0 Bewertungen0% fanden dieses Dokument nützlich (0 Abstimmungen)
93 Ansichten102 Seiten
The Women's Foundation commissioned the Social Science Research Center at Mississippi State University to conduct focus groups of female students at 6 community colleges. This report summarizes lessons learned and themes from these discussions. This report is part of a broader effort by the Women's Foundation to increase the completion rate of women in community college.
The Women's Foundation commissioned the Social Science Research Center at Mississippi State University to conduct focus groups of female students at 6 community colleges. This report summarizes lessons learned and themes from these discussions. This report is part of a broader effort by the Women's Foundation to increase the completion rate of women in community college.
The Women's Foundation commissioned the Social Science Research Center at Mississippi State University to conduct focus groups of female students at 6 community colleges. This report summarizes lessons learned and themes from these discussions. This report is part of a broader effort by the Women's Foundation to increase the completion rate of women in community college.
Community College Completion Project: Final Report February 2014 1
2014 Final Report
SUBMITTED TO Womens Foundation of Mississippi
PREPARED BY Kathleen Ragsdale, PhD Anne Buffington, BS Claire Crawford, BA Sarah Rutland Family & Children Research Unit Social Science Research Center Mississippi State University
Community College Completion Project: Final Report February 2014 2
FUNDED BY The Womens Foundation of Mississippi. Any opinions implied or expressed here are those of the authors and do not necessarily reflect those of the Womens Foundation of Mississippi or of Mississippi State University.
CORRESPONDENCE Dr. Kathleen Ragsdale, Social Science Research Center, Mississippi State University, PO Box 5287, Mississippi State, MS 39762, USA. Tel: +1 662-325-9168; Fax: +1 662-325-7966; E-mail: kathleen.ragsdale@ssrc.msstate.edu
ACKNOWLEDGEMENTS We gratefully acknowledge the Womens Foundation of Mississippi for their generous support of the project. We thank Carol B. Penick (Executive Director), Jamie H. Bardwell (Director of Programs), and the Womens Foundation Board for their support. We gratefully acknowledge the invaluable assistance and cooperation of Dr. Debra West of the Mississippi Community College Board, and the dedicated community college administrators and students who made this project possible. We thank Dr. Arthur G. Cosby, Dr. Angela Robertson, Bradley Long, John McCown, Ben Walker, Anna Richards, and the Family & Children Research Unit of the Social Science Research Center at Mississippi State University for their assistance.
KEY ABBREVIATIONS & TERMS ACT American College Testing CHE Chronicle of Higher Education EM Ecological Model FAFSA Free Application for Federal Student Aid GED General Educational Development GPA Grade Point Average MCCB Mississippi Community College Board MSU Mississippi State University SSRC Social Science Research Center TAACCCT Trade Adjustment Assistance Community College & Career Training WF Womens Foundation of Mississippi
Community College Completion Project: Final Report February 2014 3
EXECUTIVE SUMMARY... 5
INTRODUCTION.. 10 WHY IS COMMUNITY COLLEGE COMPLETION AN IMPORTANT WOMENS ISSUE?.. 11 WOMENS FOUNDATION OF MISSISSIPPI. 13 COMMUNITY COLLEGE COMPLETION PROJECT: COMPONENTS.. 13
METHODS... 14 THEORETICAL BACKGROUND.. 14 STUDY PROCEDURES.... 16 ANALYSIS 1: QUANTITATIVE SURVEY. 16 ANALYSIS 2: QUALITATIVE FOCUS GROUPS. 17 ANALYSIS 3: COMPARING TRADITIONAL VS NON-TRADITIONAL STUDENTS... 19
RESULTS... 20 SURVEY: AGGREGATED RESULTS....... 20 Domain 1: Sociodemographic Variables Among Traditional vs Non-Traditional Student. . 20 Domain 2: High School-Related Variables Among Traditional vs Non-Traditional Student . . . . . 21 Domain 3: College-Related Variables Among Traditional vs Non-Traditional Student. 23 Domain 4: Time Commitments Among Traditional vs Non-Traditional Student. .... 26
FOCUS GROUPS: AGGREGATED RESULTS..... 27 Theme 1: Gendered Norm Expectations for Women... 27 Theme 2: Family Attitudes Towards Higher Education .... 31 Theme 3: Time Management ..... 34 Theme 4: Financial Aid.... 39 Theme 5: College Preparedness ..... 44 Theme 6: Appeal of Two-Year Institutions .. 49 Theme 7: Campus Facilities .. 53 Theme 8: Community College Faculty & Staff .. 56 Theme 9: Restrictions & Regulations of Community Colleges .... 62
TRADITIONAL VS NON-TRADITIONAL STUDENTS: AGGREGATED RESULTS............... 67 Domain 1: Effect of Taking Time Off From College..... 67 Domain 2: Stressors.... 68 Domain 3: Perceived Barriers to College Completion...... 71 Domain 4: Impact of Family/Friends on College Goals.... 74 Domain 5: Extracurricular Involvement..... 76
Community College Completion Project: Final Report February 2014 4
Community College Completion Project: Final Report February 2014 5
EXECUTIVE SUMMARY
In 2013, the Womens Foundation of Mississippi commissioned researchers at the Social Science Research Center of Mississippi State University to conduct the Community College Completion Project. The purpose of the evaluation was to identify challenges and obstacles that women students face in achieving their community college goals. This report summarizes the results of the study, which will be used to inform the Womens Foundation of Mississippi and other stakeholders of ways that the community college experience may be improved for women students. The study was approved by the Institutional Review Board of Mississippi State University and the Mississippi Association for Community and Junior Colleges. Methods, key results, and recommendations are discussed below.
METHOD & RESULTS
We collected and analyzed quantitative and qualitative data on multilevel and reciprocal factors that facilitate and constrain the completion of community college among resource-limited and other women students at six community colleges in Mississippi. The colleges were selected by the Womens Foundation of Mississippi, of whom the majority were participants in the U.S. Department of Labor's TAACCCT program. In order to be eligible to participate in the project, women students had to be 18 years of age or older and enrolled at that college. STUDY MEASURES. Given the complexity of factors that impact community college completion, we chose the Ecological Model to frame the project. This model includes five multilevel and reciprocal factors that shape behaviors: 1) individual factors; 2) interpersonal factors; 3) community factors; 4) organizational factors; and 5) policy factors. Women students at each college were administered a survey and participated in a focus groups to assess how these factors promoted and constrained their completion of community college.
ANALYSIS 1: QUANTITATIVE SURVEY
The 23-question survey used multiple-choice, fill-in-the blank, and yes/no responses to collect sociodemographic data (age, race/ethnicity, etc.) and data on college courses. DEFINING TRADITIONAL VS NON-TRADITIONAL STUDENTS. Participants were categorized as either traditional or non-traditional students based on age at anticipated matriculation from community collegewhich is calculated at a standard rate of 150% time (CHE, 2014).
Community College Completion Project: Final Report February 2014 6
Participants who were 18-21 years old on the day they participated in the study were categorized as traditional students. Participants who were 22 years of age or older on the day they participated in the study were categorized as non-traditional students. QUANTITATIVE ANALYSIS. Descriptive analyses (i.e., frequencies) using SPSS 21.0 were conducted to describe the sample (N=65) and compare the responses of traditional students to those of non- traditional students. QUANTITATIVE DOMAINS & RESULTS. We organized the quantitative results into four domains. The domains and a sample of supporting results include:
DOMAIN 1: Sociodemographic Variables Participants (N=65) ranged in age from 18-60 years old. The sample was relatively equal across race/ethnicity: 52.3% (n=34) were white and 46.2% (n=30) were African American. Over 81% (n=53) were traditional students.
DOMAIN 2: High School-Related Variables Nearly 88% (n=57) reported that the highest degree/certificate they had earned to date was a high school diploma/GED, while 12.3% (n=8) reported they had earned a career/technical certificate, associate degree or above. Over 90% (n=48) of traditional students reported that their highest degree earned was a high school diploma/GED, compared to 75% (n=9) of non-traditional students.
DOMAIN 3: College-Related Variables Nearly 90% (n=58) reported that their present college was the first college they have ever attended. Non-traditional students were more likely to have begun college elsewhere as compared to traditional students (16.7% and 9.4%, respectively).
DOMAIN 4: Time Commitments Non-traditional students were more likely to report that they typically worked (on- campus or off-campus) 30 hours per week (47.2% and 7.7%, respectively). Non- traditional students were also more likely to report that they typically spent 30 hours per week caring for dependents (54.5% and 4.2%, respectively).
ANALYSIS 2: QUALITATIVE FOCUS GROUPS
Following administration of the surveys, we conducted focus groups among the participants at each college. QUALITATIVE ANALYSIS. The focus groups were transcribed verbatim and personal identifiers were removed. In an iterative process, coders identified themes deductively to develop the initial coding scheme. Next we used an inductive approach to expand the themes, identify new themes, and refine the coding scheme. Finally, the team used the coding
Community College Completion Project: Final Report February 2014 7
scheme to organize the qualitative data into themes. QUALITATIVE THEMES & RESULTS. We organized the qualitative results into nine major themes. The themes and samples of supporting quotes include:
THEME 1: Gendered Norm Expectations for Women You are expected to perform. You knowget the food cooked, get the laundry done, get the house cleaned, take care of the kids. . Go to the ball game. Get your homework done. Youre expected to do more. Its hard. [CC1]
THEME 2: Family Attitudes Towards Higher Education she [mother] did not think that college was worth it. She didnt go to college herself and thought that it was a waste of time. [CC2]
THEME 3: Time Management Youre wondering if you need to focus on your schoolwork, or work so you can go to school. Its a struggle. [CC4]
THEME 4: Financial Aid How am I gonna be able to pay [for college]? I guess Im gonna have to get a loan instead of using my financial aid because its gonna run out eventually. [CC5]
THEME: College Preparedness I feel like my teachers werent really challenging us in some of my classes in high school. You just memorized things. In college, you have to study and apply things; its not just memorizing them. [CC2]
THEME 6: Appeal of Two-Year Institutions The reason that I chose [CC2] is because I didnt feel quite comfortable going straight to a university for four years right after I just finished high school. I feel like going to a community college is getting your feet wet first... [CC2]
THEME 7: Campus Facilities ...the single most important thing for women would be [on-campus] childcare thats affordable. You know we want good care for our children. affordable child care would be excellent. [CC1]
THEME 8: Community College Faculty & Staff One of the things I see with the instructors is that they have focused on the main goal which is getting us educated. Were in here to learn and theyre seeing that were
Community College Completion Project: Final Report February 2014 8
getting what we need here because thats why were here. Were here to get a degree. They want us to excel. Theyre helping us to succeed. [CC4]
THEME 9: Restrictions & Regulations of Community Colleges you went through high school and you did fine You get here and they have an Accuplacer test. You take this test based on your ACT scoreyoure being told you gotta drop down to beginning English even though you took English 4 all the way through high school. [CC4]
ANALYSIS 3: TRADITIONAL VS NON-TRADITIONAL STUDENTS
In order to compare traditional students to non-traditional students, we also organized the qualitative results into five domains on which the two groups of students differed substantively. The domains and a sample of supporting quotes include:
DOMAIN 1: Effect of Taking Time Off From College I took off for a semester, but it helped me. Im becoming the person that I want to be, and its helping me be successful and succeed. Im really thankful for that. Once youre out, its hard to catch up. Im not looking back; Im moving forward. [CC4]
DOMAIN 2: Stressors Taking care of my two children and my husbandIm sitting there studying and they come in asking, Mom, what are you doing?, and say things like, All you ever do is study. Well, mama is in school too. [CC4]
DOMAIN 3: Perceived Barriers to College Completion I think they [people] get comfortable. They get a [high school] degree, and then they start working. They get a job, and they get accustomed to making money. So, you know, they dont wanna necessarily go back and struggle again and work with going to school [college] when they trying to pay bills. [CC6]
DOMAIN 4: Impact of Family/Friends on College Goals Homework and lunch, dinner, PTA meetings, karate, and brush your teeth. Im lucky if my son gets in the tub every night... Its exhaustingit really is. [CC1]
DOMAIN 5: Extracurricular Involvement Id love to do extracurriculars, but theres too much at stake. I have too many responsibilities I wish I could, it would be fun, but [CC1]
Community College Completion Project: Final Report February 2014 9
RECOMMENDATIONS & STUDY LIMITATIONS
This study has several strengths and potential limitations. In terms of limitations, it was conducted among a convenience sample composed of women students. Although nonrandom sampling is regularly used to conduct qualitative research in the social and behavioral sciences, care should be taken when generalizing the present results to other women students attending community colleges in Mississippi and the U.S. In addition, individual responses are not independent of one another and group dynamics can vary considerably (Chronic Poverty Research Centre, 2014: 59) such that participants may feel peer pressure to agree with one another on a certain topic or to abstain from comments. In terms of strengths, focus group responses have high face validity due to the clarity of the context and detail of the discussion (ibid). In the present study, the depth of discussions was enhanced due to high participation rates among participants (which averaged 11 persons per discussion) and length of sessions (which averaged more than 1.5 hours per discussion). Based on the results of the Community College Completion Project, we developed the following twelve recommendations for consideration:
Ensure students are prepared for academic rigors of community college Engage high school students in the college application process prior to senior year Increase efforts to move remedial students into college-level courses Improve the community college orientation process Remove restrictions on how student purchase textbooksincluding eBooks Offer information sessions periodically rather than one-time opportunities Employ highly trained non-student staff as financial aid advisors/counselors Implement campus-wide support forums for women students Facilitate better healthcare access for women students Expand affordable on-campus childcare for women students Expand evening classes to accommodate more students Improve campus security for women students
Community College Completion Project: Final Report February 2014 10
INTRODUCTION
I feel like thats what we get out of community collegethe help we need, hands on. I feel like at a university you wont be so lucky. Thats why I came to a community college... Participant, Community College Completion Project
Since two-year institutions were first recognized as separate from four-year institutions in 1969, the importance of community colleges has continued to rise as students seek higher education that is both of high-quality and affordable (Brock, 2010). Community colleges act as an important stepping stone to further ones education and/or obtain better employment, given that a college degree is increasingly necessary for those seeking to be competitive in todays job market. Indeed, Rath (2013) reports that by 2018, workers will need to have earned a postsecondary credential in order to be minimally eligible for more than 60% of all jobs in the United States (U.S.). Postsecondary education has also been found to pay big dividends in terms of future earnings. According to Rath, the average lifetime earnings for an individual with an associates degree is approximately $1.6 million, nearly $400,000 more than the expected earnings of a high school graduate (2013: 6). Although the number of students enrolled in community colleges has increased substantially in the last forty years, matriculation rates have remained relatively stable, such that approximately 20.4% of community college students graduate in 150% time (Brock, 2010; Jenkins, 2011). It is important to note that matriculation rates are calculated differently for four-year institutions versus two-year institutions. For students in public four-year institutions, the 150% time (i.e., six years) includes the time period from the date of initial enrollment to date of graduation with a bachelors degree (CHE, 2014). For students in public two-year institutions, 150% time (i.e., three years) also includes the time period from the date of initial enrollment to date of graduation with an associates degree (CHE, 2014). These rates were set by the U.S. Senate and House of Representatives in 2008 as the standards for each type of higher education institution through the Higher Education Opportunity Act2008 (U.S. Dept of Education, 2014a).
Community College Completion Project: Final Report February 2014 11
Of the millions of students enrolled in public two-year institutions in the U.S., only 20.8% had completed an associates degree in 150% time in 2010 (CHE, 2014). In Mississippi, 25.2% of community college students graduated in 150% time in 2010, while 49.9% of students attending four-year institutions graduated in 150% time (CHE, 2014). As these statistics indicate, Mississippi students at four-year institutions are matriculating at nearly twice the rate of their counterparts at two-year institutions. WHY IS COMMUNITY COLLEGE COMPLETION AN IMPORTANT WOMENS ISSUE?
Given that enrollment of female students now outpaces that of male students at two-year institutions across the U.S. (NCES, 2014), it is important to understand the barriers and facilitators to community college completion among women students. Affordability, geographic proximity, and more inclusive admittance policies make community colleges an attractive option for many students. However, a number of barriers to community college completion have been identified, including poor high school preparation, outside obligations such as work and family life, rising tuition costs, inadequate financial aid, and mandatory remedial education (Rath, 2013; Jenkins 2011). Although the gender balance in community college reversed between 1970 and 2005 from mostly male to mostly female, women students are likely to face a significant number of barriers to completing their education (Brock, 2010: 112). The Chronicle of Higher Education (CHE, 2014) indicates that women students enrolled in Mississippi community colleges graduated at a rate of 26.2% in 2010, while their male counterparts graduated at a rate of 24.0%. However, it is important to note that these statistics do not include students who attend college on a part-time basis or those who have dropped out for any period of time (CHE, 2014). For this reason, non-traditional women students may be under-represented in the Chronicle of Higher Education data, and those results must be interpreted with caution. TRADITIONAL VS NON-TRADITIONAL WOMEN STUDENTS
In the Community College Completion Project, traditional and non-traditional women students were defined by age at anticipated graduation from community college, based on matriculation calculated at 150% time (i.e., three years)which is the national standard established with passage of the Higher Education Opportunity Act2008 (U.S. Dept of Education, 2014a). We defined women students as traditional if they had entered community college directly after graduating from high school at ~18 years old, and therefore would be expected to matriculate
Community College Completion Project: Final Report February 2014 12
from community college at ~21 years old (i.e., three years from date of enrollment). Thus, women students who were 18-21 years old on the day they participated in the Community College Completion Project were categorized as traditional students, while women students who were 22 years or older on the day they participated in the study are categorized as non- traditional students. Brock (2010) found that non-traditional women students enrolled in two-year institutions often are at heightened risk for non-college completion, due to factors including delayed entry into college from high school, working full-time, [and] single parenthood (2010: 115). According to Brock (ibid), women students at community colleges are more likely to have dependent children than their male counterparts. This is noteworthy given that Brock and other researchers have found that being a single parent can be a major factor in a female students decision to take time off from community college (Brock, 2010; Paulson, 2012; Rath, 2013). In addition to responsibilities associated with raising children, 75% of the nations community college students are employed, commute to college (rather than live on-campus), and/or cannot afford to attend college full-time (Rath, 2013; Goldrick, 2010). In fact, nearly half of community college students who are between 16-24 years old are employed (NCES, 2011) and many community college students have to work in order to fund their college education (Bailey et al, 2004). BARRIERS & FACILITATORS TO ACHIEVING COMMUNITY COLLEGE GOALS IN MISSISSIPPI
In order to better understand the barriers and facilitators faced by women students enrolled in Mississippi community colleges as they seek to meet their educational goals, researchers at the Social Science Research Center (SSRC) were commissioned by the Womens Foundation of Mississippi to conduct the Community College Completion Project. The multimethods project used the Ecological Model (Glanz, Rimer & NCI, 2005) as a framework for exploring barriers and facilitators to women students college completion across five factors associated with matriculation at two-year institutions (Bailey, Jenkins & Leinbach, 2005; Burdman, 2005; Lotkowski, Robbins & Noeth, 2004; Rath, Rock & Laferriere, 2013; Smith, 2009; Wassmer, Moore & Shulock, 2004). In this document, we first detail the Ecological Model and the five factors used to frame the Community College Completion Project in the Methods section. In the Methods section, we also present the complete methodology used to conduct the project, including participant recruitment procedures. Next, we present our findings in the Results section from focus groups
Community College Completion Project: Final Report February 2014 13
and surveys administered to participants at six community colleges selected for inclusion in the project by the Womens Foundation of Mississippi. Finally, in the Summary & Recommendations section, we offer recommendations for enhancing women students community college experience based on our findings. All data in this report is presented in the aggregate, and the names of individual participants and the community colleges they attend have been changed to help preserve participants confidentiality.
