews had been conducted and transcribed involvement, and (d) academic integration.
and mathematics. so as to provide the participants with an oppor- Each theme also contained several subthemes,
tunity to review core categories and themes de- providing further detail to interpret the expe-
Procedure rived from individual interview data. All inter- rience. The experiences have been explained
Individual interviews were conducted face-to- viewed students were telephoned and invited to through the perceptions of three spokesper-
face, with the exception of one telephone in- participate. Out of 22 students, 6 persisters and sons who represent a range of ethnicities,
terview for a student who had transferred to a 1 dropout attended the focus group. It was held majors, and patterns of persistence: Nekee (a
university out of the area. Each interview lasted at the Broward College campus at a convenient- 23-year-old business major who self-identified
1 to 1 ½ hours and was recorded with a digital ly identified time for the majority of students. as a Black Jamaican) from the graduate group,
voice-recorder. The majority were held on the All interview and focus-group narratives were Robert (a 22-year-old accounting major who
Broward College campus in one of the student transcribed by the researcher. A pilot study was self-identified as a Black Haitian) from the
services conference rooms, although three inter- conducted to validate the protocol before imple- persister group, and Aleida (a 27-year-old radi-
views were held off campus at a coffee shop or menting the full study, which resulted in minor ography major who self-identified as Hispanic
near the participant’s place of employment. All changes in the interview protocols to include Cuban) from the dropout group.
18 JOURNAL of DEVELOPMENTAL EDUCATION
As the first theme, precollege characteristics they did not have that opportunity, I should take The fourth theme, academic integration,
and traits described those attributes students advantage of it.” Robert emphasized family sup- refers to the students’ inclusion in the campus
bring to college. These internal factors included port and encouragement: “My dad encouraged academic culture and their interface with aca-
six subthemes: (a) sense of responsibility, (b) goal me to stay in school because they don’t really demia. Underprepared students who may have
orientation, (c) resourcefulness, (d) determina- have a good job and they do everything they had limited academic success in the past gained
tion, (e) cultural and racial self-identification, can to support me and give me a place to sleep.” an understanding and developed skills essential
and (f) faith. The graduates and persisters shared Aleida explained, “My parents came from Cuba for success. This often included the development
internal characteristics that they believed may during the Mariel. They were in high school, but of positive interactions with faculty, recognition
have contributed to educational achievement. didn’t finish. My grandmother, especially, got of college expectations, and effective study hab-
Nekee revealed, “I knew that stopping with just upset when I stopped. I don’t think my mom its. Robert emphasized the importance of learn-
high school wouldn’t really help me in the long cared. I didn’t want to end up like them. I wanted ing how to manage his studying. He explained,
run cause I do wanna have a family and be able to a good job, to be independent and stuff.” “Broward has taught me a lot…the FYE pro-
provide for my kids. The higher in education I go, The third theme identified was social involve- gram taught me how to stop procrastination,
the better I’ll be.” Robert emphasized his goals as ment, which is related to students who are in- how to be a better student. Before I came to Bro-
follows: “I hope to open my own store. I want to volved on campus in different clubs and organi- ward, I used to procrastinate more. Honestly, I
fill out income tax for people. My goal is to be the zations and their interaction with other students. see a big change in my life.” In contrast, Aleida
first college graduate in my family, then transfer Much of the literature indicated that involvement did not seem to take responsibility for her study
to FAU in the fall.” And Aleida explained, “I don’t outside the classroom contributes positively to time when she said, “I’m always on the go. It’s
know [what I want to do]. I’m not sure. I want to student success (Astin, 1993). Nekee described constant. I guess, I’m not always patient. I want
go back to school, but I have to work.” her first experiences before FYE: “Before when I things to happen right away.”
In terms of cultural and racial identifica- first started here, I wasn’t comfortable at all. I was The common influences mentioned by all
tion, Nekee explained, “I think [Jamaicans] are participants included parents, faculty, faith, and
more strict on education. Like, you have to go personal characteristics such as independence.
