Experiences of students in community colleges

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1 Experiences of Students in Community Colleges Name Institution Course Instructor Date

2 Experiences of Students in Community Colleges Introduction According to Adriane (2021), community colleges, also known as junior or two-year colleges, are an integral part of the higher education landscape. These institutions provide accessible and affordable educational opportunities to a diverse range of students, including recent high school graduates, adult learners, and individuals seeking career advancement or skills development. Community colleges offer a wide array of academic programs, vocational training, and transfer options to four-year colleges and universities. The history of community colleges can be traced back to the early 20th century when they emerged as a response to the growing demand for higher education beyond the secondary level. These colleges were established with the goal of providing accessible education to individuals who may not have had the means or opportunity to attend traditional four-year institutions. Community colleges quickly gained popularity due to their open admissions policies, lower tuition costs, and flexible scheduling options (Barlett, 2020). According to the article ‘ Social capital and academic motivation among first-generation community college students’ by Moschetti (2015), one of the key characteristics of community colleges is their commitment to serving local communities and meeting their unique educational needs. These institutions often collaborate with local businesses, industries, and community organizations to align their programs with the workforce demands of the region. Community colleges play a crucial role in equipping students with practical skills and knowledge that can lead to employment opportunities or serve as a stepping stone to further education. The significance of community colleges lies in their ability to promote educational equity and social mobility. They provide a supportive environment for students who may face barriers to higher

3 education, such as financial constraints, lack of academic preparedness, or limited access to resources. Community colleges offer remedial and developmental courses, academic support services, and personalized attention to help students succeed academically and transition smoothly to the workforce or four-year institutions. Moreover, community colleges serve as a gateway to higher education for students from diverse backgrounds, including low-income individuals, first-generation college students, minority groups, and non-traditional learners. These institutions contribute to the democratization of education by offering a wide range of educational opportunities that meet the diverse needs and aspirations of the student population. In the article "The Power of Community College Student Stories" by Bartlett, J. E. (2020), the author discusses their research aimed at gaining a better understanding of the experiences and challenges faced by first-generation students when pursuing higher education at a university. The study highlights how universities often apply the same standards and expectations to all students, regardless of their diverse backgrounds, without fully considering the range of resources and capitals that students from unique backgrounds bring to the table. To observe the various capitals possessed by first-generation students in a new academic environment, the researchers focused on individuals who were the first in their families to attend college and came from lower socioeconomic backgrounds. They were aware that students with relatives who had previous educational experiences were more likely to succeed compared to those without such backgrounds. The research involved conducting interviews with these participants, allowing them to reflect on their educational journeys. The findings revealed that these students utilized different types of capitals, including Aspirational Capital, Resistant Capital, Familiar Capital, and

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4 Experimental Capital. Aspirational Capital represented the students' ambitions and desires for their future, motivating them to pursue higher education at a university. In terms of Resistant Capital, participants resisted conforming to prescribed gender roles and societal norms. Familiar Capital played a significant role as well, as the students received encouragement and support from their families to pursue a higher education. Lastly, the older participants in the study expressed feelings of being out of place due to their age, experiencing a sense of not being as accepted as their younger peers, which falls under the category of Experimental Capital. The article titled "Coping Styles, Social Support, Relational Self-Construal, And Resilience in Predicting Students’ Adjustment to University Life" by Rahat and İlhan (2016) investigated the changes in support, self-esteem, and stress experienced by first-year undergraduates during their transition from the fall semester to the spring semester. The researchers aimed to understand how these factors influenced the students' adjustment process over time. The hypothesis posited that a decrease in stress levels, an increase in social support, and higher self-esteem would lead to improved adjustment from the fall to the spring semester. The study's findings supported this hypothesis, indicating that these combined factors indeed influenced changes in students' adjustment. Notably, social support emerged as a crucial factor for students as they adapted to their new university environment. Those who experienced an increase in their social resources showed significant improvements in their adjustment. Moreover, students with lower stress levels demonstrated enhancements in various aspects of their lives, including personal-emotional, academic, social, and overall adjustment. Additionally, the study highlighted the importance of self-esteem. Students who felt good about themselves displayed more positive strategies in coping with the demands of social and