THE WOMENS FOUNDATION OF MISSISSIPPI
The Womens Foundation of Mississippi is the only grantmaking organization in Mississippi entirely dedicated to funding programs that improve the lives of women and girls statewide (WF, 2013). The Womens Foundationwith support from local and national organizations such as the Walmart Foundation and the David and Lucile Packard Foundationis a statewide grantmaking foundation that funds nonprofit organizations, statewide conferences, and cutting-edge research and policy-scans on issues affecting the health and well-being of women and girls in the state. In 2013, the Womens Foundation of Mississippi commissioned researchers at the Social Science Research Center of Mississippi State University to conduct the Community College Completion Project.
COMMUNITY COLLEGE COMPLETION PROJECT: EVALUATION COMPONENTS
The purpose of the Community College Completion Project is to inform the Womens Foundation of Mississippi and other national, state, and community stakeholders on barriers and facilitators associated with womens completion of community college. The evaluation project has two main components: 1) a 23-item survey; and 2) focus group sessions. This report summarizes the results of the Community College Completion Project evaluation conducted on behalf of the Womens Foundation of Mississippi by researchers at the Social Science Research Center of Mississippi State University. Methods, results, and recommendations for future consideration are discussed below.
Community College Completion Project: Final Report February 2014 14
METHODS
THEORETICAL BACKGROUND
Given the complexity of multilevel factors that impact the completion of community college among students, we chose the Ecological Model as the theoretical model to frame the project (Glanz, Rimer & National Cancer Institute, 2005).
This theoretical model includes five multilevel and reciprocal factors that shape individual behaviors: 1) individual factors; 2) interpersonal factors; 3) community factors; 4) organizational factors; and 5) policy factors (see Table 1). We collected data to assess how the Ecological Models multilevel and reciprocal factors constrain and promote the completion of community college among resource-limited, non-traditional, and other women students. The Ecological Models five factors include:
INDIVIDUAL FACTORS include variables such as race/ethnicity, gender, age, and family socioeconomic status. In the present study, variables also included grade point average (GPA), employment status, parents educational attainment (Bailey, Jenkins & Leinbach, 2005; Prspero & Vohra-Gupta 2007); effort-outcome gap (Greene, Marti & McClenney, 2008) and academic preparedness for college (Boswell, 2002; Fernandez et al, 2008; Rath, Rock & Laferriere, 2013; Wassmer, Moore & Shulock, 2004); academic-related skills (time management, study skills, etc.) (Lotkowski, Robbins & Noeth, 2004); first in family to attend college/lack of role models (Fernandez et al, 2008; Prspero & Vohra-Gupta, 2007; Smith, 2009); age of enrolled, full-time enrollment, continuous attendance (e.g., number of times and duration that community college has been interrupted) (Bailey, Jenkins & Leinbach, 2005); Wassmer, Moore & Shulock, 2004); self-efficacy related to completing community Table 1. Ecological Model: Five factors that constrain/promote the completion of community college among resource-limited, female students Concept Definition Individual Factors Individual characteristics that influence behavior (e.g., knowledge, attitudes, beliefs, practices) that constrain/promote community college completion Interpersonal Factors Interpersonal processes and primary groups (e.g., family, friends, peers) that provide social identity, support, and role definition that constrain/promote community college completion Community Factors Community-level social networks, cultural norms that constrain/promote community college completion Organizational Factors Rules, regulations, policies, and organizational structures that constrain/promote community college completion Policy Factors Local, state, federal policies that regulate actions that constrain/promote community college completion Adapted from: Glanz K, Rimer BK, National Cancer Institute. 2005.
Community College Completion Project: Final Report February 2014 15
college and to academic self-confidence (Bailey, Jenkins & Leinbach, 2005; Lotkowski, Robbins & Noeth, 2004); aspirations of earning a bachelors degree, an associates degree, or certificate (Bailey, Jenkins & Leinbach, 2005); beliefs regarding importance of higher education to achieve career/life goals (Lotkowski, Robbins & Noeth, 2004); debt aversion (Burdman, 2005; Dowd & Coury, 2006); and competing obligations (e.g., children/other dependents, work duties) (Bailey, Jenkins & Leinbach, 2005; Rath, Rock & Laferriere, 2013; Wassmer, Moore & Shulock, 2004).
INTERPERSONAL FACTORS include interpersonal processes and primary groups (family, friends, and peers) that provide social identity, support, and role definition. In the present study, variables include family/peer norms regarding importance of a college education (Smith, 2009); family/peers educational attainment (Lotkowski, Robbins & Noeth, 2004); whether family/peers serve as trusted sources of college/career advice (Alford, 2000; Fernandez et al, 2008; Smith, 2009).
COMMUNITY FACTORS include variables that can exert uncontrollable influences (Wassmer, Moore & Shulock, 2004: 659) on community college completion that may differ in rural areas as compared to urban areas, such as local employment opportunities for students, high-speed Internet access, transportation barriers (distance traveled to college, lack of public transit), and expense, availability, and quality of local childcare services (Wassmer, Moore & Shulock, 2004).
ORGANIZATIONAL FACTORS include rules, regulations, policies, and organizational structures that constrain or promote particular behaviors and/or outcomes. In the present study, variables include rules, regulations, policies, and organizational structures that constrain or promote community college completion, such as the colleges culture of completion, wherein the goal of completion is given high priority among the faculty, staff and administration (Wassmer, Moore & Shulock, 2004: 654); available and engaged faculty/staff (Brock, 2010; Lotkowski, Robbins & Noeth, 2004); higher ratios of part-time faculty (e.g., lack of office space, fewer PhD-level faculty) (Eagan & Jaeger, 2009; Jacoby, 2006); online classes (Aragon & Johnson, 2008; Jenkins, 2012); remedial education (Bettinger & Long, 2009; Brock, 2010); student support services (e.g., structured academic advising) (Brock, 2010; Fernandez et al, 2008; Lotkowski, Robbins & Noeth, 2004); financial aid and advising (Brock, 2010); childcare services (Wassmer, Moore & Shulock, 2004); highly structured programs with limited bureaucratic obstacles (Scott-Clayton, 2011).
POLICY FACTORS include local, state, and federal policies that regulate or support actions that constrain or promote particular behaviors and/or outcomes. In the present study, variables include local, state, and federal policies that regulate/support actions that
Community College Completion Project: Final Report February 2014 16
constrain or promote the completion of community college. Variables include making federal- and state-level loan programs more attractive and efficient (Burdman, 2005: 1); making more grant money available for low-income and first-generation students (ibid); aligning high school graduation requirements with state-level standards and with college admissions requirements (Boswell, 2002).
STUDY PROCEDURES
We administered surveys to 65 women students at six community colleges across Mississippi, followed by focus group discussions at each respective college. The Womens Foundation of Mississippi selected the institutions for inclusion in the project, which included but were not limited to community colleges in Mississippi participating in the U.S. Department of Labor TAACCCT program. Eligible participants had to be enrolled at the specific community college where each focus group was conducted and had to be 18 years of age or above. Participants included but were not limited to women students who were dually enrolled in Adult Basic Education/GED and Workforce, Career and Technical Education programs.
We also sought to recruit women students who varied across age, race/ethnicity, relationship status, and whether they had dependents (e.g., children). Participant completed a 23-question survey prior to participating in the focus group discussion conducted at their college. All participants contributed to their discussion without prompting, and the focus group sessions typically lasted one hour and forty minutes. Each participant received a $20 gift card for taking part in the study. Data collection and analyses were conducted between October 2013 and February 2014. The study was funded by the Womens Foundation of Mississippi, and the protocol was approved by the Institutional Review Board of Mississippi State University and by the Mississippi Association for Community and Junior Colleges.
ANALYSIS 1: QUANTITATIVE SURVEY
The 23-question survey used multiple-choice, fill-in-the blank, and yes/no responses to collect sociodemographic data (age, race/ethnicity, etc.) and data on college courses. DEFINING TRADITIONAL VS NON-TRADITIONAL STUDENTS. In the present study, participants were categorized as either traditional or non-traditional students based on age at anticipated matriculation from community collegewhich is calculated at a standard rate of 150% time (i.e., three years) (CHE, 2014; U.S. Dept of Education, 2014b). Participants were categorized as traditional students if they enrolled in community college directly after graduating from high
Community College Completion Project: Final Report February 2014 17
school (at the approximate age of 18 years old) and, therefore, were expected to matriculate from community college at the approximate age of 21 years old. Thus, participants who were 18-21 years old on the day they participated in the study were categorized as traditional students. Participants who were 22 years of age or older on the day they participated in the study were categorized as non-traditional students. QUANTITATIVE ANALYSIS. We conducted descriptive analyses (i.e., frequencies) using SPSS 21.0 to describe the sample (N=65) and compare the responses of traditional students to those of non-traditional students. QUANTITATIVE DOMAINS & RESULTS. We organized the quantitative results into four domains:
DOMAIN 1: Sociodemographic Variables DOMAIN 2: High School-Related Variables DOMAIN 3: College-Related Variables DOMAIN 4: Time Commitments
ANALYSIS 2: QUALITATIVE FOCUS GROUPS
APPLIED QUALITATIVE RESEARCH: BACKGROUND. The purpose of collecting and analyzing qualitative datathrough, for example, focus group discussionsis to better understand the unique and personal experiences of participants. As Rabiee has noted, The uniqueness of a focus group is its ability to generate data based on the synergy of the group interaction (2003: 656). Due to their interactive nature, focus groups are typically capped at 6-8 participants. However, given that we anticipated that it would be difficult to recruit college students to participate in the focus group sessions, we capped each focus group at a maximum of 12 participants.
TRANSCRIPTION, CODING & INTERPRETING THE QUALITATIVE DATA. The focus groups were transcribed verbatim by our team of coders and personal identifiers were removed. Then, in an iterative process, our coders identified themes deductively to develop the initial coding scheme, using the Ecological Models five multilevel and reciprocal factors as our theoretical framework. Next we used an inductive approach to expand the themes, identify new themes that emerged from reviewing the qualitative data, and refine the coding scheme. Finally, the team used the coding scheme to organize the qualitative data into the final set of nine themes (discussed below). Disagreements between which transcriptions best fit into which themes were resolved by discussion.
Bailey has observed that although [t]ranscribing appears to be a straightforward technical task it actually is a complex act that involves judgements about what level of detail to choose
Community College Completion Project: Final Report February 2014 18
(e.g. omitting non-verbal dimensions of interaction), data interpretation (e.g. distinguishing I dont, no from I dont know) and data representation (e.g. representing the verbalization hwarryuhh as How are you?) (2008: 127). When undertaking such acts as data interpretation and representation, researchers must make decisions as to whether to present text in its naturalized formi.e., verbatim text left just as the transcriber has heard/interpreted and transcribed itor adjust transcriptions. Indeed, this is a difficult decision given that a number of tangibles and intangibles complicates the transcribers task including recording quality, background noise, overlapping talk, accents, and colloquial styles of speech, and knowledge of (or lack of knowledge of) local context.
During this complicated process, it is important that researchers make decisions in a manner that shows respect for participants words and intentions (Oliver et al, 2005: 1273). Indeed, naturalized transcription could be seen as disrespectful if the participant would have written the words differently or perceived their grammar more accurately than portrayed in naturalized text" (ibid). This is important consideration, complicated by the fact that most individuals code switch from informal speech to more formal or Standard English based on the context in which communication is occurring. In the present study, we have made minor revisions to some transcriptions in order to ensure that we are respectful of the many great women who gave of their energy and time to take part in the study. We have also added a word or phrase in order to clarify a quotation. Finally, we have removed personal identifiers and have assigned each community college its own unique code, which we discuss below.
UNIQUE NUMERIC CODES FOR EACH COLLEGE. Each community college was randomly assigned its own unique numeric code from a set of coded that ranged from 1 to 6. In order to assign codes to each college, we wrote the name of the college on separate sheets of paper, which were then folded and placed in a bowl. We assigned a unique numeric code from 1 to 6 to each college based on the chronological order in which its name was randomly withdrawn from the bowl. When presenting qualitative results, we included the assigned community college code based on where the participant was enrolled. We abbreviated community college to CC for these codes, which range from CC1 to CC6 and appear in brackets following quotations.
QUALITATIVE ANALYSIS. The focus groups were transcribed verbatim by our team of coders and personal identifiers were removed. Then, in an iterative process, our coders identified themes deductively to develop the initial coding scheme. Next we used an inductive approach to expand the themes, identify new themes, and refine the coding scheme. Finally, we used the coding scheme to organize the qualitative data into themes. QUALITATIVE THEMES. We organized the general qualitative results into nine major themes:
Community College Completion Project: Final Report February 2014 19
THEME 1: Gendered Norm Expectations for Women THEME 2: Family Attitudes Towards Higher Education THEME 3: Time Management THEME 4: Financial Aid THEME 5: College Preparedness THEME 6: Appeal of Two-Year Institutions THEME 7: Campus Facilities THEME 8: Community College Faculty & Staff THEME 9: Restrictions & Regulations of Community Colleges
ANALYSIS 3: COMPARING TRADITIONAL VS NON-TRADITIONAL STUDENTS
TRADITIONAL VS NON-TRADITIONAL STUDENTS: QUALITATIVE DOMAINS. In order to compare traditional students to non-traditional students, we also organized the qualitative results into five domains on which the two groups of students differed substantively. We organized these qualitative results into five domains:
DOMAIN 1: Effect of Taking Time Off From College DOMAIN 2: Stressors DOMAIN 3: Perceived Barriers to College Completion DOMAIN 4: Impact of Family/Friends on College Goals DOMAIN 5: Extracurricular Involvement
Community College Completion Project: Final Report February 2014 20
SURVEY: AGGREGATED RESULTS
DOMAIN 1: SOCIODEMOGRAPHIC VARIABLES AMONG TRADITIONAL VS NON-TRADITIONAL STUDENTS
As Table 2 indicates, participants (N=65) ranged in age from 18-60 years old. The sample was relatively equal across race/ethnicity: 52.3% (n=34) were white, 46.2% (n=30) were African American and 1.5% (n=1) self-reported as other. As mentioned previously, participants who were 18-21 years old on the day they participated in the study were categorized as traditional students. Participants who were 22 years of age or older on the day they participated in the study were categorized as non-traditional students. Among the total sample of 65 participants, 81.5% (n=53) were traditional students and 18.5% (n=12) were non-traditional students.
Among the entire sample, 15.6% (n=10) reported a spouse/live-in partner and 17.2% (n=11) reported children. As expected, non-traditional students were more likely to report a spouse/partner and children than were traditional students. For example, 33.3% (n=4) of non- traditional students reported a spouse/partner as compared to 11.5% (n=6) of traditional students. Likewise, 75% (n=9) of non-traditional students reported children as compared to 3.8% (n=2) of traditional students. Among the subsample of 11 participants who reported children, 44.4% (n=4) reported that their children did not require childcare, 44.4% (n=4) reported that their children attend a childcare center located off-campus, 22.2% (n=2) reported that their children were cared for by family or at someones home, and 11.1% (n=1) reported that she had not been able to find adequate or affordable childcare in the current college term.
Participants were asked to indicate all sources of financial support received during their current college term. We chose to collect this information this way because many students use multiple sources of support to fund their college educations. In the present student, 75.4% (n=49) of participants reported that they were receiving grants and scholarships (Pell grants, etc.), 21.5% (n=14) reported self-support, 20% (n=13) reported support from a parent or spouse/partner. 10.8% (n=7) reported student loan support (FAFSA, etc.), 3.1% (n=2) reported military service benefits, and no participants reported employer contributions.
Community College Completion Project: Final Report February 2014 21
Table 2. Comparison of sociodemographic variables among traditional and non-traditional students
Sample (N=65)
% (n) Traditional Students (n=53) % (n) Non-Traditional Students (n=12) % (n) Race/ethnicity White, Non-Hispanic Black / African American Other
52.3 (34) 46.2 (30) 1.5 (1)
49.1 (26) 50.9 (27)
66.7 (8) 25.0 (3) 8.3 (1) Age range* 1821* 2225 2630 3135 3640 41 (*Matriculation in standard time of 150% = traditional students)
81.5 (53) 4.6 (3) 3.1 (2) 4.6 (3)
6.2 (4)
100 (53)
25.0 (3) 16.7 (2) 25.0 (3)
33.3 (4) Spouse / live-in partner Yes No
15.6 (10) 84.4 (54)
11.5 (6) 88.5 (46)
33.3 (4) 66.7 (8) Children Yes No
17.2 (11) 82.8 (53)
3.8 (2) 96.2 (50)
75.0 (9) 25.0 (3) If YES: Describe your childcare situation this term My children attend childcare center at this college My children attend off-campus childcare center My children are cared for by family or at someones home I have not been able to find adequate or affordable childcare My children do not require childcare
44.4 (4) 22.2 (2) 11.1 (1) 44.4 (4)
22.2 (2)
22.2 (2) 22.2 (2) 11.1 (1) 44.4 (4) Serving / served in military Yes No
100 (64)
100 (52)
100 (12) Health insurance Yes No Dont know
59.4 (38) 37.5 (24) 3.1 (2)
59.6 (31) 36.5 (19) 3.8 (2)
58.3 (7) 41.7 (5)
If YES: Who is paying your health insurance this term Self Parent, spouse/partner Employer Military service benefits
12.5 (5) 75.0 (30) 10.0 (4) 2.5 (1)
8.8 (3) 82.4 (28) 5.9 (2) 2.9 (1)
33.3 (2) 33.3 (2) 33.3 (2)
DOMAIN 2: HIGH SCHOOL-RELATED VARIABLE AMONG TRADITIONAL VS NON-TRADITIONAL STUDENTS
As Table 3 indicates, 87.7% (n=57) of participants reported that the highest degree or certificate they had earned to date was a high school diploma/GED, while 12.3% (n=8) reported they had earned a career/technical certificate (3.1%; n=2), an associate degree (6.2%; n=4), a bachelor
Community College Completion Project: Final Report February 2014 22
degree (1.5%; n=1), or a masters or above (1.5%; n=1). Over 90% (n=48) of traditional students reported that their highest degree earned was a high school diploma/GED, compared to 75% (n=9) of non-traditional students. In contrast, when asked to report the highest degree or certificate participants planned to earn, 21.9% (n=14) reported that they were seeking a bachelor degree, (1.5%; n=1), 21.9% (n=14) were seeking a masters degree, 18.8% (n=12) were seeking a PhD or MD, 14.1% (n=9) were seeking an associate degree in Applied Science (AAS), 12.5% (n=8) were seeking an associate degree in Art (AA), and 7.8% (n=5) were seeking a career/technical certificate. It is interesting that non-traditional students were more likely to report that their ultimate academic goal was a Bachelors of Art or Science, while traditional students were more likely to report that their ultimate academic goal was a Masters of Art or Science (33.3% and 25%, respectively).
Forty-four participants (67.7%) reported that one or more immediate family members had attended at least some college. These participants were then asked to identify all college attendees in their family using the following response categories: mother, father, sibling, spouse/partner. The participants were instructed to check all responses that applied, and therefore, each participant could check a maximum of four responses. Responses from traditional students (n=36) and non-traditional students (n=8) varied considerably among this subsample who reported that at least one family member had attended college. Among the 36 traditional students in this subsample, 83.8% (n=31) reported that a mother had attended college, 82.6% (n=19) that a father had attended college, 78.8% (n=26) that at least one sibling had attended college, and 66.7% (n=2) that a spouse/partner had attended college. Among the 8 non-traditional students in this subsample, 16.2% (n=6) reported that a mother had attended college, 17.4% (n=4) that a father had attended college, 21.2% (n=7) that at least one sibling had attended college, and 33.3% (n=1) that a spouse/partner had attended college.