Friends developed in K-12,
to school, even if no one else went to college.” However, the perceptions of the graduates and
Robert believed that “in [my] Haitian culture… as well as high school persisters seemed to be qualitatively different
school is number one. I feel like in the Haitian from the dropouts. Persisters more frequently
teachers had an influence
culture, education is a very important factor. If mentioned a sense of responsibility, goal ori-
you don’t have an education, what do you have?” on their decision and efforts entation, resourcefulness, and determination.
In contrast, Aleida said, “I don’t think race or They were more likely to explain how their cul-
to attend and persist in
gender affects school. In high school, everybody ture, race, or ethnicity influenced their success.
was Latino, Black, or something. Nobody cares college. Furthermore, they reported they were more in-
about that.” volved in campus life. In addition, they shared
As an emerging second theme, participants a belief that an education was liberating and a
attributed their success to supportive families means to achieve their goals. Instead, the drop-
who include parents, (mothers were named like, nervous…it’s scary. But then everything was outs appeared to have been more likely to be de-
more often than fathers), siblings, grandparents, okay from that because it was like a family.” Rob- terred by life circumstances.
cousins, and fiancées. In addition, friends devel- ert appreciated “the computer club was a good ex- Based on the findings from the present study,
oped in K-12, as well as high school teachers had perience for me ‘cause we did a lot of stuff in there I developed an emerging model (see Figure 1,
an influence on their decision and efforts to at- (pause) competitions. I got a lot more knowledge p. 18) to explain the persistence of participating
tend and persist in college. Nekee noted, “I had about computers and met people.” Aleida said, underprepared college students. The varying
to strive to do better in my life, you know, to get “I went to work when classes were over. I guess I sizes of the circles represent the relative strength
an education so they’d be proud of me. Cause didn’t have time.” of the themes.
Larger circles indicate themes that seemed to
have a stronger impact on the participants (i.e.,
Table 3
external college support/community influence).
Demographic Profile of the Dropouts This finding is consistent with Braxton and Lien
(2000) who have argued that Tinto did not em-
Name Year in # of Credits Age Gender Race/ Major Overall
phasize the importance of congruence with pre-
FYE Earned Self-Identity GPA
vailing attitudes, values, and beliefs intrinsic to
academia and of inclusion.
Aleida 2004 27 21 F Hispanic Radiography 2.92
Levine and Nidiffer (1996), who studied the
Cuban
impact of poverty on individuals from disadvan-
Anna 2003 44 23 F Black Criminal Justice 2.47 taged backgrounds who attend college, found
Jamaican that “the most valuable mechanism for steering
students from poverty to college is people. Hu-
J.R. 2003 16 22 M Black Business 1.62
man contact is what makes the difference” (p.
Haitian
77). The underprepared college students in this
Sacha 2006 4 19 F Black Nursing 0.91 study were (a) first-generation college students,
Haitian (b) first generation in the United States, (c) non-
native English speakers, (d) women, and (e)
19 JOURNAL of DEVELOPMENTAL EDUCATION
and the persisters whose peers attended college,
the dropouts’ friends did not share in the same
academic experiences.
Consistent with Tinto (1975), the persisters
External College Support 
and graduates appeared to have had good experi-
and Community Influence 
ences and positive interactions with college fac-
Precollege Characteristics  � Parents  ulty and accessed campus resources. In addition,
�� SGeonasl‐eO orfie Rnetsepdo nsibility  �� FFarimenildiasl  Relationships  they learned good time management skills. To a
� Resourcefulness  � High School Teachers  lesser extent, they were self-reliant/independent.
� Persistence/Determination  Some participants described breaking from their
� Cultural/Racial Self‐Identification  family financial dependence. Thirty years after
� Faith    Tinto offered his model, these factors remain true
Academic Achievement/  and seemed to emerge for this group of ethnically
Education as Liberation  diverse, underprepared college students.