5 academic adaptation, leading to further improvement in their adjustment process. Overall, the research sheds light on the dynamic nature of student adjustment to university life and the significant impact of social support, stress levels, and self-esteem on their overall well-being during the transition from the fall to the spring semester. This study aims to provide American River College (ARC) with valuable data concerning the experiences and demographics of the new generation of students and their adaptation to university life. Unlike previous, lengthier studies, this research focuses specifically on ARC students to establish connections between their experiences and the broader studies' findings. Participants in this study responded to various questions, and based on their responses, the researchers formed several hypotheses. First, they hypothesize that the acceptance of stereotypes would vary across students with different levels of familiar capital. Secondly, students possessing higher levels of familiar capital would also exhibit a greater sense of perceived agency. Methodology Overview The primary goal of this research is to study American River College (ARC) students' experiences and demographics in relation to broader studies. Through survey questions answered by a group of students, the researchers identified several variables to examine in order to test their hypotheses. The study considered five predictor variables:  Familiar capital : This variable focused on students' first-generation status, indicating whether they were the first in their families to attend college.

6  Navigational capital: This variable was based on whether students had taken and successfully completed one or more courses with passing grades.  Academic obligations: This variable differentiated between students attending ARC on a full-time or part-time basis.  Grit: This variable assessed students' resilience and determination to overcome challenges and problems.  Entitlement: This variable explored students' feelings of superiority over others. Additionally, there were four outcome variables under investigation:  Academic resources: This variable measured students' access to supportive individuals as they attended college.  Self-esteem: This variable gauged the level of positive thoughts and feelings students had about themselves.  Stereotype acceptance: This variable reflected the extent to which students relied on and believed in stereotypes about others.  Perceived agency: This variable captured students' feelings of control over their life circumstances. By analyzing the relationships between these predictor and outcome variables, the research aimed to gain insights into how these aspects influenced the experiences of students at ARC. The study sought to provide valuable information to better understand and support ARC students, ultimately enhancing their college journey and overall academic success.

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7 Participants The study consisted of 350 participants who were all community college students enrolled at American River College. These participants represented a diverse mix of ages, ethnicities, genders, number of known students with prior college attendance, and employment status (full-time or part-time). The age range of the participants varied from 18 to 60 years old, indicating a wide range of life stages among the student population. Regarding gender identification, participants were given the option to self-identify from a list of choices, including Agender, Genderfluid, Genderqueer, Man, Nonbinary, Trans* (encompassing various identities falling under the trans umbrella), Woman, and an option for an identity not listed elsewhere. The survey also allowed participants to specify their ethnicity, and the response options included African/African American/Black, Asian/Asian American/Pacific Islander, European/European American/White, Hispanic/Latinx, Middle Eastern, Multiple Ethnicities, White, White/Northern European, or an identity not listed. By capturing this broad range of demographic information, the study aimed to ensure inclusivity and gain a comprehensive understanding of the experiences and perspectives of the community college students at American River College. The diverse representation of participants contributes to the research's ability to offer valuable insights into the various challenges, needs, and strengths within this student population. Materials The study involved five demographic variables, including age, gender, ethnicity, academic contacts, and work status. Participants were asked to provide their age, and for gender and ethnicity, they were given response options. If none of the options applied to them, they

8 could choose "identity not listed." Academic contacts referred to the number of people the participants knew who had attended college. Work status options included full-time, part-time, unemployed, and unpaid work (volunteer). There were five predictor variables analyzed in the study:  Familiar capital: This variable indicated whether participants were first-generation college students, meaning they had no family members or caregivers who had attended college.  Navigational capital: Participants with navigational capital had successfully completed one or more courses with a passing grade in a semester.  Academic obligation: This variable distinguished between full-time and part-time students. Full-time students took twelve or more units, while part-time students took less than twelve units per semester.  Grit : This variable measured participants' resilience and adaptability to overcome problems and changes.  Entitlement: This variable reflected student’s feeling of entitlement, believing they deserve more than others and hoping for special treatment. By analyzing these variables, the study aimed to gain valuable insights into the experiences and perceptions of the participants, providing a comprehensive understanding of their characteristics and behaviors within the context of American River College. Procedure In this study, students were invited to participate in a survey using Google Form. The researchers incentivized participation by offering points towards the students' class grade upon