Table 3. High school educational attainment, college degree aspirations, and related variables among traditional and non-traditional students
Sample (N=65)
% (n) Traditional Students (n=53) % (n) Non-Traditional Students (n=12) % (n) Highest degree or certificate earned to date High School diploma / GED Career / Technical Certificate Associate Bachelor Masters, PhD, MD
87.7 (57) 3.1 (2) 6.2 (4) 1.5 (1) 1.5 (1)
90.6 (48) 1.9 (1) 7.5 (4)
75.0 (9) 8.3 (1)
8.3 (1) 8.3 (1) Highest degree or certificate you plan to earn Associate of Art (AA) Associate of Applied Science (AAS) Career / Technical Certificate Bachelors degree (BA, BS) Masters degree (MA, MS)
12.5 (8) 14.1 (9) 7.8 (5) 21.9 (14) 21.9 (14)
13.5 (7) 13.5 (7) 5.8 (3) 19.2 (10) 25.0 (13)
8.3 (1) 16.7 (2) 16.7 (2) 33.3 (4) 8.3 (1)
Community College Completion Project: Final Report February 2014 23
PhD or MD Other 18.8 (12) 3.1 (2) 21.2 (11) 1.9 (1) 8.3 (1) 8.3 (1) Courses taken during high school College courses (dual credit) College Prep courses Career / Technical courses Advanced Placement (AP) courses Honors courses Did not take any of the courses listed above
6.7 (1) 19.2 (5) 5.3 (1) 8.3 (1) 25.0 (5) Enrolled in college immediately after high school Yes No
86.2 (56) 13.8 (9)
94.3 (50) 5.7 (3)
50.0 (6) 50.0 (6) Family member(s) attended some college Yes No
67.7 (44) 32.3 (21)
67.9 (36) 32.1 (17)
66.7 (8) 33.3 (4) If YES: Which family member(s) attended some college Mother Father Sibling Spouse/partner
83.8 (31) 82.6 (19) 78.8 (26) 66.7 (2)
16.2 (6) 17.4 (4) 21.2 (7) 33.3 (1)
DOMAIN 3: COLLEGE-RELATED VARIABLES AMONG TRADITIONAL VS NON-TRADITIONAL STUDENTS
As Table 4 indicates, 89.2% (n=58) of participants reported that their current college was the first college they have ever attended. Non-traditional students were nearly twice as likely to have begun college elsewhere as compared to traditional students (16.7% and 9.4%, respectively). Non-traditional students were slightly more likely to report that this was their first term at their current college as compared to traditional students (33.3% and 30.2%, respectively). More than 98% of participants were enrolled fulltime (n=59) and it is noteworthy that enrollment status differed only slightly among traditional and non-traditional students (100% and 91.7%, respectively). Nearly 46% of participants were enrolled in 1316 credit hours, and 37.7% were enrolled in 17 or more credit hours. The number of hours in which participants were enrolled differed very little among traditional and non-traditional students.
In terms of GPA, 3.7% (n=2) of participants reported a 4.0 GPA, 27.8% (n=15) reported a 3.93.5 GPA, 27.8% (n=15) reported a 3.43.0 GPA, 35.2% (n=19) reported a 2.92.5 GPA, and 5.6% (n=3) reported a GPA of less than 2.5. Traditional and non-traditional students were relatively matched across each of these GPA categories with two exceptions. In terms of the 3.93.5 GPA category, more non-traditional students reported a GPA of 3.93.5 as compared to traditional students (44.4% and 24.4%, respectively). Approximately 17% (n=11) of participants had dropped out of college for any period of time. As expected, considerably more non-traditional
Community College Completion Project: Final Report February 2014 24
students in this subsample had dropped out at some time as compared to traditional students (58.3% and 7.5%, respectively). Non-traditional students were also more likely to have dropped out for 3 or more years.
Just over 28% (n=18) of participants had enrolled in remedial courses at their current college, and this percentage was relatively equal for traditional and non- traditional students. Among the subsample of students who had enrolled in remedial courses, 72.7% (n=8) had enrolled in one English remedial course and 82.4% (n=14) had enrolled in one Math remedial course. It is interesting that 88.9% of traditional students in the subsample reported that they had enrolled in one English remedial course, as compared to no non-traditional students. Although the differences are less dramatic, it is also interesting that 75% of non-traditional students in the subsample reported that they had enrolled in one Math remedial course, as compared to 66.7% of traditional students.
Nearly 57% (n=37) of participants had enrolled in online courses at their current college, with 66.7% of non-traditional students reporting this action as compared to 54.7% of traditional students. Among the subsample of students who had enrolled in online courses, 40% (n=14) had taken one online course to date, 22.9% (n=8) had taken two online courses, and 37.1% (n=13) had taken three or more online courses. As expected, among the subsample of participants who had taken online courses, 57.1% of non-traditional students reported that they had enrolled in three or more online courses as compared to 32.2% of traditional students.
Table 4. Comparison of college-related variables among traditional and non-traditional students
Sample (N=65)
% (n) Traditional Students (n=53) % (n) Non-Traditional Students (n=12) % (n) Is this college the first college you have ever attended Yes (began college here) No (began college elsewhere)
89.2 (58) 10.8 (7)
90.6 (48) 9.4 (5)
83.3 (10) 16.7 (2) First term at this college Yes No
30.8 (20) 69.2 (45)
30.2 (16) 69.8 (37)
33.3 (4) 66.7 (8) Current enrollment status Full time Part time
98.3 (59) 1.7 (1)
100 (48)
91.7 (11) 8.3 (1) Number of TOTAL credit hours enrolled in this term 9 credit hours 12 credit hours 1316 credit hours 17 credit hours
1.6 (1) 14.8 (9) 45.9 (28) 37.7 (23)
11.8 (6) 47.1 (24) 41.2 (21)
10.0 (1) 30.0 (3) 40.0 (4) 20.0 (2) Current college GPA 4.0 GPA 3.93.5 GPA 3.43.0 GPA
3.7 (2) 27.8 (15) 27.8 (15)
4.4 (2) 24.4 (11) 28.9 (13)
44.4 (4) 22.2 (2)
Community College Completion Project: Final Report February 2014 25
Ever dropped out of college for any period of time Yes No
16.9 (11) 83.1 (54)
7.5 (4) 92.5 (49)
58.3 (7) 41.7 (5) If YES: How long did you drop out of college 1 semester 1 year (two consecutive semesters) 1.5 years 2 years 3 years
20.0 (2) 20.0 (2) 10.0 (1) 20.0 (2) 30.0 (3)
25.0 (1) 25.0 (1) 25.0 (1) 25.0 (1)
16.7 (1) 16.7 (1)
16.7 (1) 50.0 (3) Ever enrolled in remedial courses at this college Yes No
28.1 (18) 71.9 (46)
26.9 (14) 73.1 (38)
33.3 (4) 66.7 (8) If YES: How many remedial courses have you enrolled in at this college 1 English remedial course 1 Math remedial course 2 English remedial courses 2 Math remedial courses
72.7 (8) 68.8 (11) 27.3 (3) 31.3 (5)
88.9 (8) 66.7 (8) 11.1 (1) 33/3 (4)
75.0 (3) 100 (2) 25.0 (1) If YES: How many remedial courses have you passed at this college 1 English remedial course 1 Math remedial course 2 English remedial courses 2 Math remedial courses
81.8 (9) 82.4 (14) 18.2 (2) 17.6 (3)
88.9 (8) 84.6 (11) 11.1 (1) 15.4 (2)
50.0 (1) 75.0 (3) 50.0 (1) 25.0 (1) Ever enrolled in online courses at this college Yes No
56.9 (37) 43.1 (28)
54.7 (29) 45.3 (24)
66.7 (8) 33.3 (4) If YES: How many online courses have you enrolled in at this college 1 online course 2 online courses 3 online courses
40.0 (14) 22.9 (8) 37.1 (13)
46.4 (13) 21.4 (6) 32.2 (9)
14.3 (1) 28.6 (2) 57.1 (4) If YES: How many online courses have you passed at this college 0 online courses 1 online course 2 online courses 3 online courses
12.9 (4) 32.3 (10) 25.8 (8) 29.0 (9)
8.3 (2) 41.7 (10) 16.7 (4) 33.3 (8)
28.6 (2)
57.1 (4) 14.3 (1) Involved in extracurricular activities* None 1 group 2 groups 3 groups (*Service organizations, faith-based organizations, social clubs, etc)
21.7 (10) 37.0 (17) 28.3 (13) 13.0 (6)
21.6 (8) 32.4 (12) 29.7 (11) 16.2 (6)
22.2 (2) 55.6 (5) 22.2 (2)
Community College Completion Project: Final Report February 2014 26
DOMAIN 4: TIME COMMITMENTS AMONG TRADITIONAL VS NON-TRADITIONAL STUDENTS
As Table 5 indicates, 47.2% (n=5) of non-traditional students reported that they typically worked 30 hours per week or more, as compared to only 7.7% (n=4) of traditional students. As expected, 54.5% (n=6) of non-traditional students also reported that they typically spent 30 or more hours per week caring for dependents, as compared to 4.2% (n=2) of traditional students. In addition, 54.5% (n=6) of non-traditional students reported that they typically spent 1-10 hours per week commuting to and from class, as compared to 39.6% (n=21) of traditional students. In contrast, 45.3% (n=24) of traditional students typically spent 1-10 hours per week engaged in extracurricular activities, as compared to 27.3% (n=3) non-traditional students.
Table 5. Comparison of self-reported time commitments in a typical week among traditional and non-traditional students (N=65)
Traditional Students (n=53) 0 hours % (n) 1-10 hours % (n) 11-20 hours % (n) 21-30 hours % (n) 30 hours % (n) In a typical 7-day week, about how many hours do you spend: Working on-campus Working off campus Caring for dependents (children, etc.) Commuting to and from class Extracurricular activities
64.2 (34) 51.9 (27) 76.0 (38) 47.2 (25) 37.7 (20)
20.8 (11) 9.6 (5) 10.0 (5) 39.6 (21) 45.3 (24)
7.5 (4) 17.3 (9) 10.0 (5) 13.2 (7) 13.2 (7)
5.7 (3) 15.4 (8)
3.8 (2)
1.9 (1) 5.8 (3) 4.0 (2)
Non-Traditional Students (n=12) 0 hours % (n) 1-10 hours % (n) 11-20 hours % (n) 21-30 hours % (n) 30 hours % (n) In a typical 7-day week, about how many hours do you spend: Working on-campus Working off campus Caring for dependents (children, etc.) Commuting to and from class Extracurricular activities
58.3 (7)
45.5 (5) 36.4 (4) 63.6 (7)
8.3 (1) 44.4 (4)
54.5 (6) 27.3 (3)
8.3 (1) 33.3 (3)
9.1 (1)
25.0 (3) 22.2 (2) 54.5 (6)
9.1 (1)
Community College Completion Project: Final Report February 2014 27
FOCUS GROUPS: AGGREGATED RESULTS
THEME 1: GENDERED NORM EXPECTATIONS FOR WOMEN
I feel like in todays generation, a lot of young women are becoming pregnant at an early age. Its either go to college or stay at home and take care of babies. Which would you choose? [CC4]
Gendered norm expectations are culture-specific sets of attitudes and behaviors that individuals are socialized to consider appropriate for those of a particular sex (Bonvillain, 2001; Crooks & Baur, 2013). It has been argued that contemporary U.S. women live in a post-feminist society in which men and women are social, political, and economic equals (Jayson, 2011; see also Autor & Wasserman, 2013) and wherein gendered norm expectations exert little influence on womens educational and career choices. Others hold that gendered norm expectations continue to exert powerful influences on womens major life choices (Goudreau, 2011) including their career aspirations and choices in achieving their higher education goals (CGO, 2012; Mollborn, 2010).
In the present study, we found that gendered norms directly influenced a number of participants attitudes towards pursuing higher education as well as their abilities to achieve their community college goalsparticularly among women with spouses/partners and women with dependent children. As the headline in a recent article from the Washington Post declared, Todays typical college students often juggle work, children and bills with coursework (Johnson, 2013). This juggling usually comes with costs for women students who have dependent children. For example, a number of mothers in our study expressed guilt about feeling that your children may think youre kind of neglecting them [CC1].
Other participants found that being enrolled in community college necessitated that they (re)negotiate the gender roles and expectations of their family members and partners, as well as their own internalized expectations. As one participant put it, When you have kids, society tells you [that] you need to stay at home with the kids Instead of listening to other peoples opinionsdo what you want to do [CC3]. We also found thatmore indirectlya number of participants reported that taking courses in traditional male-dominated fields made it necessary
Community College Completion Project: Final Report February 2014 28
for them to (re)negotiate gendered norm expectations among their male classmates and (in one case, an instructor).
In order to balance family responsibilities and academic commitments and ultimately succeed in community college, women studentsparticularly those with spouses and/or children reported that they had to learn to adjust to (although not necessarily condone or accept) traditional gendered norm expectations and values that society often places upon them.
INDIVIDUAL FACTORS played a significant part in how participants viewed their own gendered norm expectations and social responsibilities. These included competing obligations related to caring for children, partners, or other dependents, as well as employment responsibilities (Bailey, Jenkins & Leinbach, 2005; Rath, Rock & Laferriere, 2013; Wassmer, Moore & Shulock, 2004). Many participants experienced guilt due to their own perceptions of societys expectations of them, such as not spending adequate time with their families. In response to the question, What kept you from doing your best in school?, one participant responded:
My kid. I mean, you know, not being able to get him on the bus and having to leave. We had an accident today. He fell and hurt himself, and I just worriedOf course my child absolutely comes firstId go through hell and high water for my son. But I still need to be here [in college]. [CC1]
This statement is an example of how individual views regarding the role and responsibilities of being a mother can serve to undermine or hinder commitment to college completion among women students when internalized and societal gendered norm expectations conflict with their academic responsibilities. Another participant expressed deep regret that she did not have time to spend at her childs school to support his academic pursuits. She remarked that she missed the valuable me stuff [CC1] that she gained by spending quality time with her child at his school functions. Other participants agreed that they struggled with balancing time spent with their children and time spent on their academic obligations. As a participant stated:
Having a child in school, you feel like you need to be involved in their school too. But yet you have your own school [that] you have to be involved in. So your children may think youre kind of neglecting them and their fun stuff because you cant always be there. [CC1]
In contrast, while admitting that with kids and other responsibilities at home, its gonna be hard [CC5] to be enrolled in college, some participants adopted a determined can-do attitude in juggling domestic/childcare responsibilities and academic obligations. Beliefs regarding the
Community College Completion Project: Final Report February 2014 29
importance of higher education to achieve career/life goals is associated with enhancing students progress in community college (Lotkowski, Robbins & Noeth, 2004):
Youve got to have your mind sethave your mind set to finish school. I think that [is] cause women often are the ones more in charge of the children. If they have children, they need to make sure that they have a support system. [CC2]
Many participants noted that they rely on family members and friends in their support network to help them meet their everyday domestic/childcare responsibilities and to serve as sounding boards when the participants felt overwhelmed. Those who adopted this attitude reported that they were able to use those in their support network to keep them motivated and on the track to college completion success:
Ill finally graduate in MayHave somebody to help guide your way: your family, your spouse, or anybody. Dont just have your advisors. You need somebody. Without the person that Im with, I wouldnt be able to do it. You need a rock and stone to fall back on. [CC4]
When asked what advice they would give women who were preparing for college, many participants focused on the importance of setting personal goals. This is not surprising given that self-efficacy has been linked to completing ones community college and to academic self- confidence (Bailey, Jenkins & Leinbach, 2005; Lotkowski, Robbins & Noeth, 2004). A CC4 participant believed that the most important factor was to believe in yourself and know that you can do it [CC4] while a CC5 participant echoed her sentiments, Be determined on what you want to do, set goals for yourself, and motivate yourself too [CC5]. Another participant cautioned that outside employment should not get in the way of college completion: If you have a job, dont let your job overrule your school [goals] because there will always be a way for you to go [CC4]. Previous research suggests that community college students have more characteristics that might compromise their ability to succeed in college, including later age of enrolled in college and part-time attendance are associated with achieving ones college goals (Bailey, Jenkins & Leinbach, 2005: 2). However, a CC4 participant who had re-entered college much later in life said that age should not keep women away from school:
I had to overcome the fact of my ageDont let that be a factor to not enter college. Even if you dropped out, you can still go back. I was enrolled here forty-two years ago. I said, Oh my gosh, how can a sixty-year-old woman enter back into college? But she can! [CC4]
Her belief was reflected by other non-traditional students who also felt that being more mature on entering community college had important advantages. For example, non-traditional
Community College Completion Project: Final Report February 2014 30
students stated that being older allowed them to stay more focused on their academic goals even when family and employment responsibilities competed for their attentions.
INTERPERSONAL FACTORS challenged participants to reflect on how gendered norm expectations regarding the proper role of women as spouses/partners and mothers may determine whether they pursue or continue a college career:
When you have kids, society tells you [that] you need to stay at home with the kids, so you put that [college] on the back burner. No one knows exactly whats best except you. Instead of listening to other peoples opinions, or what statistics tell you, do what you want to do. Thats best. [CC3]
One participant shared that when she married shortly after graduating from high school, everyone assumed she would not enroll in college or discouraged her from doing so because she would never make it [CC5] in community college due to the fact that she would have to juggle attending college, working to earn a living, and adjusting to being married.
In contrast, participants noted that gendered norm expectations for men as husbands/partners and fathersespecially when it comes to child-rearingwere much less constraining. One participant remarked that two of her female friends had to take time off from college following the births of their children and noted wryly: I dont know a single man whos had to sit out a semester or two because of children [CC1]. After acknowledging that women students often have to drop out of college to take care of their children, another commented that men dont have that problem [CC3].
Participants reported that expectations that spouses/partners held regarding routine household responsibilities and childrearing also constrained women students ability to devote adequate time to college coursework. One participant remarked, Even though Im a student too, I still have to wash clothes, do dishes, and cook dinner for three other people, and that can be a hindrance to my school work [CC4]. Another acknowledged that everybody has responsibilities but believed that married women with children have more responsibility placed on them:
You are expected to perform. You knowget the food cooked, get the laundry done, get the house cleaned, take care of the kids. Go to the reading fair [at your childs school]. Go to the ball game. Get your homework done. Youre expected to do more. Its hard. [CC1]
Community College Completion Project: Final Report February 2014 31
Finally, some participants enrolled in male-dominated courses reported that they faced barriers related to gender stereotyping. One participant noted that I understand its a male dominated field and that when she enrolled, I didnt think I was gonna come in here and get flowers. But, as she explained, I was not the first girl thats ever done this. Male students attitudes towards her presence in the classroom sometimes added extra pressure to the academic environment. As she explained, I know, like its cool or whatever, or you may think its neat. But dont just gawk at me like Im some three-legged personjust treat me like everybody else [CC1].
Faculty members attitudes towards the presence of women students in male-dominated courses also sometimes added extra pressure to the academic environment. As another participant recounted: I have this blueprint thats part of my final, but I didnt know that a two- by-four [piece of lumber] is really one-and-a-half by three-and-a-half after its planed and dried. When she received her assignment back from the instructor and asked him to explain, Why is this wrong? She was embarrassed when, instead of explaining the issue to her, he laughed at me. She concluded to her other focus group members that little stuff like that [CC1] can be discouraging for women students.