Academic Integration  In contrast to Tinto (1975), Astin’s (1984) theo-
Social Involvement 
� Faculty  ry emphasizes that, rather than change and assim-
� Student Life Activities 
� Peer Interaction   � Campus Resources  ilate to the institution’s culture, college students
� Time Management  should maintain their individuality yet become
� Self‐Reliance/Independence 
socially engaged in programs and initiatives (i.e.,
college activities, classroom involvement, faculty
interaction, etc.). This study, has found that many
of the graduates and the persisters frequently
Figure 1. An emerging model of the factors that influence underprepared,
expressed many of the benefits of social involve-
culturally diverse college students’ persistence to academic achievement
ment when sharing their own experiences.
and education as liberation.
As pointed out by Astin (1984) and Tinto
(1975), social involvement and academic inte-
gration do not entirely address the needs of eth-
from under-represented minority populations. cans, Black Bahamian, Hispanic Guatemalan,
nically diverse, underprepared college students.
Many participants provided examples of vari- Hispanic Costa Rican/Italian, Hispanic Puerto
For example, Swail (2003) studied retention
ous internal and external influences that helped Rican/Dominican, Hispanic Cuban, and Asian
of minority students in higher education and
them negotiate college and use or learn skills/ Indian). They all expressed high levels of fam-
suggested that other factors such as complet-
behaviors to persist. ily support. The majority did not talk about so-
ing a rigorous high school curricular program;
cioeconomic class, and interestingly, few of the
experiencing diversity among the faculty, staff,
Discussion study participants qualified for financial aid. The
and students; and having access to financial
graduates and persisters more frequently than
The emerging model provides an insight to the aid appeared to be important predictors of col-
dropouts spoke about other personal character-
retention of underprepared, ethnically diverse lege persistence. In addition, it was found that
istics not mentioned by Tinto, such as sense of
college students. This study supports findings teacher expectations and the impact of match-
responsibility, goal orientation, resourcefulness,
from Tinto (1975) and Astin (1985) who have dis- ing learning with teaching styles were impor-
determination, and faith. Perhaps the most im-
cussed certain precollege characteristics, social tant factors in minority student achievement
portant finding of the current study that differs
involvement, and academic integration which (Sanchez, 2000). This study further supported
from Tinto’s theory is the influence of the study
contribute to persistence. Tinto’s academic in- the need for a new theoretical perspective. All
participants’ cultural self-identification, partic-
tegration theory emphasizes prematriculation of the participants possessed one or more of the
ularly the emphasis their families placed on the
characteristics; in other words, those precol- following characteristics: first generation in col-
importance of an education.
lege traits that students possess which influence lege, immigrants or children of immigrants, ra-
Although Tinto (1975) mentioned the level
their initial level of commitment to the institu- cial or ethnic minority status, or women. All of
of family support as an initial influence, he em-
tion (Tinto, 1975). Tinto has identified ethnicity, the graduates and persisters considered a college
phasized the need for disengagement from past
level of family support, socioeconomic status, education as a means to achieve emancipation
relationships and familial cultures so that stu-
and secondary school achievement as primary from their current life and as an opportunity
dents could assimilate into the college culture:
characteristics. After a student has enrolled, for greater success. The critical theory approach
disengagement of past relationships to create
Tinto claims the rites of passage three-phase appreared to add a promising dimension to un-
new ones. In contrast, the participants in the
process of separation, transition, and incorpora- derstanding the needs of a more diverse student
current study (particularly the graduates and
tion contributes to retention. Tinto argues that population.
persisters) kept their relationships with fam-
the more students assimilate to the institution’s
ily members and high school friends. They also
culture and the more they feel themselves to be Recommendations for Community
reported that their high school teachers made
valued members of the campus, the more likely
a difference in their decision to stay in college. College Practice and Policy
they are to persist to graduation.