9 completion of the survey. The online format allowed students to participate from anywhere with access to WIFI or data to access the survey materials conveniently. Before starting the survey, each participant was provided with a consent form, ensuring they understood their rights and were informed about the study's purpose. They were explicitly informed that they could withdraw from the survey at any time without penalty or consequence. The initial section of the survey collected basic demographic information, including age, ethnicity, work status, gender, and whether they knew anyone who had attended college. Following the demographic section, the survey presented different sets of questions for each part of the study. Participants were required to select responses that were most relatable to their own experiences. The response format ranged from one (strongly disagree) to five (strongly agree) or from one (rarely) to five (usually), depending on the type of question. The survey was designed to be straightforward and not overly time-consuming, taking no more than an hour to complete. The researchers ensured that the questions were clear and easy to understand, allowing participants to provide their responses comfortably. By using this method, the study aimed to gather comprehensive data from the participants and gain valuable insights into their perspectives and experiences within the context of the research focus at American River College. Conclusion The experiences of students in community colleges play a vital role in shaping their educational journeys and personal growth. Community colleges, with their accessible and affordable educational opportunities, serve as a gateway to higher education for a diverse range of students. From recent high school graduates to adult learners, these institutions cater to

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10 individuals seeking career advancement, skills development, and transfer options to four-year colleges and universities. Throughout history, community colleges have demonstrated their commitment to serving local communities, aligning programs with workforce demands, and promoting educational equity and social mobility. The research articles discussed in this study shed light on different aspects of the community college experience. "Social capital and academic motivation among first-generation community college students" by Moschetti (2015) highlights the significance of social support and capital for first-generation students' academic motivation and success. Understanding and supporting these students are crucial in ensuring a positive educational experience and better outcomes. "Coping Styles, Social Support, Relational Self-Construal, and Resilience in Predicting Students' Adjustment to University Life" by Rahat and İlhan (2016) explores the dynamic nature of student adjustment during their transition from the fall to the spring semester. This research emphasizes the importance of social support, self-esteem, and stress management in facilitating successful adjustment to university life. "The Power of Community College Student Stories" by Bartlett (2020) focuses on first- generation students' experiences in a university setting and highlights the various capitals they utilize to navigate the new academic environment. Understanding these diverse experiences is essential in providing effective support and resources to enhance their educational journey. The current study centered on American River College (ARC) students, providing valuable data on the experiences and demographics of this specific student population. By examining predictor variables such as familiar capital, navigational capital, academic obligation,

11 grit, and entitlement, and outcome variables including academic resources, self-esteem, stereotype acceptance, and perceived agency, the research aimed to gain a comprehensive understanding of the students' perspectives and challenges at ARC.

12 References Adriane. (2021, March 18). The benefits of community College: personal stories and examples . Time Scavengers. https://timescavengers.blog/2020/02/26/19696/ Bartlett, J. E. (2020, June 18). The power of community college student stories - EducationNC . EducationNC. https://www.ednc.org/perspective-understanding-and-connecting-to- students-to-increase-degree-attainment-the-power-of-community-college-stories/ Moschetti, R. V., & Hudley, C. (2015). Social capital and academic motivation among first- generation community college students. Community College Journal of Research and Practice , 39 (3), 235-251. Present-Day experiences of students of color at community colleges . (n.d.). Urban Institute. https://www.urban.org/projects/structural-racism-explainer-collection/present-day- experiences-students-color-community Rahat, E., & İlhan, T. (2016). Coping styles, social support, relational self-construal, and resilience in predicting students’ adjustment to university life. Educational Sciences: Theory & Practice , 16 (1).

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