THEME 2: FAMILY ATTITUDES TOWARDS HIGHER EDUCATION
Its not always quite like what your parents say its like. Times change. [CC4]
Family attitudes towards higher education exert strong influences on the community college experiences of women students. INTERPERSONAL FACTORS such as the educational attainment of parents, spouses, and partners as well as familial beliefs regarding the importance of a college education impacted how participants viewed their own roles and responsibilities as college students (Smith, 2009). Of the 65 women who participated in the six focus groups, 32% were first generation college students (n=21). Thirty-seven indicated that their mothers had enrolled in college for some period of time, and 23 said their fathers had done so. Participants also reported that a siblings, peers, and family friends were also important role models for them when it came to pursuing higher education (Fernandez et al, 2008; Prspero & Vohra-Gupta, 2007; Smith, 2009). According to participants, many parents who had not experienced college themselves adopted a dont be like me approach. Other parents who did not grasp the importance of pursuing higher education goals chose to encourage their daughters to maintain lifestyles with which they had become accustomed. Both beliefs seemed to garner stressors among this sample of first generation college students:
Community College Completion Project: Final Report February 2014 32
My mom didnt go [to college]. My daddy didnt go. So, it kind of makes me feel like I have to. I cant stop where they stopped. I have to go on and keep on and show them thatyou knowI can do it. [CC3]
And:
They [family members] make comments like, Why do you have to talk so intelligently? Why cant you talk where we understand it? It makes me feel bad because I feel like Im doing something good for my life [by going to college]. Im not trying to down them at all. Theyre successful in their own way. But they make me feel bad for wanting to be successful in my own way. [CC1]
Another first generation participant remarked that her parents didnt value the importance of higher education when they were younger, but her mother had changed her viewpoint over the years:
It [college enrollment] wasnt important to them [parents]. Finishing high school was more important than going to college. But, she [mother] always told us growing up thatyou knowDont follow in our footsteps just because we stopped, keep going. It shows that you can do better than us. [CC3]
One participant said she didnt want to dishonor her mother by attending college [CC5]. A business owner without a college degree, the mother had often asked her daughter why she was pursuing higher education and had pushed her daughter to follow her own career path instead. Another said her parents finally came around [CC1] to the idea of her re-entering college after she had taken some time off. One participant shared that her mother felt that attending college was a waste of time and had continually shot down the idea of going to college [CC2]. Her mothers negative attitude towards getting a college education had pushed her to seek support from friends. In fact, a number of participants indicated that while parents could be supportive in theory, it was often friends and co-workers who offered the most consistent hands-on and emotional support as they pursued their academic and career goals. One participant remarked that her parents had been big supporters as far as anything scholastic goes, but as far as actually helping me with work and everything, [its] just other students [CC5].
Another interpersonal factor that served as a primary influence on the participants choice to attend college was their parents views towards the importance of a college education (Smith, 2009). Some participants struggled with trying to please their parents at the expense of their
Community College Completion Project: Final Report February 2014 33
own goals and dreams, while others accepted the paths that had been outlined for them by their parents. As one participant put it, I guess you can say its kind of a tradition. Everybody in my family goes here [to CC4] [CC4]. Another participant said she was expected [CC5] to attend CC5 because her mother was employed at the college. But when they followed their parents directives, some participants felt disappointed in the choices that were made on their behalf, which speaks to whether family, peers, and even family friends were available to serve as trusted sources of college advice (Alford, 2000; Fernandez et al, 2008; Smith, 2009).
A CC6 participant noted that, I kinda went where my parents wanted me to go because of the money, and then I regretted it the whole first semester. It took me awhile; I cried every night [CC6]. Still others accepted advice from parents and chose not to question the validity of their views: My mom attended a junior college and wanted me to attend a junior college too for my first year because its cheaper, and you learn a lot better than at a university your first year [CC6]. Participants also acknowledged that their parents personal dreams were not necessarily shared by them. As a CC3 participant explained:
When I was [initially] wanting to be a nursethats what she [mother] always wanted to dobut she joined the military to support my grandma. When I would tell her that I wanted to be a nurse, I could see that she was happy, but at the same time it was a her dream type of thing. [CC3]
The educational attainment of spouses and partners also influenced how participants felt about their own desires to pursue higher education. At least one participant noted that a lot of times if your spouse has no college education, they hold that resentment too [CC1]. Conversely, another maintained that her husband (who did not have a college degree) recognized the need for her to succeed in the classroom and had been very supportive:
My husband is a big helpHes been there for me through all of it. I couldnt do it by myself. He took on a lot of responsibilities at home, like now the nights that I work til 10 or 11 oclock, I come home to a clean house and dinner cooked. [CC5]
It was also noteworthy that many participants who had children said their children were an important source of support in achieving their academic and career goals. One participant said her young child loves that Mama goes to college [CC1] while another said her son asks me every day what [grades] I made today[CC1]. Such positive feedback from their children helped to ease participants frustrations when academic and job responsibilities limited their time spent with their children.
Community College Completion Project: Final Report February 2014 34
Research suggests that INDIVIDUAL FACTORSincluding views about finances and debt aversionare important influences on students decisions to pursue higher education (Burdman, 2005; Dowd & Coury, 2006). However, we found that that issues related to finances more accurately fell under INTERPERSONAL FACTORS. According to participants, many family members discouraged these individuals from enrolling in college because their family members felt the persons time could be better spent on earning a living rather than on academics. One participant reported that her parent warned her that, Once you start making money when youre off from college, youre going to miss that money when you go back [CC3]. Another said her parents just didnt agree with me not having a full-time job trying to support my kid [CC1].
Finally, POLICY FACTORS regarding parental views as well as participants own personal views towards government assistance programs such as Temporary Assistance for Needy Families (TANF) and the Supplemental Nutrition Assistance Program (SNAP) influenced whether or not some were willing to apply for assistance. For example, one single mother expressed that she had struggled with applying for much needed assistance because her parents strongly disapproved of her doing so: My parents didnt want to see me getting help from the government, but at the same time, its only gonna be two years of my life. I need help, and then I can work [CC1]. Another participant said she had struggled with applying for childcare assistance because she didnt want the community saying she was just doing that for the government money [CC1]. She believed that the stigma that is often attached to teen mothers accepting assistance kept her from actually applying and only within the last two months did she do so. In response, one participant said, Its a huge difference between needing it and abusing it. I mean, you need it, [so] take advantage [CC1] of the opportunity to receive necessary assistance.
THEME 3: TIME MANAGEMENT
You have your work responsibilities; you have your school responsibilities; and then you have your home responsibilities. And theres not a lot of time to get it all done. So just the fact that you are a woman in school is stressful. [CC5]
For non-traditional and traditional women students, time management among competing obligations (home, school, employment) hinders academic performance. Issues related to time management crossed all five Ecological Model factors.
Community College Completion Project: Final Report February 2014 35
INDIVIDUAL FACTORS played a large role in participants time management. As in previous research, most participants in the present study reported challenges to balancing college, work, and family (Bailey, Jenkins & Leinbach, 2005; Rath, Rock & Laferriere, 2013; Wassmer, Moore & Shulock, 2004). Some participants attributed personal habits (e.g., procrastination) to their trouble completing college assignments in an efficient manner. Others shared that the amount of time they spent on-campus (including in the classroom, library, etc.)which was up to nine hours a day in some programskept them from working at a job or other activity in which they placed value. One participant, who said she had enjoyed being a Sunday school teacher before enrolling in community college, stated that she had to stop teaching because there were things I had to give up to be a student [CC5].
Many participants reported that they had to work in order to pay for tuition and other fees at their community college. Yet they also reported that the necessity to work decreased valuable study time and could result in lower grades. As one participant stated, Youre wondering if you need to focus on your school workor work so you can go to school. Its a struggle [CC4]. Working often took a physical and emotional toll on participants, especially when it took away valuable time from studying or completing college assignments. As one participant said, Im working three jobs and in school full-time somy attentionits in four or five other places at the same time because I constantly have a million things running through my mind [CC1]. Several participants cited stress from the necessity to juggle the demand of their workplace with the demand of being in college as the cause of health problems. A participant hospitalized for stress-related causes cautioned:
Dont let stress overcome you, because it will kill you.I was working two jobs, going to school, and planning a wedding. I thought everything was fine and that it wasnt bothering me. It will catch up with you sooner or later. [CC4]
Balancing the demands of community college with caring for the physical and emotional needs of dependentsincluding children, spouses/partners, and elders, was noted by many participants to be particularly demanding. One participant observed:
I take care of my grandmother. I live with her because shes sickyou wanna be there for them, but then again youre also still young.you work two jobs too. And then you dont wanna study after all that. [CC5]
Community College Completion Project: Final Report February 2014 36
Another participant whose mother had health issues explained:
I had to study, but my mama didnt want to hear it. Well, she wanted me to study, but I had to do this and that for her. It was stressful because every time I got comfortable and tried to study, she started calling my name. [CC3]
Many participants with children indicated that they were enrolled in community college in order to improve their financial position, and therefore, better support their children. However, most of these parents indicated that attending community college while raising a child was extremely stressful, exhausting, and overwhelming. One participant summarized the feelings of her fellow parents this way: Youre trying to prepare [for school], pay rent, pay for school, and provide for a child, so its kind of hard [CC4]. Participants wanted to be involved in their childrens livesincluding supporting their children academicallywhile still needing to make time for their own studies. But with limited time to delegate between many pressing obligations, participants were often forced to reevaluate their priorities. One participant shared the primary source of her stress, saying:
Taking care of my two children and my husbandIm sitting there studying and they come in asking, Mom, what are you doing?, and say things like, All you ever do is study. Well, Mama is in school too. Even though Im a student too, I still have to wash clothes, do dishes, and cook dinner for three other people, and that can be a hindrance to my schoolwork. [CC4]
Other participants shared their feelings of guilt about spending less time with their children because they were studying for school in hopes of giving their children better futures.
Having a child in school, you feel like you need to be involved in their school but yet you have your own school you have to be involved in. So your child may think youre kind of neglecting them and their fun stuff because you cant always be there. [CC1]
Extracurricular involvement also required some participants to balance their time between activities. Many participants depended on these activities for financial and social support. Participants who played sports at community college for scholarships were often overwhelmed with the pressure to maintain the minimum GPA for athletes while performing well in their sport. As one student athlete shared: It physically and mentally drains you [CC5]. A participant on athletic scholarship noted that I have to [athletic activity omitted] to keep my scholarship or I cant go to school herePlus, I have to have my job to pay for my car and my insurance and food and gas and all that [CC5].
Community College Completion Project: Final Report February 2014 37
Another participant on athletic scholarship discussed the pressures of balancing intensive practice sessions and other athletic obligations with her academic obligations:
[Ive got] five AM workouts every day, and then practice for two or three hours in the afternoon, and then you have to miss school and miss class timeyou might be out two or three days for tournaments, and you come back and you have a test due. [CC5]
Day-to-day household chores also interfered with participants academic obligations as they attempted to maintain order in their busy lives. Many participants recognized that if they did not take responsibility for their children and homes, then vital household tasks would remain incomplete. As one participant put it: Laundry doesnt wash itself [CC5].
INTERPERSONAL FACTORS contributing to participants time management issues include societal expectations for womens duties and levels of spouse/partner involvement in participants daily lives. Participants who juggle busy schedules noted both feeling social pressure to complete a broad spectrum of tasks and feeling negative judgment if they did not spend enough time on certain household tasks. A CC4 participant claimed she had lost weight due to the amount of stress she felt, adding that there are a lot of people that are criticizing and judging you when youre trying to do everything [CC4] at home while also trying to do well at community college. Another participant spoke about her resentment toward societys expectations of her as a woman:
I think just overall, for women in general, its harder because we are expected to do more at home. You have your work responsibilities; you have your school responsibilities; and then you have your home responsibilities. And theres not a lot of time to get it all done. So just the fact that you are a woman in school is stressful. Finances, child care: Its all compounded on us. And I dont mean to sound like Im male-bashing or anything like that, but really they have it made. They come home, they eat, they go to bed. Thats not how it is for us. We have all these responsibilities at home and other places, so its just double hard on us. [CC5]
Other participants agreed that they felt the pressure of expectations with statements such as, Its just more responsibility thats placed on you [as a woman], and you are expected to perform [CC5]. Additionally, participants with children indicated that they were also expected to spend time being involved in their childrens academics and engaged with their childrens schools. A parent shared that she was concerned not only the hygiene part of making sure your kids are bathed and smell goodbut doing all the stuff and trying to keep up with what theyre doing [CC1] at school. Another parent noted:
Community College Completion Project: Final Report February 2014 38
Homework and lunch, dinner, PTA meetings, karate, and brush your teeth. Im lucky if my son gets in the tub every night. [I constantly have to ask my son], Did you change your underwear? Did you brush your teeth? Its exhaustingit really is. [CC1]
Among participants with spouses/partners, it was evident that a partners involvement impacted the amount of stress an individual woman felt related to time management and balancing work, family, and community college. Although some participants reported that their spouses/partners assisted in financially and emotionally supporting them, others noted that their spouses/partners were discouraging, unhelpful, added emotional stress, or were completely unavailable. Although one participant appreciated that her spouse contributed to the family financially, she noted, Sometimes I would like for him to change a Pamper or give [the kids] a bath [CC1]. Several participants with spouses/partners indicated that their partners were an added emotional burden. One participant shared that her spouse did not understand why his wife stayed so busy juggling housework, childcare, and coursework until he himself enrolled in college. She noted that since his first classes began, hes gone quiet [CC1] about her staying so busy. In contrast, one participant cited her husband as a barrier to performing well in college, saying:
If you have a spouse, fianc, thats just like having two kids. Because he wants the same attention and time as the babyyou cant leave him out. Most of them say the mom plays a bigger role. Youre gonna have to do more than the man anyway [If partners] they feel like youre not giving them enough timethey make you feel bad about itThen, if youre [feeling] low-down and stressed out, that really will bother you. So thats gonna also affect your grades. [CC1]
COMMUNITY FACTORS influencing participants ability to manage their time included the time they spend commuting to work or class and the resources available where they live (Wassmer, Moore & Shulock, 2004). Participants who work far from their community college reported that this could have a negative impact on their coursework. As a participant observed, When I get off work, Im tiredI dont want to do my homework, because I work forty minutes away, even though its due the next day [CC2]. Those participants who live off-campus also noted that a lack of high-speed Internet access and other resources inhibited their ability to study and to complete assignments on time. Indeed, lack of a high-speed Internet service at home can be debilitating, particularly for participants taking a large number of online courses.
Participants also attributed ORGANIZATIONAL FACTORS to their issues with time management. Primarily, participants expressed that some instructors assigned unfair amounts of coursework, which resulted in the participants having inadequate time to complete assignments. Whether
Community College Completion Project: Final Report February 2014 39
grading too harshly, not giving enough notice before due dates, or assigning too much work for one class, participants felt that some instructors were not sympathetic to students needs. For example, one participant said, I feel like some teachers think their class is more important than others [CC2]. Another participant noted that she struggled to balance her time between all her classes so she could perform well in each. However, other participants reported that their instructors understood and empathized with the many demands on participants time. In particular, one participant shared multiple stories of times she had to leave class to pick her child up from daycare, and indicated that her instructors were very understanding. She added that half the time my kids are with me in class, and her instructors allow the children to be present as long as theyre not disturbing [CC1] anyone. Clearly, instructors had a direct influence on the amount of stress participants felt from time commitments, and participants were extremely appreciative of instructors who were willing to consider participants individual circumstances.
THEME 4: FINANCIAL AID
The financial aid office here is fine, but I think with the financial aid in general, theres more they [policymakers] could do. [CC4]
The complexities of obtaining and maintaining financial aid can serve as barriers to women students completion of community college. Each year, the U.S. Department of Education awards approximately 15 million students upwards of $150 billion dollars in grants, work-study funds, and low interest loans (U.S. Dept of Education, 2014c). To receive funds, students must complete the Free Application for Federal Student Aid (FAFSA) form. Additionally, state- supported financial aid, such as the Mississippi Tuition Assistance Grant (MTAG) as well as private scholarships are available to qualifying students in the community college system. The community college financial aid office is often the first point of contact for discussing any aspect of financing a college education. Eighty-six percent of participants (n=56) in the present study reported that they were receiving some form of financial aid at the time of the focus group. Of those 56 participants, a majority reported times when they felt stressed, confused and frustrated with either the FAFSA application process, the community college financial aid office which administers the aid, or both.
Participants lack of institutional knowledge regarding federal, state, local, and private funding opportunities and their confusion after receiving aid were INDIVIDUAL FACTORS that constrained community college completion and contributed to participants stress. One said
Community College Completion Project: Final Report February 2014 40
the whole process was overwhelming: I started the application, but it was so complicated that I didnt understand anything they [high school counselors] were saying, so I just threw my loan sheet away [CC3]. Others said they didnt give up, but were forced to learn it on my own and to figure it out as you go [CC5]. After obtaining financial aid during her freshman year, one participant remarked she was still unclear about the details, saying, I dont even know what it still is. Like I know what financial aid is, but I have no clue about anything that goes with it. FAFSA? Whatever [CC5]. Another said that even though a cousin had helped her initially, she still was frustrated with the time taken up in the application process:
When I had to fill it [the FAFSA form] out this past summer to come back here, I had to call FAFSA all the time. I had to call the IRS office. I had to go everywhere. I figured it out on my own. [CC5]
In contrast, INTERPERSONAL FACTORS seemed to affect participants more positively. Those who had someone to help them explore funding options and help them navigate the application process prior to enrollment expressed less frustration with seeking financial aid. Personal interactions with high school counselors, teachers and coaches served the dual purpose of informing and engaging students in the application process. In addition, as discussed in Theme 2, the importance of family members, peers, and family friends in serving as trusted sources of college adviceincluding financial aid advicewas important to participants (Alford, 2000; Fernandez et al, 2008; Smith, 2009). Participants noted that counselors who did more than a one-time financial aid presentation were very helpful in easing the confusion and frustration over the FAFSA application process. One participant noted that a counselor at her high school began the information process early and even invited parents to participate: She always took aside students to make sure they applied for financial aid in college. She started teaching us how [to apply] our 11th grade year, so by our 12th grade year, we knew how [CC3]. Similarly, others participants remarked that they had counselors who would come around every so often with information about financial aid as a constant reminder to the students, and one credited her ROTC instructors for valuable assistance: They really helped and went out of their way to make sure we had the means to survive [CC4].