Although both the graduates and persisters re-
In contrast, the participants in the current Based on the findings of this study, factors iden-
ported they had made new friends, the more im-
study seemed to rely on their respective cul- tified, and the emerging model of the factors
portant influences were external to the college/
tural affiliations (e.g., Black Haitians, Black
campus community. In contrast to the graduates
Jamaicans, Black Americans, White Ameri- continued on page 20
20 JOURNAL of DEVELOPMENTAL EDUCATION
continued from page 18 In other words, when a son or daughter at- When I found out I had to take the prep
tends college, often the entire family is involved, classes, I was a little bit–I don’t know–dis-
that influence underprepared college students’ not just the enrollee. The home culture should couraged, maybe intimidated because you
persistence illustrated in Figure 1, the researcher not be considered a distraction. go through high school and then a lot of like,
poses implications for practice at the 2-year in- Second, faculty and administrators might that first English class, 0021 is straight from
stitution. Although those intended for practice develop new programs based on the types of high school. So, you feel like you’re back in
are offered as a result of this specific study, some student learning experiences known to support high school. So I think it kinda pushes you
recommendations may be appropriate to high- student success and persistence to graduation. away because you are like, I already did this.
er education administrators, faculty, and staff Failure to connect with others on campus, in- It doesn’t make sense. So, I think that’s what a
working with underprepared students at other cluding peers, student organizations, faculty, lot of it is–I guess having to pay for the class.
institutions. and/or staff, contributes more to voluntary They don’t like that. Then you don’t really get
First, parents and extended family can be withdrawal than almost any other factor (Brit- the credit for it. I think it pushes people away.
instrumental in the lives of underprepared, eth- tenham et al., 2003). This finding is consistent
Although additional research is needed, a
nically diverse students in this study (especially with the current study. Students spoke highly of
new model in which acquiring the competen-
the graduates and persisters). Although only a the cocurricular activities (leadership retreats,
cies of reading, English, and mathematics in an
few dropouts contributed to the study, their field experiences) where the classroom lesson
integrated curriculum may increase year-to-year
experiences reflected an absence of familial was supported by Student Life. As Juanita has
retention and higher grades in subsequent class-
supports. Therefore, college personnel should indicated,
es. If competency-based curriculum is applied,
consider developing programs and strategies The whole FYE thing was good because we students could achieve incremental success and
to involve parents and family members. Rather had trips and activities. It was actually doing experience making timely progress. Janice noted,
than expecting all college students to detach or it and going. I’ve heard about professors that after transferring to another private college where
separate from their families to create new social
she was successful due to a more creative instruc-
support systems, college personnel can engage
tional format, “it’s one class a month. So, you’re
the parents and family members. Several par- It is a serious mistake to
just concentrating on that one class, which I like.”
ticipants in this study reported that their par-
limit learning outcomes to Fourth, underprepared college students
ents participated in pre-enrollment activities,
should be allowed to earn transferable cred-
such as new student orientation. Many moth- only cognitive values
its while enrolled in developmental courses
ers encouraged, if not mandated, their son or
(Killacky, Thomas, & Accomando; 2002). Many
daughter to join the FYE program. Although
of the participants in this study felt developmen-
some institutions have offered a “Parents Going don’t care, but the professors I’ve taken have tal courses were a discouraging barrier that ex-
to College” session during the freshman orienta- been great. They don’t make me feel like I tended the time to completion of their programs
tion program to include information on degree don’t want to come, they make me feel like I of study. Frieda explained:
requirements, campus resources, financial aid, want to be in class.
and contact information, postsecondary insti- After I graduated I talked to one of my
tutions, particularly community colleges, could Many underprepared community college friends that I went to high school with and I
do more. Rather than provide only one initial students could benefit from such clubs and or- told her that I graduated and everything and
experience, programs should be continuous and ganizations that are tied to their major if they are she asked me if I took any prep classes and I
sustained throughout their family member’s en- embedded in the classroom experience. Postsec- said, “yeah, I took a couple of prep classes,”
rollment. For example, a family guidebook of ondary institutions need to expand the concept and she said that she kinda felt like she want-
campus resources and important contact infor- of learning to include affective outcomes such as ed to go to school but she feels that people
mation should be provided to each household. leadership, self-understanding, and citizenship that take prep classes, it’s like they’re never
In addition, a family advisory council could be as well as cognitive outcomes. It is a serious mis- going to graduate. I said, “no, I mean, I prob-
created where at least once a semester, members take to limit learning outcomes to only cognitive ably would have graduated earlier if I would
review and provide feedback regarding campus values (Astin, 1993). have taken classes the first summer when I
initiatives and programs. Finally, colleges could Third, the instructional delivery system, started here.” But I think maybe prep classes
coenroll parents and their son or daughter in particularly in developmental classes, should make the students feel like they’re not gonna
a student life skills course or seminar to rein- be presented in a format that allows students get out.
