Community College Journal of Research and Practice 01/1998; 22(8):751-760. DOI:10.1080/1066892980220804

ABSTRACT A considerable amount of effort is expended encouraging students to enroll in higher education programs. It is, therefore, disappointing to all concerned when students fail to complete their programs. It is even more distressing when one particular group of enrollees is identified as failing to persist with their studies at a disproportionately high rate. This was the issue faced by Kennedy‐King College during the early 1990s. The African American male, nontraditional student (either more than 24 years old, or part‐time enrollee, or live off campus), was identified in this category with the withdrawal/departure behavior becoming a serious and increasing problem.Kennedy‐King College is a non‐residential, two‐year community college located in a neighborhood of Chicago that is predominantly African American (97%), low income (70% below the poverty level), with a comparatively high crime rate and a public school system that has been described as “somewhat ineffective.” More than 30% of the students are residents of this community.The study consisted of a literature review; consideration of the variables identified from the review that had previously been thought to affect student persistence; quantitative and qualitative data collection and analysis carried out with the African American male students; the development and testing of a persistence model incorporating previous and newly identified variables; and the development of a college strategy designed to increase the persistence of these students.

0 0
  • [show abstract] [hide abstract]
    ABSTRACT: This study compares the impact of timing of registration on the student learning outcomes of students taking courses at three rural community colleges in the southeastern U.S. during the school years 2001–2003. Findings from this study indicate that early registration has a positive influence on students' grades and course completion rates. Also contributing to differences in student outcomes were student race, Pell Grant status, gender, program of study, and age.
    Community College Journal of Research and Practice 07/2011; 35(7):556-573.
  • [show abstract] [hide abstract]
    ABSTRACT: This article highlights findings from a qualitative study of factors affecting the academic success of African American male students in the community college. Data was collected through interviews with 28 Black male students in a midsized institution in the southwestern United States. Findings illuminated four key faculty-initiated elements that serve to create and maintain positive faculty-student relationships: (a) being friendly and caring from the onset; (b) monitoring and proactively addressing students' academic progress; (c) listening to students' concerns; and (d) encouraging students to succeed. The intricate interrelationship of these elements are discussed through the “voices” and first-hand experiences of student participants. Implications for practice are discussed that suggest these four elements as basic components for faculty training and evaluation.
    Community College Journal of Research and Practice 01/2011; 35(1-2):135-151.
  • [show abstract] [hide abstract]
    ABSTRACT: The study describes an initiative to increase retention at a 2-year college in the Northeast United States. The process involved a collaborative, intrusive advising approach to intervene with students at-risk for academic failure or experiencing difficulty with the transition to the college. Components of the mixed-method design included collecting, analyzing, and discussing data from prematriculation surveys, focus group discussions, advisement logs, and attendance/tardy records. Formative data were available for faculty advisors so they could monitor and intervene with students who were experiencing academic difficulties early in their college experience. Results from the first-year implementation showed that collaborative, intrusive advising increases faculty advisor communication and has the potential to increase retention at the college level.
    Community College Journal of Research and Practice 01/2007; 31(10):813-831.