ORGANIZATIONAL FACTORS. Many participants reported that the real frustration and confusion associated with financial aid came after their FAFSA application was completed. As one participant stated, Actually applying for it [financial aid] is easy. Its once you get here [to college]thats when the trouble starts [CC5]. Given the importance high-quality financial aid advisement to achieving ones community college goals (Brock, 2010) it is not surprising that discussions revolving around financial aid issues dominated much of the conversation in each focus group. In fact, participants from five of the six community colleges expressed
Community College Completion Project: Final Report February 2014 41
dissatisfaction with their financial aid offices. Participants cited a lack of communication skills, incompetency in subject matter, disorganization, and rudeness among staff as organizational factors that restricted them from receiving optimal benefits (Brock, 2010; Lotkowski, Robbins & Noeth, 2004). A number of participants recalled encounters with financial aid staff in which they almost missed opportunities to receive scholarship money for their high ACT scores: Ive been paying for college since it [enrollment] started, and the woman [financial aid staff] was like, Oh what is this? We must not have seen itThats not fair to me that youre withholding me from the scholarship, and they do stuff like that all the time. [CC1]
I got a scholarship for my ACT, and I had no clue. They didnt even alert me to the fact that I got accepted [to college]. I had to go to the office less than a month before classes started, and Im like I need to know because nobody [from financial aid] sent me a letter or anything. And they were like, Well what was your ACT score? So I told them what my ACT score was, and theyre like, Oh yeah, of course. [CC5]
Because the availability of financial aid was a primary determinant in whether many women students attended college, participants believed that financial aid officers should be extremely knowledgeable of the myriad of tuition payment options such as federal and state student loans, grants, scholarships and work study. As one participant noted:
Youre financial aid, and youre in this business. Why dont you know every single scholarship out there that might be able to help me? And they absolutely left me drowning in the water. They absolutely gave me no help whatsoeverMaybe they are understaffed and dont have enough people, but somebody needs to be providing ideas on more scholarships and more money for people. [CC1]
Participants acknowledged that financial aid officers were often overworked, but they still believed the officers should be accountable for providing financial aid options, requirements, and deadlines to students in need of assistance. As one frustrated participant noted, If people [students] knew the answer to the question, they wouldnt be coming to them [financial aid staff] [CC3].
Another role of a financial aid officer is to monitor students academic progress. Federal regulations require that the financial aid office make sure each student receiving financial assistance at that particular community college is making Satisfactory Academic Progress (SAP) toward completion of a degree. Failing to do so, may result in a student losing eligibility for aid (U.S. Dept of Education, 2014b). At least two participants said they had lost scholarships and
Community College Completion Project: Final Report February 2014 42
were not notified by their financial aid office. A CC1 participant recounted that she had received an academic scholarship to cover tuition as a freshman, but because she dropped below the required 3.0 GPA, she lost the scholarship at the beginning of her sophomore year.
While acknowledging that she should have kept up with it [her grades], this CC1 participant said, I figure if something big comes up, they [financial aid staff] would let me now. Turns out I come back this semester, and theyre like, You dont have the scholarship; you have to pay [tuition] [CC1]. In a similar instance at the same college, another participant said she was checking her financial aid status two days before the spring semester started and realized she had been placed on academic probation: I feel like they should notify youbut they dont. Like if youre not keeping up with stuff like that, and a lot of people dont know how to access stuff like that [CC1].
In order to maintain eligibility for financial aid, FAFSA must be completed prior to each academic school year. Students must submit the most recent federal income tax returns, bank statements, and records of untaxed income among other requirements (U.S. Dept of Education, 2014b). Although financial aid officers are charged with assisting in this process, some participants said they were uncertain of what they needed to complete their application form. One said she was told by financial aid staff that everything was in order, only to be told just days before the new term began that her application was missing required IRS information which she then had to travel to another city to obtain:
They only told me because I went in there [to the office] with another question. They had made no effort to call me, email me, or anything about any of this. So if I hadnt gone there that day, I wouldnt be in school right now. [CC5]
Inaccessibility of financial aid staff was another source of frustration for participants. For example, participants frequently reported that they did not know the preferred protocol for contacting their financial aid office. Many recalled times when they were told by financial aid staff to email or phone if they had questions, but when they actually tried to follow-through neither query would receive an answered from staff. The general consensus was that face-to- face encounters with financial aid staff were preferred over phone calls and emails, but often specific financial aid deadlines had passed by the time they reached an actual person:
I know its a big load, but it takes forever. If you call, you get voicemail. If you come up here, you get Such and such isnt here right now. They say the best way to get to them is through email, but Ive emailed plenty of times, but Ive never gotten answered back. [CC3]
Community College Completion Project: Final Report February 2014 43
POLICY FACTORS. When asked to name the one thing that surprised them most about their overall college experience, three participants cited the limitations of financial aid programs. (Burdman, 2005). One participant said one of her high school teachers told her if she applied for a federal grant, she would be going to school for free [CC3] only to realize the money she received did not cover the majority of her expenses. For example, the maximum Pell Grant award is $5,645 per award year (U.S. Dept of Education, 2014c). Another participant added that she was surprised that FAFSA doesnt last long enough to get a degree [CC5]. Similar sentiments were echoed by nine additional participants.
In 2012, Congress made changes to the Pell Grant program, most notably reducing the number of semesters a student may receive funding from 18 to 12 semesters (Kingkade, 2012). Summer school is also excluded from Pell Grant eligibility. Given that 65% of community college students maintain jobs and often attend college part time, it becomes harder for them to complete college within the 12-semester time frame (Bradley, 2013). These POLICY FACTORS are barriers to completion. When first notified of her eligibility to receive a Pell Grant, a participant shared that her initial reaction was this is so much money! [CC5]. But she soon realized that receiving these grants also has limitations:
So what about my degree? Thats more than the semesters that Im allowed to get financial aid. Where does that put me? If Im still in the same situationI still have to work two jobs plus go to college. How am I gonna be able to pay [for college]? I guess Im gonna have to get a loan instead of using my financial aid because its gonna run out eventually. [CC5]
One participant noted that she was forced to pay her tuition and college expenses out-of- pocket due to the Pell Grant limitations: I dont get any more [financial aid] because Ive already used up the maximum hours, but Im not through [with college]. You know, I still have to keep going, but now theres no aid there to help [CC5]. Another participant expressed concerns that she may be facing a similar situation: You know financial aid ends next semester, and I cant finish thenI dont want more bills and loansso I wont be able to come back because it [financial aid] cuts off [CC5].
In terms of POLICY FACTORS, it is important to note that the Pell Grant program may be changed in the near future, given that Congress will be focused on reauthorization of the Higher Education Act (HEA) in 2014. The American Association of Community Colleges (AACC) and the Association of Community College Trustees (ACCT) have recommended reinstating year-round Pell Grant eligibility and increasing the semester limit to 14 semesters (Bumphus & Brown, 2013). There is also concern that Congress may consider a cap on the number of remedial
Community College Completion Project: Final Report February 2014 44
courses that a student can take using Pell Grant funds (Bradley, 2013). Given that students do not typically receive college credits for remedial courses, women students could be negatively impacted by such changes to the Pell Grant program. Although Congress may be a long way from reauthorizing HEA, at least one participant was aware of these possible changes and expressed concern for future women students, saying, If they [freshmen] have to have that beginning English or beginning math, that financial aid is not gonna pay for it. So, I mean, thats just a bigger hindrance [CC5] to community college completion.
Finally, participants expressed that financial aid availability was a primary POLICY FACTOR influencing their ability to effectively manage their community college experience. Participants reported that if more financial aid were available, students would feel less pressure to work while attending community college. As one participant noted, Financial aid goes by your parents income [CC4] even if parents contribute little to no financial support towards the students college education. Participants who received little or no financial aid due to their parents income were frustrated that they had to work in order to support themselves as well as to pay for tuition and other college-related fees. For women students in this situation, being able to concentrate their energies on achieving their community college goals seemed a luxury they could not afford. These results suggest that making federal- and state-level loan programs more attractive and efficient and making more grant money available for low-income and first-generation students (Burdman, 2005: 1) would enhance women students access to community college.
THEME 5: COLLEGE PREPAREDNESS
I feel like high school is kind of focused on getting you out of high school, but they dont focus on what youre going to do afterwards. We have AP classes at my high school, but it still does nothing compared to college. Theyre just worried about getting you out of high school with good grades to make themselves look good. Im a first-generation college student, and my mom didnt know anything about [applying for college]. So I had no guidance, and when I would ask my [high school] counselors for help, they would say, Thats your responsibility. [CC1]
Many participants in the present study reported thatdue to a lack of social and academic skillsthey felt inadequately prepared for the transition from high school to community college (Boswell, 2002; Fernandez et al, 2008; Rath, Rock & Laferriere, 2013; Wassmer, Moore &
Community College Completion Project: Final Report February 2014 45
Shulock, 2004; Lotkowski, Robbins & Noeth, 2004). When asked to assign a letter grade to their high school based on how well the high school had prepared the participant for the academic rigors of community college, the average grade was D+. Some participants cited INDIVIDUAL FACTORS for their difficult transition into community college, especially poor study skills (Lotkowski, Robbins & Noeth, 2004). For instance, one participant recounted that, although she didnt really have study habits andgood grades in high school, she had learned while enrolled in community college that you really have to get study habits and learn what you need to do, or youll just fail [CC5].
Another participant noted, I didnt have very good studying skills while I was in high school I had to really learn to develop them once in college [CC1]. A participant who had been homeschooled shared, I had never had to study before, I had never had to write a paper that was demanding before, so pretty much [I] had no preparation whatsoever [CC5]. These quotes illustrate that a lack of good study habits necessary to succeed at community college can make the transition into higher education more difficult.
INTERPERSONAL FACTORS also influenced college preparedness among women students. Participants shared instances in which family had both helped and hurt them as they learned about community college eligibility and the financial aid application process. Relatives and friends who previously attended college had offered advice to some participants well before they even entered high school. For instance, one participant stated, I only know about [financial aid] because my mom is a college graduate [CC5], while other participants received advice and assistance with the application process from a friends family member, [CC5] a brother, cousin, etc., who had previously attended college and/or were college graduates.
In contrast, some participants felt impeded by the influence of their family members while in high school. One participant observed that attending college wasnt that important to them, you know. Finishing high school was more important than going to college [CC3]. Some parents of first-generation college students reported that parents and/or other family members actively discouraged their children from enrolling in community college because they did not think college was worth it [CC6] or that college would be a waste of time [CC6] in the long run (Smith, 2009). However, this participant recounted that although her parent had kind of shot down the idea of going to college, she had friends to support me in my endeavors [CC6] to enroll in community college. Another participant noted, Im a first generation college student, and my mom didnt know anything about [applying for college] [CC1].
Community College Completion Project: Final Report February 2014 46
Personal interactions with high school faculty and staff also exerted influence over participants preparedness for college and their decisions to ultimately enroll in community college. Guidance counselors, staff mentors, coaches, and teachers sometimes took personal interest in students and exposed them to the idea of pursuing higher education. One participant said that her Government teacher helped students fill out their financial aid packet in her classroom, and another participant noted that her teacher had students complete career readiness reports that helped students focus on their post-graduate goals [CC4]. As discussed in Themes 2 and 5, the importance of family members, peers, and family friends in serving as trusted sources of college advicein this case related to completing college applicationswas also important to participants (Alford, 2000; Fernandez et al, 2008; Smith, 2009).
ORGANIZATIONAL FACTORS at the high school level were the most-cited reasons that participants did not feel academically prepared to enter community college. The focus group results particularly centered on lack of helpfulness of high school guidance counselors and availability of college preparation courses as limiting factors to community college preparedness. Although some participants believed that their guidance counselors had been helpful, many felt that their high school guidance counselors could have done more to help prepare them for college. Participants often attributed counselors unhelpfulness to an unbalanced student-to-counselor ratio, saying that they likely would have received more guidance if there had been more counselors available in their high schools. For example, a participant who had attended two different high schools stated that she preferred the smaller high school environment because one counselor to twenty-five students is better than one counselor to three hundred students. So at the other [high] school we got more attention than we did at that larger school [CC5]. Another participant said she wished her counselors couldve just met with us one-on-one, sat us down [and] gave us the timeso we wouldve been prepared [CC6] for community college.
Another issue raised by participants was that high school guidance counselors focused primarily on high school graduation rather than college preparedness. As a participant observed:
I feel like high school is kind of focused on getting you out of high school, but they dont focus on what youre going to do afterwards. We have AP classes at my high school, but it still does nothing compared to college. Theyre just worried about getting you out of high school with good grades to make themselves look good. Im a first-generation college student, and my mom didnt know anything about [applying for college]. So I had no guidance, and when I would ask my [high school] counselors for help, they would say, Thats your responsibility. Theyre not really focused on scholarships or grants or anything after high school; theyre only focused on then, there and now. [CC1]
Community College Completion Project: Final Report February 2014 47
Several non-traditional students observed that Advanced Placement (AP) courses and college preparation courses were not available when they were in high school. One non-traditional participant articulated her frustrations with feeling unprepared for community college:
As a non-traditional [student], you know, those of us who were way back in the stone age in high schoolwe didnt have advanced classes. So really nothing prepared us for [college] We were spoon fed [in high school]. You didnt have to study, I never took books homeyou get here [community college] and the first semester is eye opening. Forty-two years ago, there was no preparation for collegeit was more focus on graduating high school. [But guidance counselors] couldve informed [us] that college was the next step. Also, to show that there were scholarships and assistance [available]. It wouldve been so much help to have had someone come along and say, This is available to you. [CC4]
Participants also felt that their guidance counselors often focused primarily on their fellow high school students with the highest GPAs, rather than offering guidance to students with lower GPAs. Participants indicated that if they did not have high GPAs in high school, they felt that their guidance counselors were focused on graduating them rather than preparing them for college. As one participant put it, I feel like the counselor we had focused more on the top five of the class rather than the class in generalwe [others] didnt really matter [CC5]. Other participants agreed that guidance counselors at their high schools couldve been more open to the ones that didnt have the 4.0 GPA [CC4]. Participants felt that The ones with the higher GPAs[counselors] pretty much focus on them because they feel like theyre really going to succeed and theyre going to excel [CC4]. A participant who had experienced this first-hand shared that her guidance counselor did not give her individual attention because I didnt have a good ACT score, I wasnt top 5 in the class, I wasnt ready for a four-year university [CC5]. Rather than assume students with lower GPAs only want to graduate from high school and not continue to college, participants indicated that they would have liked to have high school guidance counselors who helped them explore the possibility of attending college.
And finally, among all six community colleges included in this study, participants noted that they would have felt better prepared for the challenges of community college had they experienced more rigorous academic standards during high school. Although they had performed well in high school, many participants were surprised to realize upon entry into community college that their high schools academic standards had left them unprepared for the rigors of college coursework. Participants observed that the amount of studying due in high school was nothing compared to college [CC1] and felt that they kind of spoon-fed you [CC5] in high school. Others reported that their coursework in high school was just a whole bunch of memory tests [CC1] and as a consequence, we didnt learn how to actually study,
Community College Completion Project: Final Report February 2014 48
just memorize what the teacher wanted us to know [CC2]. It is also noteworthy that participants who had been exempted from particular exams in high school due to their high grades, shared that this practice actually hurt them early in their college careers. They reported that because of this practice, they had less opportunity to develop essential test-taking skills before entering community college.
POLICY FACTORS. Vocational, AP, and college preparation courses were among those programs that enhanced students feelings of college preparedness. Vocational education prepares students for specific trades following high school graduation. Multiple participants noted that their vocational courses had helped prepare them not only for vocational careers beyond high school, but for community college as well. They credited their vocational courses with teaching them practical skills like writing research papers and applying for financial aid that were able to directly transfer to their college experience. Advanced Placement (AP) courses are accelerated classes in which students take a national exam at the end of the course to assess the students comprehension of topics covered. One participant who took AP classes in high school said, What I learned from high school really helped me when I first got [to community college] especially my first semesterbecause I previously had learned about what I was going to be takingI felt prepared [for community college] [CC2]. College preparation courseswhich are specifically intended to prepare students for the academic rigor of collegeare similar to AP courses and are often more difficult than regular high school courses. A participant who was required to take college preparation courses in order to graduate from her high school said the courses introduce you into what its going to be like [CC4] to take courses in college, which can be an asset during the academic transition for high school to college.
Another participant took part in the U.S. Department of Educations Upward Bound program in high school. Upward Bound is particularly geared to serve high school student from low- resource families and those in which neither parent holds a bachelors degree. Upward Bound allowed the participant to experience college life first-hand by providing her the opportunity to live on-campus and take classes. According to the participant, this experience made me feel more prepared when I came to college [CC2]. Enhancing policyand delegating additional fundsto support programs such as Upward Bound and to support vocation education, AP, college preparation courses could help women students become more socially and academically prepared for the challenges of community college.
Community College Completion Project: Final Report February 2014 49
THEME 6: APPEAL OF TWO-YEAR INSTITUTIONS
What I like about [this campus] personallythe average age of community college [students] here is 27. And its because a lot of people have been out in the work force, theyve been married, theyve had kids, and so its an older population. But I think a lot of us, we came here because we can get our degree faster than if we go to a four-year college. And I [will] get my degree one year earlier to make almost the same amount of money. [CC1]
The community college experience is attractive to many women students because of its flexibility, diverse options, and ability to accommodate womens lifestyles and career goals. In the present study, women students reported that they chose to attend community college in lieu of a four-year institution for a number of reasons, including available and engaged faculty/staff (Brock, 2010; Lotkowski, Robbins & Noeth, 2004) and availability of online classes (Aragon & Johnson, 2008; Jenkins, 2012). Participants also reported that they chose to attend community college based on geographic convenience and affordability. In particular, non- traditional students with children may not have the desire or resources to move their families to a more distant university. Participants in the present study offered insights on why they were attracted to the community college experience and how their individual community colleges met their unique needs.