to focus on acquiring specific competencies
force habits and behaviors that promote success If skills learned in the developmental courses
and using adult education methods rather than
at home. The majority of students reside with (i.e., reading) can be applied in related college-
methods that students were exposed to in high
their families, and it appears parents and fam- level courses (i.e., computer concepts, sociol-
schools. Some of the participants in this study
ily members want and need to be involved. As ogy) and students earn college-level credits
regarded the preparatory classes as punitive be-
indicated by Dora who has noted, simultaneously, they are more apt to discover
cause the courses did not generate college credit.
My parents don’t speak English extremely Also, they emphasized that the courses, espe- interdisciplinary application and make prog-
well. When I was in high school, my mom cially the developmental courses, were taught in ress in earning credits toward their degree. De-
used to help me study for advanced vocab- ways that were too similar to what they experi- velopmental courses should not be taught in
ulary and my science classes. She would sit enced in high schools. Furthermore, they were isolation but rather in ways that allow students
with me at the dining room table and quiz required to pay for the developmental instruc- to see the connected relationships among dis-
me at night. She had no idea about what I was tion which should have been learned in high ciplines (Grubb & Cox, 2005; McCabe, 2003).
studying and couldn’t pronounce the words, school. Melissa said,
but she helped me. continued on page 22
22 JOURNAL of DEVELOPMENTAL EDUCATION
continued from page 20 students’ voices and perceptions of their own administrators and faculty about how to better
college experiences. By focusing on issues of engage nonparticipants so as to increase their
access and preparation, researchers can pro- retention through graduation. Clearly, more
Students need to learn how to transfer and prac-
vide additional information about possible research is needed to further validate the value
tice newly acquired strategies to the demands of
barriers, motivational issues, diversity influ- and success of the FYE program.
each course with tasks perceived to be authentic
ences, cultural factors, and students’ learning Although Tinto (1975) refers to family sup-
(Stahl, Simpson, & Hayes, 1992). Learning com-
orientations. Further, qualitative research in- port as an initial influence for college students,
munities may facilitate that process.
forms and identifies areas of interest for quan- the findings from the current study differ from
Fifth, the results of the study indicated that
titative researchers to pursue. Tinto’s theory with respect to the influence of
college administrators and staff should support
To develop the knowledge base related the study participants’ cultural self-identifi-
the transition of students as they mainstream
to underprepared, ethnically diverse college cation and the emphasis their families placed
with the general student population. Some stu-
students and their success, a study of the ex- on the importance of education. Based on the
dents missed the peer support they had while
periences and perceptions of male students as findings, the researcher has posed an emerging
in FYE and recommended that the program
compared to female students would be helpful. model to explain the success of underprepared
be extended. The voices of persisters such as
Approximately one-third of the students who college students. A study designed to deter-
Dora, Nettie, and Juanita and dropouts such as
entered the FYE program at Broward College mine the impact of family as a variable that in-
Anna emphasized the importance of peer sup-
were men. In addition, there was a dispropor- fluences persistence is warranted.
port. Dora noted, “the semester after FYE, I felt
tionately small number of men who graduated
confused and a little alone. The students I knew
or had earned 30 or more credits (4) compared Conclusion
were no longer around or in the same class. I had
to those who started in the FYE program (29);
phone numbers and we would sometimes chat The ideals of learning communities are con-
approximately 14% had been retained. In com-
on-line, but it wasn’t the same.” Anna, a dropout, sistent with the values of community colleges.