For non-traditional women students, the ability to accommodate scheduling and financial needs were important INDIVIDUAL FACTORS that contributed to the appeal of community colleges. For both non-traditional and traditional women students alike, flexible admission requirements that allowed students with a variety of GPA levels to enroll in community colleges were particularly attractive. In addition, participants who had delayed entry into college directly from high school and/or had to interrupt their college careers due to personal or financial reasons were also attracted to what they perceived as less academic and financial pressures at their community college as compared to what they might face at a four-year institution. One participant whose medical issues caused her to take a six-year hiatus from college said she was afraid she wasnt going to make it academically upon entering community college, but at the end I was successful [CC4]. Other participants viewed community college as a fast and affordable way to obtain a degree to further their careers without necessarily spending additional time in a four-year university:
Community College Completion Project: Final Report February 2014 50
[I want] to actually get the associates degree so that no matter what, I have something to fall back on. If I cant [be successful] in a four-year college and if something comes up sickness or whateverthen I would always have something to fall back on. [CC5]
I want a job in business management, and every business has a manager. If theres two people [applying] for a position [and] one of them has got a degree, maybe thatll help some [with getting the job] without having to go to some four-year or eight-year [degree program]. I dont have time for it. [CC5]
Other participants who had delayed entry into college for various reasons shared stories of insecurity when they initially arrived at college and eventually finding support from peers and instructors. A participant said that, once she arrived at community college, she found the support she needed so that she reached a point where I believed that I can achieve [a degree] and be successfulat first I did not [CC4]. A mature non-traditional participant said that enrolling in community college taught her that you arent ever too old to go to school [CC4]. Additionally, some participants indicated that they did not feel emotionally, physically, or academically ready for a four-year university, so community college served as an excellent next step [CC3] in their academic careers. A participant said she simply didnt make the grades to go to a four-year university, [CC5] but that the skills she was now acquiring in community college would allow her to achieve her educational goals. Another participant whose ultimate goal was to transfer to a four-year university shared her rationale for enrolling in community college:
The reason that I chose [a particular community college] is because I didnt feel quite comfortable going straight to a university for four years right after I just finished high school. I feel like going to a community college is getting your feet wet first, then diving in to a university for two years and being done. [CC2]
COMMUNITY FACTORS. Geographic proximity of the two-year institution to the participants homes was a key community factor that influenced participants decision to attend community college. Many participants indicated that they had grown up with the assumption that they would attend the local community college because they wanted to remain close to family. Attending college close to home allowed participants to save money on transportation costs while remaining in the familiarity of their hometowns. As one participant said, I have a lot of family not far from here. Its [community college] inexpensive, as far as taking the basic classes that I neededthats why [community college] was a good choice [CC2]. Another participant said she chose to attend her community college based on geographic location because I went
Community College Completion Project: Final Report February 2014 51
to high school [here], so its convenient. I work here too [CC4]. A different participant shared her reasoning for choosing community college rather than a four-year university:
If I wanted to go to a four-year college, I cant pick up everything I have andmove to Hattiesburg [to attend the University of Southern Mississippi] or Starkville [to attend Mississippi State University]I cant afford that drive every week. It would probably be the location more than anything. Id rather pick up and leave to go find a career than to pick up and leave and be in debt more than what I am. [CC1]
ORGANIZATIONAL FACTORS contributing to the attraction of community college for women students include the costs of tuition and other fees, availability of online classes, and perception that faculty and staff were more accessible and engaged at two-year institutions as compared to four-year institutions. For example, many participants reported that faculty were willing to work with students when students were faced with difficult personal circumstances. As one participant recounted:
One of the most beautiful things is that the instructors meet you right where you are. They look at that [a students situation] and accommodate to that. It is the most supportive thing here that I have ever seen. Every one of my instructors has considered where you are and whats going on with you. [CC4]
Other participants added that their instructors were easy to accesswhether through email or office hourswhen participants needed help with personal or academic problems. As one participant said, If you have a problem, or theres a situation at home, go talk to your instructors. All of the instructors here are very helpful and will do anything. You just have to talk to them [CC4]. Some participants who had entered community college planning to end their education after receiving certification or an associates degree decided to pursue a bachelors degree after graduation because of interactions with faculty and staff:
At the beginning I was kind of leaning towards the certificatejust to get out and be done with it and be able to go to work. But [we have] counselors here that you can talk to and teachers who are actually willing to sit down and talk to you. Now Im taking my academics for the associates [degree] and planning to go to [a four-year university] for business. [CC1]
When I first started, I had planned on getting the associates degree and being done, but now Im pretty sure Im going to transfer on and get a bachelors degree. [CC4]
Community College Completion Project: Final Report February 2014 52
I had really just planned on getting an associates degree, and just kind of being here, but the teachers really help prepare you and motivate you to go on to the next level. It can be challenging, especially when youre working, but they do try and make sure that you get in. [CC4]
Participants also reported that staff members who were employed as counselors and academic advisors were helpful when participants experienced personal problems. One participant recalled that when she went into labor during finals week, the community college administration worked with her to schedule alternate exam times. Other participants shared times in which the disability office had accommodated their needs. One participant voiced what a community college experience meant to her, saying:
I feel like thats what we get out of community collegethe help we need, hands on. I feel like at a university you wont be so lucky. Thats why I came to a community college because I was gonna get that help that I needed. [CC6]
Another attractive quality of community college is scheduling flexibility in the form of online courses. While not all students felt positively about online courses, many participants preferred to attend classes online rather than attend in-person in a traditional classroom setting because of the scheduling convenience they offer. With online courses, students could learn at their own pace and access the class when it was convenient for them. This was particularly important for working students, as scheduling flexibility provided them with the opportunity to earn a degree or credential at their own pace. As one participant said of online classes, I liked them a lot because I can do it on my own time [CC6].
Finally, the lower tuition cost and other fees of a two-year institution as compared to a four- year institution were appealing to participants. Even if they planned to attend a four-year college eventually, participants noted that they could save money in the long-run by completing their basic courses at a community college before transferring to a four-year university. As one student put it, Its [community college] a lot cheaper than going straight to a university [CC6]. Another participant shared that community college was attractive to her because her family lived thirty minutes from her community college and because of scholarships with the [athletic program omitted], which makes [community college] affordable [CC2].
A third participant said her mother encouraged her to pursue an associates degree before attending a four-year university because its cheaper and you learn a lot better [at a community college] than at a university your first year [CC2]. Participants also noted that some community colleges offered specialized scholarships particularly designed for non-traditional
Community College Completion Project: Final Report February 2014 53
students. A participant observed that her college offers a scholarship for people who are non- traditional students, because that seems to be the biggest issuefinances [CC3]. Another participant at CC3 added that her institution has a scholarship program that helps single parents pay for tuition and books.
THEME 7: CAMPUS FACILITIES
If you go out in the girls dorm parking lot where its kind of far off, I dont feel as safe because its not as lit up. [CC4]
ORGANIZATIONAL FACTORS including the quality and availability of campus facilities such as parking, infirmaries, childcare, dormitories, Internet availability, and cafeteria services contribute to student satisfaction childcare services (Wassmer, Moore & Shulock, 2004). Although some organizational factors equally impacted participants, childcare was a greater concern for non-traditional participants, whereas dormitories and Internet availability more heavily impacted students who did not have children. Parking shortages and related problems were noted by participants from four of the six community colleges. At CC2, participants reported that parking near the womens dormitory was extremely inadequate, especially as compared to that near the mens dormitory. The parking shortage at this college meant that some women students had to park far away from their dormitories and walk across campus after dark. One participant stated: It really is bad because, like, if you wanna park by your dorm, you need to get here on Sunday around four oclock. Because if you make it here [at] six or eight [PM], youre gonna have to park all the way down by [location omitted] or in the other parking lot and walk across campus. And then sometimes getting here at nightlike she said, I dont wanna walk across campus late at night by myself, then if you call the campus security theyre not gonna answer the phone to come. [CC2] The lack of parking at CC2 contributed to increased parking fines and risk of accidents. It is also important to note that inadequate parking is as important an issue for commuter students as it is for students who live on-campus. A participant at CC5 specifically mentioned a need for more parking near classes. Failure to provide adequate parking to students contributed to decreased student satisfaction. Infirmary care. Participants observed that infirmary care is lacking at some community colleges. Indeed, the absence of infirmary care services at some colleges was a major concern of some
Community College Completion Project: Final Report February 2014 54
students based on their feedback, as it was generally linked to potential economic and emotional hardship. A participant at CC6 observed that this was the one thing she would change at her community college, while another participant added that she had to drive to another town just to see a doctor. Some participants at community colleges without infirmaries were also student athletes. At CC2 an ambulance is called for emergencies, the cost of which is then billed to the student. According to one participant, students were told during orientation at her community college that if you do get sick, you have to go to the hospital [CC2]. This community college also prohibited Resident Assistants (RAs) from providing resources to dormitory students for even minor issues. As a participant who was an RA observed: My boss told me were not even allowed to give them [residents] Band-Aids anymore. I always feel so bad for them [the students]. They ask me if I have some aspirin, and even though I do sometimes, I say no because I dont want to get fired. [CC2] Interestingly, it was more common for community colleges to have fitness centers for exercise than health centers where students could receive basic health care. Childcare in particular was a primary concern for participants with young children. Some community colleges offered daycare services on campus. However, participants noted that many of these on-campus childcare centers accepted more children of faculty and staff than of students. Participants also reported that on-campus daycare was often too expensive for students to afford. As one participant noted, By us going to school over here I thought maybe it would be free or they would give us a discount [CC1]. When a participant reported that daycare for the semester at CC1 cost approximately $2,000, it prompted another participant to observe that the college should be here to help the students be able to go to college and know that their child is taken care of. Why are you [the college] going to charge them $2,000 extra dollars? [CC1]. Another participant from CC1 thought that on-campus daycare should be free for students. Space is extremely limited at the on-campus childcare center at CC5, which prompted one participant to say, Weve gotwhat3,000 students enrolled and they take 20 kids? So yeah, it needs to be expanded [CC5]. At a community college where there was no on-campus childcare, two participants thought it would be a beneficial addition. As one explained, education students looking for hands-on experience could benefit from working at an on- campus childcare center because a lot of people have kids here [CC3]. Greater access to on- campus childcare would contribute to alleviating an important stressor among women students who are parents, which was summed up by a participant this way: I think, so far, the single most important thing for women would be childcare thats affordable. You know we want good care for our children. We cant always afford to pay
Community College Completion Project: Final Report February 2014 55
what its worth. Our children are the most valuable thing we have. And we should be able to pay, but we dont have the money for itaffordable childcare would be excellent. [CC1] For participants who lived on-campus, dorm facilities are extremely important. In addition to the safety concerns engendered by poor lighting in dorm parking lots, major concerns centered around inadequate Internet access and faulty fire alarms. Participants also noted that a lack of access to on-site cooking facilities at some community colleges was a burden. In terms of the poor lighting in dorm parking lots, a participant at CC4 said, If you go out in the girls dorms parking lot where its kind of far off, I dont feel as safe because its not as lit up [CC4]. Internet availability came up as a major facilities concern for one participant, who shared that the Internet service rarely worked in the womens dorm. According to the participant, Im serious their Internet is awesome in the guys dorms. You could sit outside the building and get perfect connection while as for the girls dorms, you never have Internet [CC1]. This problem prevented her from doing her online homework, because there is also a campus curfew and a male dorm curfew. This participants experience highlights inequality in Internet facilities available to women students as compared to their male counterparts at CC1 that were similar to the lack of adequate parking facilities at CC2. Participants at CC1 reported that faulty fire alarms left students conflicted about how they should respond when fire alarms go off throughout the day or week. A participant stated: Well, it got to the point where they [fire alarms] were going off ten times a day and we had to just turn the sound off in the alarms because they just kept going off. Nobody knew if we actually had a fire or not at that point, and it never got fixed. [CC1] Another participant added, [A]t that point, what if there actually was a fire? Ok, whatever, were not coming out [CC1] because they think it is yet another false alarm. Finally, participants at CC3 noted that the stove is not available for students to use in their dorm, which was a cause for complaints among these women students. Cafeteria services and meal plans. A number of participants mentioned that cafeteria services were lacking in quality. One participant thought expanding our cafeteria a little bit [CC6] would be the one thing she would change about her community college. Several participants at CC2 were dissatisfied with the quality of the food in the cafeteria. One student complained of the lack of variety and the cleanliness of the cafeteria, calling it dirty [CC2]. Another participant noted that as a vegetarian, I dont eat half the crap that they have in there [CC2] and would appreciate more food choice options at her colleges cafeteria. Other participants stated that they would like their cafeterias to have healthier food optionssuch as fresh fruitsmore readily available in their cafeteria. The cafeteria is the only place to eat on the CC2 campus, and students who live in the dorms must also have a meal plan. Meal plans were also
Community College Completion Project: Final Report February 2014 56
mandatory at CC3 and CC5. At both of these community colleges, participants mentioned that the meal plans were extremely costly ($1000 and over $700, respectively), which was a financial burden for students. Adequate cafeteria facilities are especially important to students who live on campus, and participants felt strongly that having a better cafeteria experience would enhance their community college experience. THEME 8: COMMUNITY COLLEGE FACULTY & STAFF
If you can see the teacher really loves what they are talking about and they enjoy going to work, youll enjoy coming to class. They may not be the funniest teacher, or the easiest teacher, but if theyre willing to work with you and theyre passionate about what theyre teaching, then it makes it easier for you. [CC3]
For Theme 8, we found that comments among participants not only often overlapped INTERPERSONAL and ORGANIZATIONAL FACTORS, but also touched on issues presented in Theme 6. Previous research indicates that the quality and engagement of faculty and staff influences students progress in community college (Brock, 2010; Lotkowski, Robbins & Noeth, 2004) as does the quality of student support services (e.g., structured academic advising) (Brock, 2010; Fernandez et al, 2008; Lotkowski, Robbins & Noeth, 2004); and financial aid and advising services (Brock, 2010). In the present study, participants also discussed how services in the form of campus security personnel and disability counselors influenced the quality of their community college experience. Scott-Clayton (2011) suggests that highly structured programs with limited bureaucratic obstacles enhance students progress in community college. This seemed to be particularly accurate in terms of the quality and engagement of academic counselors/advisors at a number of the community colleges in the studysome of whom were reported to be excellent at facilitating students completion of their community colleges goals, while other caused unnecessary delays when they give me classes that they know dont go towards my major [CC1].
Instructors. Regarding instructors, participants talked ideologically about what makes a good instructor. Participants reported that INTERPERSONAL FACTORS such as attitude, passion for their subject, a comprehensive knowledge of the subject, and being approachable were important attributes of high-quality instructors. As one participant put it, I think the teacher has to love what they do in order to be a great teacher [CC3]. Several participants at different colleges mentioned having an instructor who is willing to work with you [CC3] [CC5] [CC6] as extremely important to their community college experience. Good instructors were thought to
Community College Completion Project: Final Report February 2014 57
be involved and approachable, and a number of participants reported that their instructors achieved these high goals and aided student performance. As one participant shared, she felt that her instructors want us to excel. They are helping us to succeed [CC4].
A participant in a class where a number of students had dropped out after the first test recalled that her instructor said of her remaining classmates, Ok, these are the people who really wanted to take this course and really wanted to learn something. Im going to try my best to help yall pass this class [CC3]. Other CC3 participants agreed with a fellow participants statement:
If you can see the teacher really loves what they are talking about and they enjoy going to work, youll enjoy coming to class. They may not be the funniest teacher, or the easiest teacher, but if theyre willing to work with you and theyre passionate about what theyre teaching, then it makes it easier for you. [CC3]
At CC4, participants also shared positives comments about their instructors:
Theyll take the time and listen to you, not only just as a group, but as an individual as well. Theyll work with you specifically and break things down for you so you can understand it. If you have a problem in a math class, the instructor wont point you out specifically, but theyll present it as a problem to the entire class and say to come see them after class if you didnt understand it. Theyll work with you, which I think is really remarkable. [CC4]
One of the things I see with the instructors is that they have focused on the main goal which is getting us educated. Were in here to learn and theyre seeing that were getting what we need here because thats why were here. Were here to get a degree. They want us to excel. Theyre helping us to succeed. [CC4]
Financial Aid Staff. The helpfulness and professionalism of staff in financial aid offices is vital to having a positive community college experience. However, only participants at CC4 shared positive experiences about interacting with their community colleges financial aid staff. One participant noted, The financial aid office is helpful to me [CC4] and another added, If you have a problem, you can go directly to them [CC4]. In contrast to these positive reflections by CC4 participants, the word rude was used to describe financial aid staff a total of nine times at three other community colleges (CC2, CC3, CC5), and participants at two community colleges said a total of twelve times that they did not like the financial aid staffs attitude (CC2, CC3). According to participants at some colleges, financial aid staff were not adequately accessible.
Community College Completion Project: Final Report February 2014 58
Although participants at CC3 had been told by financial aid staff that it was best to get to them through email [CC3], participants reported that their emails to financial aid staff were rarely answered in a timely manner and that staff were sometimes unavailable for help. One participant clarified, They [financial aid staff] say the best way to get to them is through email, but Ive emailed plenty of times, [and] Ive never gotten answered back [CC3]. Another participant in the same focus group added caustically, They [financial aid staff] cant be too busy because theyre never in there [the financial aid office] [CC3]. A participant at another community college simply stated, They [financial aid staff] are not helpful at all [CC2].
The perceived quality of staff communication and professional skills were a large part of the problem participants had with financial aid staff. One participant said that the financial aid staff gave her the run around[CC6] about her financial aid. Participants commonly said that they had to visit the financial aid office repeatedly. A participant remarked that they should tell you at one time everything that you need instead of getting one thing, and then going to get it, and then coming back. Thats really frustrating [CC5]. One participant questioned the quality of her financial aid staffs job skills, saying:
I dont think they have enough skill for what they do because you should be able toif this is your jobsomeone should be able to ask you every question in the book and you should be able to answer it. [CC3]
Another participant added, I dont think any of them in there [the financial aid office] are certified to be in there [CC3]. At a community college where participants reported low- performing financial aid staff, a participant offered that professional development training could be a solution. She said, They [financial aid staff] need professional development. They need a professional development class that teaches [how to] communicate, you know, just work ethics [CC5].
Academic Advisors/Counselors. Participants offered more feedback about their experiences with academic advisors than with instructors. Participants reported various problems related to academic advising and academic advisors/counselors helpfulness in resolving these problems. Students with learning and/or physical disabilities were treated well by advisor and counselor staff according to participants at both CC1 and CC5. As one participant put it, As far as anything that had to do with me being disabled, they took very good care of me [CC5]. Participants at CC1 who specifically mentioned the high quality work of one staff member said things like, Shell send a letter to your instructors and shes a really good advocate [CC1].
Community College Completion Project: Final Report February 2014 59
In contrast to the positive feedback reported by participants with learning and/or physical disabilities, participants perceptions that their academic advisors were helpful and engaged were far more mixed. In fact, it was quite common for participants to report that they did not know who their academic advisors were. Few participants reported that their college advisors were performing in a satisfactory manner when it came to advising students on how to efficiently move towards matriculation or otherwise achieve their community college goals in a timely manner. Although one participant praised her advisor, saying, I know thatwith my particular advisorthey have a degree plan that is already laid out. They have what you need, when you need it and how you need it every step of the way. They guide you the way that you need to go [CC4], others did not report positive experiences. Several CC2 participants reported that academic advisors expected students to use the registration system without assistance from staff, which could be difficult and time-consuming. For example, Its kind of difficult for me [to register], and they [academic advisors] have a way easier system, anyway [CC2]. Similarly, another participant indicated that students need additional help navigating some logistics of community college. As one CC2 participant put it:
Sometimes it feels like [academic advisors/counselors] are not out to actually help us. We cant do everything ourselves. I know they want us to be independent, and learn to do things for yourself, but there are some things you need help with. [CC2]
Another CC2 participant added, I feel like they [academic advisors/counselors] should help us more with our schedules. The first semester, theyll do it for you, but the next semester they just give you a list of codes and say, This is what you need [CC2]. A third participant from CC2 suggested that using the registration system should be a part of orientation:
Im my own counselor. Ive gotten to the point to where I wont even go to the counselors office anymore, and [instead I] do my own schedule. That was something I had to learn. You dont just go into their [registration] system and know how to use it. They write your name, give you the code, and tell you to go do it, but you have no idea how to do it. They should make that a part of orientation class. [CC2]
Although a CC1 participant reported that she had received a semester-by-semester schedule of coursework necessary to complete her degree, another participant in the same focus group said she would prefer actually talking to an advisor about the classes she was required to take. This participant noted that she would like academic counselors to be actually willing to sit down and talk to you and [tell you] what you need to do [CC1]. Another CC1 participant discussed how she liked her academic advisorswho were also her instructorsbut felt that they were not well-qualified to serve as academic advisors. As she put it, her instructors know
Community College Completion Project: Final Report February 2014 60
their [subjects omitted], but good Lord, they dont know how to sign you up for classes [CC1]. She continued, I think, as far as the [programs omitted] go, maybe you should be assigned to a legitimate counselor or something rather than just your instructor [CC1].
An ORGANIZATIONAL FACTOR hindering women students abilities to achieve their community college goals was reported by CC1 participants to occur among counselors at their college. Participants reported that counselors would knowingly register students for classes they did not need to graduate. How counselors differed from academic advisors at CC1 was not fully explained by the participants, but a power differential between the two categories of staff was noted. For example, participants reported that counselors had override capabilities whereas academic advisors did not. Three CC1 participants reported that this power differential between counselors and academic advisors had negatively impacted them when it make to registering for courses. The situation was explained by one participant this way:
Youre assigned an advisor based on your major and your last namedepending on what your major is. But I was at my advisors yesterday to ask him for help signing up with a class and he couldnt do it because it doesnt have any overrides. So Im required to go see the counselor. Yet the counselor has signed me up for so many classes that arent necessary [and] that have required me to stay here extra semesters. And Im not the only student that I know of to have this situation. [CC1]
In response to this statement, two other CC1 participants added, Im one of those. Another participant added:
They give me classes that they know dont go toward my major, and theyre like, Why dont you stay here longer? I feel like theyre trying to pocket money off of me instead of letting me get my education. Because then youre paying for more tuition and for classes that you dont need. [CC1]
Based on decisions made by academic counselors, many participants reported that they had taken courses that they did not need to complete their majors. Participants were disturbed that this had unnecessarily extended their time in community college. Participants indicated that the additional credits can lead students to exceed the number of semesters covered by financial aid, even if the classes do not contribute to their academic goals. As one participant stated, The longer they try to keep you here, thats less money you get at a more expensive institution and when you get your bachelors, if youre going to go that way [CC1].
Participants at CC2 also reported that counselors knowingly register students for classes that did not count towards the students degrees. A CC2 participant recalled, They [academic counselors] basically gave a friend of mine a list of stuff [classes] that she needed, but she ended up needing a lot more credits than what they gave her. Now, she wont graduate in December because of that. [CC2]. Another CC2 participant put it this way:
Community College Completion Project: Final Report February 2014 61
Sometimes, when you go to the counselor and take the classes they told you to take, you get frustrated when you go back and they said you forgot about this or that. Its like, Why didnt you tell me that the first time?, because its towards the end [of the semester] and I cant graduate. You [counselors] wouldnt help me, but your job is to help me. [CC2]
Another CC2 participant commented:
Some of our counselors are really good. Some of them dont really know what they are doing. Youve got to know who to go to. If you go to the wrong one, they will keep you here [in college]. There are people who have been here two or three extra semesters and have to try and make up classes to graduate. [CC2]
Security Personnel. When participants mentioned security personnel on their college campuses, reactions were very mixed. While participants attending some community colleges (CC6, CC4) unanimously expressed feeling safe on their campuses, participants attending other community colleges (CC1, CC2, CC3, CC5) did not. Participants at CC6 shared that campus security personnel were exceptionally present and involved at their community college. For example CC6 participants provided feedback such as, I feel safe. Weve gotta lot of police on duty all the timetheyre everywhere [CC6], and I had a problem last year, and campus police made sure that I was content and satisfied. I mean, theyre really nice [CC6]. A CC4 participant praised campus security by saying, I have a night class, and every night I go [to class] I see campus police patrolling, which makes me feel a lot safer [CC4]. Another CC4 participant in the same focus group added, There were two incidents on this campus, and the response time was so quick. They [security officers] moved on it and took care of the problem [CC4].
However, a number of participants reported that their interactions with campus security had been much less positive. One participant said that campus security at her community college were constantly on [harassing] people [CC2]. Although she acknowledged that this made the campus feel like its safe, she also noted that I feel like they [campus security] go way too far overboard [CC2]. Participants at CC2 also reported that campus security did not maintain proper personal boundaries with women students. As one participant remarked, They flirt with you way too much. Its too many of them that flirt [CC2]. Her fellow focus group member agreed that campus security can be a little flirtatious [CC2] at their community college. Interestingly, when a CC2 participant recounted an incident she witnessed in which she felt that security staff engaging in unnecessary harassment of another student, she also brought up the benefits of having female security officers on her campus:
Community College Completion Project: Final Report February 2014 62
One time I witnessed a campus police officer sit there, check out a girl across the way in the courtyard, and drive the golf cart all the way over to the girl just to find out if she had anything wrong going on with her. He asked her if she had her I.D. just to talk to her. They [campus security] try and find something wrong with you. Its not like they automatically see it. I can say that I am glad that we have female officers now. We only [have] two, but its better than having none. [CC2]
Although high involvement of campus security was considered to have both positive benefits and negative consequences that varied across community colleges, low involvement of campus security was consistently viewed negatively by participants. One participant said security officers are always in their office [CC3] rather than patrolling the campus, even as another participant in the same focus group observed that these police officers are way better than the security guys we had last semester [CC3]. When asked about the availability of campus security to escort women students across campusparticularly at nighta participant retorted, Its really more about if you can find them [CC5]. Another participant in the same focus group added that it is, indeed, difficult to locate campus security when you need them because they may not be in their car at all or [they may] be asleep in their car [CC5]. Not surprisingly, community colleges with campus security personnel whom participants viewed as more involved and professional received more positive comments from participants than did community colleges where campus security personnel were deemed unavailable and/or unprofessional.
THEME 9: RESTRICTIONS & REGULATIONS OF COMMUNITY COLLEGES
Just make it [remedial coursework] more valuable to us, give us credit for it. Like I said, if youre gonna take away from financial assistance then give me some credit for it. Make it worth my while. [CC5]
In the present study, a majority of participants reported that ORGANIZATIONAL FACTORS in the form of requirements and regulations impacted the quality of their higher education experience. Although some rules and regulations seemed to make sense to participants (e.g., remedial coursework), others seemed arbitrarily imposed by individual community colleges. The latter often were associated with increased financial burdens to students. Chief among these were regulations related to orientation, regulations regarding how the need for remedial coursework is determined, arbitrary campus rules (mandatory curfews for students), and requirements related to the purchase of textbooks and/or eBooksespecially for students who were financial aid recipients.
Community College Completion Project: Final Report February 2014 63
Orientation. Orientation was required at three of the community colleges and recommended at the remaining three colleges. A number of participants reported that orientation was not useful in helping them adjust to the college environment. This critique was particularly levied against community colleges that charged what participants consider to be high fees (up to $100) to watch pre-taped online orientation videos. One participant reported that her college charges you $100 for it [orientation]to go watch a YouTube video [CC1]. Another participant added, If you dont do it [watch the video], they still take it [the $100 fee] [CC1]. Participants required to enroll in orientation classes reported more positive attitudes towards classroom-based orientation than did others. However, a number of these participants noted that classroom- based orientation could also be improved. As one participant put it, I just feel like it [orientation] should be more activeget us hyped about the college experience, and then help us out with our classes [CC3]. Although it was noted that there were benefits to incoming students to seeing the campus before classes began, some participants wanted orientation to be more interactiveespecially by providing more opportunities to meet staff, faculty, and current students. Remedial Coursework. Campus-based policies for requiring students to take remedial coursework varied across the six community colleges. Offering no degree credit for remedial coursework is not a universal policy among community colleges in the U.S. (Shults, 2001). In the present study, campus policies regarding remedial coursework credits varied across the six community colleges. According to the information we were able to locate on each community colleges websites, only one community college (CC2) grants both course credit and degree credit for remedial coursework. The remaining five community colleges (CC1, CC3CC6) varied across whether they offered credit for remedial coursework, although none allowed remedial coursework to count toward a degree. According to most participants, the system for determining a students need for remedial coursework is primarily based on the students ACT scores. At some institutions, an additional placement test is combined with other measures (ACT scores, high school GPA) to determine a students need for remedial coursework. Participants who reported that their institutions placed them in remedial classes based only on their ACT scores (e.g., participants at CC3, CC4, and CC5) often expressed a desire that their community college implement placement testing. For example, participants at CC1 reported that placement testing at their college allowed students to use these test scores in lieu of ACT scores to indicate their need for remedial coursework. A CC1 participant noted that they made me take a [placement] test and I scored higher on the test and I got to skip three classes completely. I only had to take one English [class] [CC1]. And a CC3 participant discussed her views on the necessity of remedial coursework for some students, as well as her rationale for foregoing remedial classes herself:
Community College Completion Project: Final Report February 2014 64
Its [remedial coursework] good for some. It should be an option. You should take a placement test where they could put you in these classes if they see you need [remedial coursework]. But if you feel like youre advanced enough to go there [take a regular course]thats what I did. I knew that [remediation] was going to hinder [delay] me [in college], and I wouldve been here forever. I signed some papers telling them [registrar staff] I didnt want to take them [remedial courses]. [CC3] Most participants agreed with the CC3 participant quoted above that remedial classes were necessary and beneficial for some students. As one stated, I think they are a good thing for certain students. Like, if you know nothing about math, you need to take that. Really, I think it depends on the student [CC3]. A CC4 participant observed that Remedial math really did help me [CC4]. A CC2 participant contributed: I took a remedial English course. It was helpful because you cant just jump into a [English] Comp One class because there are things they [instructors] expect you to know automatically when you get there. There are things they are not going to teach you, and that remedial class is whats going to get you ready for that class. [CC2] However, many participants also believed that the decision to opt-out of remedial classes should be available to all community college students. Indeed, a number of participants questioned the value and fairness of being required to take remedial classes that are expensive yet offer no credit towards their college degree or certification goal. Other participants felt that remedial courses should be offered at discounted rates and/or should be allotted partial credit. As a participant expressed, Just make it [remedial courses] more valuable to us, give us credit for it. Like I said, if youre gonna take away from financial assistance, then give me some credit for it. Make it worth my while [CC5]. Concerns about the ability of the ACT to effectively access a persons need for remediation were also voiced: Not every person can do ten math problems in ten minutes. Some people have reading disorders and need a certain amount of time to read something. But you only have a small amount of time [on the ACT], so you just fill in the blank with whatever. Im not saying that the ACT is wrong, but sometimes standardized testing does affect individuals. It might not always be 100% correct. [CC4] Remedial classes were seen as an overall setback to completion of participants community college goals and/or to transferring to a four-year institution. In particular, participants expressed concerns of lost time spent in taking extra classes that were non-credit and the financial burden imposed by taking remedial coursework.
Community College Completion Project: Final Report February 2014 65
Online Remedial Coursework. Although many participants appreciated the flexibility that online courses offered (see Theme 6), several participants who reported that their community colleges offered only online remedial math courses were bothered by the fact that math instructors were not available for questions when they arose in real-time. A participant who was a math tutor at her college believed that more students would be successful in remedial math courses if they had in-person instruction rather than online instruction. She said, Just being in-personit just clicks. They [remedial students] get it after that. Theres a reason why some of these people are in Intermediate or Beginnings or Fundamentals. And they need helptheyre not gonna just learn from a video [CC omitted]. Campus Rules (Mandatory Curfews, Visitation Hours & Meal Plans). Participants reported that certain campus ruleswhich they perceived as arbitrarily imposed by some collegeslimited the quality of the community college experience, particularly for women students who lived on campus. Rules such as an 11:30 PM curfew, strict visitation hours, and mandatory meal plans for women students who lived in residence halls contributed to participants feelings of loss of autonomy. As a CC3 participant observed: I didnt know we were going to be locked in [at night] and that we couldnt have visitors. We can only sign in a certain number of visitors...We have three gates that are locked around our dorms. They treat us like kids. [CC3] Participants at three of the six community colleges reported that their colleges had mandatory meal plans whichaccording to some participantscost several hundred dollars per semester. Indeed, a participant noted that her required meal plan actually cost more than her dorm room. Participants at CC2 reported that their community college charged fines for talking loudly, using profanity, sitting in the cafeteria without eating, and violating the college dress code. These rules prompted one participant to say, I dont understand why they enforce all of these rules that involve money when were here trying to get an education, spending too much money already [CC2]. Several participants also criticized how a lack of safe and convenient parking can lead to ticketing at some colleges, though women students are often not designated parking near their residence halls. Another CC2 participant who lived on-campus recounted that women students receive tickets for parking in spaces that are not technically a parking spot [CC2] while the mens dorm had adequate parking. Textbooks & eBooks. The cost of textbooksincluding eBookswas one of the largest concerns of participants across all six community colleges. Participants reported that students who were dependent on financial aid to pay for textbooks were at a financial disadvantage when colleges required financial aid recipients to buy textbooks at the campus bookstore.
Community College Completion Project: Final Report February 2014 66
According to participants, purchasing textbooks from campus bookstores is typically more expensive than purchasing them online or at off-campus venues. One CC5 participant noted: With the financial aid I hadthey helped me with the books, but with that I could only buy them [textbooks] from the [CC5] bookstore. And its absolutely ridiculous because I could find them on eBay at a fourth of the price. [CC5] Additionally, participants commonly reported textbooks they were required to purchase were never actually used in class. One participant summed up her frustrations this way: I paid a lot of money for these books, and they never were opened. And that was frustrating because I could have used that money for something else [CC5]. Electronic booksor eBookswere also cited as a problem for students. The most restrictive policy for eBooks was imposed by CC3, where participants reported that students were automatically charged for eBooks upon registration for each class. CC3 participants stated that these eBook fees were non-refundable, and access to the eBooks expired when the semester ended. One participant voiced, We should have an option for if we want an eBook or not, just like we have the option to buy textbooks or not [CC3]. The cost of textbooks and eBooks as well as campus-based policies associated with purchasing them were major sources of financial frustration for participants. A CC1 participant reported that she spent $1,000, just this semester, on books [CC1]. In response, another CC1 participant in the focus group chimed in that her fellow focus group member had just hit on a sore point [CC1]. The second speaker continued: I think Ive spent $2,000 on books, and it is just ridiculous to spend that much [CC1]. A CC3 participant shared, I owe $600 because of eBooks. Just because of eBooks. My teachers have not once asked people to look in their book [CC3]. A CC4 participant voiced her concern regarding textbook expenses: I only got enough financial aid to pay for my tuition. I had to pay for my books and supplies on my own. I dont work, and my parents checks go towards bills and such, so we didnt really have much money to put on books. One of my books cost $300.00, and I have to have seven books. [CC4] In sum, participants felt that they had wasted their limited financial aid funds by being obligated to purchase expensive textbooks and eBooks: 1) through their community colleges bookstores that they could easily have secured at much lower cost online or at an off-campus bookstore; 2) when the textbooks and eBooks were extremely under-utilized by particular instructors; and/or 3) when eBooks expired at the end of the semester.
Community College Completion Project: Final Report February 2014 67
RESULTS: COMPARING TRADITIONAL VS NON-TRADITIONAL STUDENTS
DOMAIN 1: EFFECT OF TAKING TIME OFF FROM COLLEGE
Only 7.5% of traditional students had taken time off from community college as compared to 58.3% of non-traditional students. As Table 6 indicates, traditional students generally perceived that taking a leave of absence from community college would hurt women because they would be unlikely to return to college to complete their degrees. In an interesting contrast, non- traditional students who had taken time off reported that their leave of absence from college had been extremely beneficialas it often helped to prepare them mentally, financially, and physically for the rigors of college.
Table 6. Domain 1Effect of taking time off from college. Includes responses to the following questions: If you or any of your female friends have taken time off from college, can you share some of your experiences? What is the most important reason you or other women took time off from college? How did taking time off hurt you? What was good about taking time off? What were the lessons learned from your experiences? Traditional Students Non-Traditional Students CC6: Its just my opinion, but I think it hurt them. Moderator: It hurt them? How so? CC6: She left to take up a CNA [Certified Nursing Assistant] program. I felt like she couldve went ahead and got a degree. CC1: I graduated high school in May of 2011. I had my baby in the following June and tried to come back that August. At the same time my best friendshe had cancer, but didnt know if she was gonna die, and I dropped out of college my first semester. And I took2011 off. And I came back this past January, and Ive been able to gather my own thoughts and become my own person and get everything on a routine with me and my baby and my life.
CC3: I can understand if you have a child; its a reason that you cant go [to school]. For my best friend, there wasnt any reason she took off that semester. She got a job at [business omitted], and she started making money. My stepfather told me that once you start making money when youre off from college, youre going to miss that money when you go back. Thats probably why she didnt go back. CC4: I took off for a semester, but it helped me. Im becoming the person that I want to be, and its helping me be successfulIm really thankful for that. Once youre out, its hard to catch up. Im not looking back; Im moving forward.
Community College Completion Project: Final Report February 2014 68
CC6: I have a friend who left because of personal reasons. But you know, shes never coming back, so it hurt her. CC4: I had to drop out because of life situations. Now, Im able to come back and Im ready. I wasnt ready back then. I should have come on back, because now its a lot harder for me, and I need [to finish my degree]. I needed that college education way back. CC2: I graduated from high school a semester early and I wasnt quite prepared to go [to college] the spring semester of 2012. I didnt have anything, like my financial situation, ready to go, so thats why I didnt go right after I graduated. CC5: When I had my second child, I just could not manage my time between a newborn, a teenager, full-time classes and a full-time job, you know? So I had to stop for a whileI just couldnt do it. CC1: I had a friend that hada full ride to [four-year university omitted] andfor a semester got up there andher boyfriend was down here, and she decided she didnt want to be away from her boyfriend and stuffand thats fine. But now she just hasnt gone back. She has no intentions of going back. CC1: Wheres the boyfriend? Is he gone? CC1: No, hes still there but now, like, you know, she stays at home and cooks and cleans, and liketheres nothing wrong with that if thats what makes you happy then okbutI was kinda disappointed in her and the fact and she had her opportunity and just pretty much threw it away. CC1: I was going to college while I was working a full-time job nights, and I got a promotion at the job. So I dropped out of college so I could work during the day. And then I decided to come back [to community college] when I wanted another promotion at work that required a degree that I could have gotten and finished six years prior, but I didnt cause I [had]dropped out. So now Im back and [doing] so much better. I know what I wanna do, Im focused, Im grown [laughs], much better than when I first started out of high school. CC5: My best friend got in a car accident, so she cant walk, so she has to take off a semestershes terrified shes gonna get set in her ways and not go back. So shes scared about that.
CC1: A uniquely feminine problem, two of my friends had to sit out [of college] because of having babies. I dont know a single man whos had to sit out a semester or two because of children. And one of themshed hoped she could have her baby after the final exam, and she had it the day of or before. She missed [the exam], I think she was not even able to finish and it seemslike some kind of arrangement should be made for somebody. I mean, she might havetaken it in bed in the hospital.
DOMAIN 2: STRESSORS
All participants reported being stressed by coursework, finances, and/or balancing obligations, but those obligations differed by traditional and non-traditional participants. As Table 7 indicates, traditional students were more likely to be stressed by social, extracurricular, and academic factors, whereas non-traditional students were more likely to be stressed by balancing work, financial, academics, and family factors. It is not surprising that traditional students did not mention financial factors as major stressors, given that 92.5% of traditional students were eligible for financial assistance, as compared to 75.0% of non-traditional students.
Community College Completion Project: Final Report February 2014 69
That non-traditional students were considerably less likely to be eligible for financial aid is interesting in light of the fact that non-traditional studentswho were often more likely to have childrenwere also probably in need of extra financial assistance to offset childcare costs while they attended college. Indeed, non-traditional students reported that childcare issues were major stressors given that women were often working the second shift (taking primary responsibility for the majority of childcare and housework even though they also worked outside the home) (Hochschild, 2003) and had now taken on a third shift of being a successful college student. One non-traditional student who is both a wife, mother, and student reported that taking care of my two children and my husband is her greatest stressor. As she put it:
Im sitting there studying and they come in asking, Mom, what are you doing?, and say things like, All you ever do is study. Well, Mama is in school too. Even though Im a student too, I still have to wash clothes, do dishes, and cook dinner for three other people, and that can be a hindrance to my school work. [CC4]
Table 7. Domain 2Stressors. Includes responses to the following questions: Think about your activities inside/outside of college over this semester as well as your last semester at this college. What hindered you from doing your best in class? What are the biggest causes of stress for you personally as it relates to your course work? Traditional Students Non-Traditional Students CC6: I believe any student thats working with sports and activities plus being a full-time student, thats stressful. CC1: I live on my ownIm working three jobs and in school full-time so its been [stressful] because my attention is in four or five other places at the same timeI constantly have a million things running through my mind. CC3: All the professors seem to think theyre the only class here at this college. Theyre like, I know you have 50 other classes, but you should keep mine as priority. CC4: Having to work, trying to provide, make sure that I have money to get to school and provide books because I only get so much financial aid so youre wondering if you need to focus on your school workor work so you can go to school. Its a struggle. CC5: Having a job plus having an athletic [scholarship], I have to do thisI have to dance to keep my scholarship or I wont go to school here. Plus I have to have my job to pay for my car and my insurance and food and gas and all that. So they expect me to do all my work, which is fine thats the responsibility I took on.