noted, “If I was still in the FYE program, it could Key factors in retention for the graduates and
have kept me in school. It was more structured.” persisters in the current study included high
Qualitative research
Perhaps colleges should consider the implemen- level of faculty-student interaction, integra-
tation of a Second Year Experience. informs and identifies areas tion of academic and social activities, oppor-
Sixth, to increase students’ sense of academic tunity for involvement, mentoring, leadership
of interest for quantitative
integration, administrators could group students experiences, cultural and social support, and
based on major to increase their academic disci- researchers to pursue. use of campus resources and student services
pline identification. Absum reported, “if I had (similar to findings reported by Harvey-Smith,
the same major of students with me who were 2002). This study supports research by Tinto
focusing on…in the same direction, I think, it (1975) and Astin (1984) who discussed certain
parison, 16 women had graduated or earned
would have helped a lot.” Perhaps more of these precollege characteristics, social involvement,
30 or more credits out of 69 women who ini-
supportive peer relationships would continue and academic integration which contribute to
tially joined FYE; 23% of the women persisted.
beyond the first year if the participants were in persistence. Tinto studied mostly White, Non-
Understanding the needs of men who persist
the same program of study. Hispanic, students who came from middle-
may help administrators and faculty introduce
Reviewing the impact of FYE on students as class and higher socioeconomic levels and had
more effective support services to retain them.
identified in the themes from this study, there higher secondary school achievement records
In addition, a further study of students en-
are some policy implications that colleges might in contrast to the participants in the current
rolled in developmental mathematics is war-
implement. For example, the number of FYE study who represented first-generation Ameri-
ranted. Both the archival data and interview
learning communities can be expanded to in- can, immigrant students. Participants in the
transcripts show that the majority of under-
volve more students. Furthermore, to attract current study all expressed positive influences
prepared students in the current study en-
more students, additional cohorts could be add- from high levels of family support and more
countered difficulty with mathematics. Many
ed to include evening or part-time groups. frequently spoke about other personal char-
participants withdrew from or failed their
In addition, the development of a 3-credit acteristics. Participants also agreed that it was
math courses. As a result, those courses had to
student success course may be beneficial. The beneficial to be socially involved and engaged
be repeated, thus extending time to completion
literature supports the implementation of a on campus with activities to work closely with
of their programs of study.
freshmen seminar class that teaches time man- peers and faculty on class projects. Finally, all
A study of underprepared students who did
agement, goal-setting, and educational plan- participants regarded education as a means
not participate in a learning community might
ning and complements the academic disciplines of liberation to break away from the current
reveal that their experiences are qualitatively
(Fidler & Godwin, 1994; Folger, Carter, & Chase, dominant cultural frame of reference to a more
different from those who did participate. In
2004; Ishler, 2003). As found in this study, many open, hopeful view of self with limitless poten-
this study, it was found that half of qualifying
of these behaviors may be learned in college to tial.
underprepared students joined the program.
enhance student success and retention. Analyzing the impact of learning commu-
Perhaps there are characteristics that distin-
nities on students who are most at-risk for at-
guish the learning community participants
Recommendations for trition can inform community college admin-
from those students who choose not to join.
istrators, admissions personnel, and faculty
Future Research Outside of basic demographic information and
about the at-risk students’ experiences. With
entry test scores, little is known about those
Developmental education can greatly benefit
who choose not to participate in FYE. The
from continued studies that listen directly to
nature of the differences could inform college continued on page 24
24 JOURNAL of DEVELOPMENTAL EDUCATION
continued from page 22 Burley, H., Butner, B., & Cejda, B. (2001). Drop- Knight, W. (2003). Learning communities and
out and stopout patterns among developmen- first-year programs: Lessons for planners.
increased understanding of the lived experi- tal education students in Texas community Planning for Higher Education, 31(4), 5-12.
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26 JOURNAL of DEVELOPMENTAL EDUCATION