CC4: Its stressful. Youre trying to prepare [for school], pay rent, pay for school, and provide for a child, so its kind of hard. When you dont have the money to pay for the transportation, its hardlike she saidits hard. Its hard to pay people to take me to and from school, but I thank God every day that I get back and forth from school. Some people say that they cant help me, but I know theyll be blessed by helping. Im not going to worry about it because I know its going to get better. Its hard sometimes, but its ok. I know I can make it. I have confidence.
Community College Completion Project: Final Report February 2014 70
CC6: My biggest stress is studying for exams and papers all at once, cramming it all in in a short period of time when its due for different classes.
CC4: Taking care of my two children and my husband Im sitting there studying and they come in asking, Mom, what are you doing?, and say things like, All you ever do is study. Well, Mama is in school too. Even though Im a student too, I still have to wash clothes, do dishes, and cook dinner for three other people, and that can be a hindrance to my school work. CC3: I owe six hundred dollars because of eBooksjust because of eBooks. I dont even need eBooks. My teachers have not once asked people to look in their book. Andthe thing about eBooks is that once you get it, and if you drop the class, theyre going to keep that one hundred dollars. CC1: My kidnot being able to get him on the bus, having to leave. My child absolutely comes first. Id go through hell and high water for my son, but I still need to be here [at college]. And thats probably been the hardest part. CC4: School work is [my biggest stressor] because all of my classes are back-to-back. Its really hard for me because I dont have Internet at home. A lot of it is Internet-based so I try to do all of the work at school and its really stressful. A lot of my classes are back-to-back so I dont really have much time. CC1: Having a child in school, you feel like you need to be involved in their school too, but yet you have your own school you have to be involved in. So your child may think youre kind of neglecting them and their fun stuff because you cant always be there. CC2: Ive had to stay past midnight at work sometimes, and when I get off or work, Im tired. I dont want to do my homework because I work forty minutes away, even though its due the next day. CC5: Currently, me and my husband have one car, which is mine. My day consists of I wake up at four- thirty [AM], I take him to [location omitted], I come home, I get ready for school. I go to school, I get out of school at eleven [AM] on Monday, Wednesday, Friday, go into work at noon, work from noon til eleven at night. Go home, cook dinner, still gotta take care of the house, do laundrythis, that, and the other. Go to bed at twelve oclockone oclock in the morning. Turn around [at] four-thirty in the morning the next day for five days straight. Then I work eight-hour shifts on Saturday and SundayI just die. But my teachers dont care. Theyre like, Well, that sounds like you have plenty of time. CC6: Sometimes some friends, sometimes boys, mostly not having that support that you need, trying to figure outwhat you want to be, knowing if you [are] in the right kind of classes or the wrong kind of classes, and sometimes it just makes you want to give up.
CC5: I think just overall, for women in general, its harder because we are expected to do more at home. You have your work responsibilities; you have your school responsibilities; and then you have your home responsibilities. And theres not a lot of time to get it all done. So just the fact that you are a woman in school is stressful. Finances, child care: Its all compounded on us. And I dont mean to sound like Im male-bashing or anything like that, but really they have it made. They come home, they eat, they go to bed. Thats not how it is for us. We have all these responsibilities at home and other places, so its just double hard on us. CC2: I feel like some teachers think their class is more important than others. They try to make it seem like their class should be the number one CC4: I have to say that last week I was in the emergency room with a headache and chest pains that I could not get rid of for an entire week. I would come to school because I did not want to get cut
Community College Completion Project: Final Report February 2014 71
priority on your schedule.
out of classes Dont let stress overcome you because it will kill you, I promise. It was shutting my body down. I was working two jobs, going to school, and planning a wedding. I thought everything was fine and that it wasnt bothering me. It will catch up with you sooner or laterTrying to provide is a big stressor. CC2: Laziness. Being tired. CC4: Some of the biggest stressors is money and trying to get it. Ive lost weight from stress. Its a lot of people that are criticizing and judging you when youre trying to do everything. Once you have a spouse, family, or just someone to help you, itll be ok. The doctor told me that if I didnt quit letting stress overtake me, I would be taken out of here before the age of 30. Thats why I cant worry about what people say. Life has knocked me down, but I always get back up on my feet.
DOMAIN 3: PERCEIVED BARRIERS TO COLLEGE COMPLETION
Table 8 details statistics for each of Mississippis fifteen community colleges. This data can be found at Chronicle of Higher Education (2014) for each individual college listed in the table. We have included this information as it provides an instructive overview of graduation rates, expenditures per student, and other important information for all public two-year institutions in Mississippi. It is also noteworthy that nationally and in Mississippi, a higher percentage of women completed community college than men in 2010 (CHE, 2014). Nationally, 20.8% of women students enrolled in community college graduated in 2010 compared to 19.9% of men (CHE, 2014). In Mississippi, 26.2% of women enrolled in community college graduated compared to 24.0% of men (CHE, 2014). For students in public two-year institutions, 150% time (i.e., three years) also includes the time period from the date of initial enrollment to date of graduation with an associates degree (CHE, 2014). These rates were set by the U.S. Senate and House of Representatives in 2008 as the standards for each type of higher education institution through the Higher Education Opportunity Act2008 (U.S. Dept of Education, 2014a).
Table 9 presents a comparison of quotes from traditional students and non-traditional students regarding the perceived barriers to college completion. Traditional students were more likely to report that the locus of control primarily responsible for women students general success in college (e.g., maintaining good grades) was internal, and that matriculating on schedule was due to intrinsic INDIVIDUAL FACTORS. In other words, traditional participants suggested that it was individuals themselves who were to blame when women students failed to matriculate on
Community College Completion Project: Final Report February 2014 72
schedule or otherwise meet their community college completion goals. As one traditional student put it, I feel like its an inner thingpeople dont continue because its not in them to continue [CC6].
In contrast, non-traditional students reported that INTERPERSONAL FACTORS (e.g., family responsibilities), ORGANIZATIONAL FACTORS (e.g., lack of affordable on-campus childcare), and POLICY FACTORS (e.g., financial aid policies) were important influences on women students general success in college and their ability to matriculate on schedule or otherwise meet their community college completion goals. These results are interesting in light of the fact thatat the national levelthe graduation rate of community college students in 150% in 2010 was 20.4%, as compared to 25.2% in Mississippi (CHE, 2014). The disparity in the national and state-level matriculation rates indicates that Mississippi is doing comparatively well in terms of matriculation among community college students.
Lower Rate Higher Rate
Table 8. Mississippi Public Colleges (2-year) Graduation Rates
Community College Grad. rate in 150% time (%) Completions per 100 students (%) Spending per completion Student aid per recipient Students with Pell Grants (%) Pearl River Community College 41.7 29.5 $42,212 $5,092 54.5 Meridian Community College 33.4 23.6 $35,306 $4,696 54.4 Copiah-Lincoln Community College 31.5 23.9 $45,178 $4,456 60.4 East Central Community College 31.0 19.5 $35,441 $1,341 55.0 Southwest Mississippi Community College 26.9 21 $30,829 $5,038 63.2 Mississippi Gulf Coast Community College Perkinston Campus 25.5 20.4 $38,968 $4,662 38.8 Jones County Junior College 24.7 19.6 $36,631 $5,083 49.6 Coahoma Community College 24.2 21.1 $70,199 $5,355 98.0 Itawamba Community College 23.8 20.6 $58,271 $4,386 66.7 Holmes Community College 22.8 13 $39,212 $3,791 56.6 Mississippi Delta Community College 21.6 18.3 $42,048 $4,530 84.4 Northeast Mississippi Community College 21.2 16.2 $52,013 $4,716 57.0 East Mississippi Community College 20.8 12.2 $55,592 $7,807 68.6 Hinds Community College 19.4 15.7 $49,585 $4,092 88.1 Northwest Mississippi Community College 15.6 13.5 $51,626 $3,975 57.6 Source: Chronicle of Higher Education (2014). Mississippi public colleges (2-year): Graduation Rates. Retrieved January 21, 2014 from: http://collegecompletion.chronicle.com/state/#state=ms§or=public_two.
Community College Completion Project: Final Report February 2014 73
Table 9. Domain 3Perceived barriers to college completion. Includes responses to the following questions: Across the country, community colleges serve nearly half of the nations college students, but less than half of these students graduate or transfer to a four year college within six years. Why do you suppose that is? Are there any barriers that are specific to women students? Traditional Students Non-Traditional Students CC6: I think they [people] get comfortable. They get a [high school] degree, and then they start working. They get a job and they get accustomed to making money. So, you know, they dont wanna necessarily go back and struggle again and work with going to school [college] when they trying to pay bills.
CC5: Life happensPersonally, I have a medical conditionI break [my] bones very easily, and Ive broken eighty [bones] in the twenty years that Ive been alive. Im not supposed to lift more than ten pounds. [I]f something bad enough happened, I would have to leave school. Ive heard of several people that had to leavemy father includedleft college to take care of his grandmother and never was able to go back. CC3: Half of the people that come out of high school who come up here are here to party and for their grant check. Thats it. Theyll go tosay youll come to [CC3]. Youll drop out after [receiving] your grant check. Then theyll go to [another community college] and drop out after they get a grant check. Thats probably the only reason people come. It just gives them something to do.
CC4: Jobs and moneyI think thats the main issue because people think women are supposed to be at home taking care of the family and come second. The husband just provides and works. Ive seen it where the husband goes back to school while the woman works full-time in hopes they can get a better job. Some of it is what you choose. For instance, some people may choose a job thats in demand. Some choose something thats not in demand. Im not saying thats a bad thing Nowadays, the college degree is what the high school education was forty or fifty years ago. My instructor was telling us that when she was growing up if you had a college degree, you had a job. Now, it doesnt matter what your degree is. It matters how long youve had the degree, how long youve worked at that specific degree, and how long youve worked with that degree. If youre a nurse, they want to know how long youve had that nursing degree, how long youve worked as a nurse, and what is your nursing experience. They take all of those factors into consideration. CC2: It could be that community college is like a test to see if college is for you. There are some people here that just want to collect their financial aid, and school doesnt matter to them. As soon as they get their money, they dont care. CC1: Where were [her family is] located. If I wanted to go to a four-year college, I cant pick up everything I have and need and move to Hattiesburg or Starkville. I cant afford that drive every week. Id rather pick up and leave to go find a career than to pick up and leave and be in debt more than what I am.
Community College Completion Project: Final Report February 2014 74
CC6: Lack of motivationsome women get tired. And then so much stuff goes on in life every day that some people just give up.
CC1: A teacher asked me not too long ago what was I gonna do after I graduated. And, I mean, first thing that came to my head came out of my mouth. I graduate with an associates [degree], you know, and if I can go to work with an associates, Im going with an associates. Now if it come down to it that they start hiring people with a higher education than me and I lose my jobthen maybe I will go to school and [further] my education. But if its not required, I dont feel theres a need for me [to get a bachelors degree] from the situation that Im in. And I told her [that] once my kids get older, I might think about going back to school or I may even go back to school. CC6: I feel like its an inner thingpeople dont continue because its not in them to continue. Or its just them, not so much of another persons problemthey cant take it, so they dont do it.
CC1: Im gonna get my associates degreeI graduate in May [of 2015]. Somebody had told me that the first five or six years of your kids life is the most important. Thats when they soak up all their information and all their bonds with your close family. So when I graduate, I think shell be three- and-a-halfalmost 4 [years old]. So when she starts being a little independent, then Im gonna go back [to college] so I dont have to be there [with her] all the time.
DOMAIN 4: IMPACT OF FAMILY/FRIENDS ON COLLEGE GOALS
Table 10 presents a comparison of quotes from traditional students and non-traditional students regarding the perceived impact of family/friends on college goals. Traditional students were more likely to report that they were distracted from their college goals by the social expectations of their college friends. For example, seven participants indicated that a number of their classmates had enrolled in community college primarily to party rather than to learn. However, traditional students were unlikely to report being responsible for dependent children or aging/ill parents. Not surprisingly, non-traditional students were more likely to report that they were distracted from their college goals by the physical and emotional demands of caring for spouses and dependents (such as children and aging/ill parents), and by the demands of being responsible for their own finances.
Community College Completion Project: Final Report February 2014 75
Table 10. Domain 4Impact of family/friends on college goals. Includes responses to the following questions: For those of you who have children or other family members that you take care of, what are the challenges of being a student AND having children or others who are dependent on you? How have your family and friends hindered you in reaching your community college goals? Traditional Students Non-Traditional Students CC2: [My mother] did not think that college was worth it. She didnt go to college herself and thought that it was a waste of time. Ive always pictured myself going to college and being an English major because Ive been writing poetry ever since I was nine years old. Even though she kind of shot down the idea of going to college, I still had other people, mostly friends, to support me in my endeavors. CC1: If you have a spouse, fianc, its thats just like having two kids. Because he wants the same attention and time as the babyyou cant leave him out. Most of them say the mom plays a bigger role. Youre gonna have to do more than the man anyway [If partners] they feel like youre not giving them enough timethey make you feel bad about itThen, if youre [feeling] low-down and stressed out, that really will bother you. So thats gonna also affect your grades. CC1: Im going to school, and any time Im not here Im at work. This coming up Thanksgiving week, Im working every single day except for Thanksgiving Day. Im working every chance I get. And my friends haveI dont know if its so much discouragedbut they kind of give me crap about it. Because theyre like, We never see you. You never come around. Like, whats the deal? they think Im too good for them and Im like, Its not my fault, I just dont have time. [By] the time I get home I just wanna get a shower and go to sleep CC5: Its just more responsibility, and I know everybody has responsibilities, young and old both. But if youre married, have kids, not married, have kids, its just more responsibility thats placed on you [as a woman], and you are expected to perform. You know, get the food cooked, get the laundry done, get the house cleaned, take care of the kids, you know, go to the reading fair. Go to the ball game, get your homework done, do this, you knowyoure expected to do more. Its hard. CC3: Me and my mom are very close. I know Ill sit in her room for hours on end just talking to her watching TV. Ill look down at the clock and go, Oh, I should have been studying three hours ago. CC1: Not only the hygiene part of making sure your kids are bathed and smell good but doing all the stuff and trying to keep up with what theyre doing to still seem [emotionally] involved. CC3: My dad is a distraction. A huge distraction. Whenever I want to Im not going to say I want tobut whenever Im supposed to be studying, he has me doing something else, or hes talking to me.
CC5: Ive been gone [at college] what seems like all day, and theres my kids and my husband looking at me like, Spend time with me. [But] I dont have time for you today, and after a few days the guilt starts on you, and thats the problem I havethe guilty feeling. They [husband/kids] ask me something I say whateverI dont have time. CC1: Im a first generation college student, and I think Im the youngest in my entire family Just as an example of how my family makes me feel in being in college, all of my cousins that I grew up withtheyre all married, engaged, and have children. CC1: Homework and lunch, dinner. PTA meetings. Karate. And brush your teeth. Im lucky if my son gets in the tub every night. Did you change your underwear, did you brush your teeth? Its exhausting. It really is. Especially by yourself, because my ex-husband is gone. Hes been gone for years and thats just the way things are. CC3: I think its my brother. I love my little brother. He has his homework and I have my homework. [If] Im not done in thirty minutes, he is like, Lets play a game now. CC4: My stepmother, who is like a mother to me, has a lot of health problems. Trying to take care of her, to make sure she has all of her doctors appointments set up, and trying to keep the house clean, trying to make sure everything gets done
Community College Completion Project: Final Report February 2014 76
She has to go to the emergency room [often], [but] a lot of times I'm in class, and we have to find somebody else to take her. CC3: When I was [initially] wanting to be a nurse thats what she [mother] always wanted to dobut she joined the military to support my grandma. When I would tell her that I wanted to be a nurse, I could see that she was happy, but at the same time it was a her dream type of thing. CC1: Half of the time my kids are with me, you know. My teacher [lets them stay in class], as long as theyre not disturbing. But one day my baby got his lip busted at school, and I had to leave [class]. And [my teacher], she dont have kids, butshe had mercy. CC2: Some of my stress comes from family. Sometimes, its too much. Your family expects you to do well because you did really well in high school. I think sometimes I push myself too much, and Ill probably end up failing because of it.
CC1: Mine would be the sleep deprivation. A lot of people talk about like when you have a kid, you dont get sleep. But with my schedule, Ive learned tocome to school [during the day], and I have my afternoons with [my daughter]. And then I make sure she goes to bed at eight-thirtynine-thirty [PM], and then I stay up however long to study. And then I wake up at five oclock the next day and do it all over again. CC3: My mama recently had surgery, so that was around the time of fall break I had to study, but my mama didnt want to hear it. Well, she wanted me to study, but I had to do this and that for her. It was stressful because every time I got comfortable and tried to study she started calling my name. CC1: My babys daddy helps, but he [also] works. I mean, he dont understand the fact that just giving me money, thats not helping. Sometimes I would like for him to change a Pampers or give [the kids] a bath. During the day, Im at school from 7 [AM] to 2:30 [PM]. From 3 to 10:30 [PM], Im at work. When I come home, I gotta bathe, comb hair, [do] homework. CC6: At first I had some friends that, when they see Im doing good in school, they try to discourage me, and I pull myself away from people like that.
CC1: My parents didnt want to see me getting [financial] help from the government. But at the same time its only gonna be two years. Two years of my life I need help, and then I can work and I can help somebody else go through what Im going through.
DOMAIN 5: EXTRACURRICULAR INVOLVEMENT
As Table 11 indicates, traditional students were more likely to be involved in extracurricular activities as compared to non-traditional students, who often reported that I just dont have time for that. Traditional students involved in extracurricular activities reported that their involvement in these activities was a double-edged sword in that it helped them socially at the same time that it hurts them academically. Table 12 presents a comparison of quotes from traditional students and non-traditional students regarding extracurricular involvement.
Community College Completion Project: Final Report February 2014 77
Table 11. Comparison of Percentage of Hours Per Week Spent on Extracurricular Activities Among Traditional and Non-Traditional Students (N=65)
Student Type 0 hrs/wk % (n) 1-10 hrs/wk % (n) 11-20 hrs/wk % (n) 21-30 hrs/wk % (n) Traditional Students (n=53) 37.7 (20) 45.3 (24) 13.2 (7) 3.8 (2) Non-Traditional Students (n=12) 63.6 (7) 27.3 (3) 0 (0) 0 (0)
Table 12. Domain 5Extracurricular involvement. Includes responses to the following questions: In the experiences of you and your female friends, how does involvement in extracurricular activities help you succeed? How does involvement in these activities hinder you? Traditional Students Non-Traditional Students CC3: It [extracurricular involvement] helps you. I am a girl that tried out for every sport in my high school because I love interacting with people like that. I also like to get in as [many extracurricular activities] as I can here. Thats a good thing that builds up your rsumseeing that youre involved. You might be the wallflower, but you can say that you were involved with this program. So, I think it gets your name out there and helps you. It helps people who are shy come out and be social. CC5: Well, the extracurricular stuffI cant be a part of that. I dont have time, I mean. I cant imaginethose that are in it [she directs words to group]I dont know how you do it. Ive got this and this and this and this, so theres just not enough time to participate in extracurriculars, period.
CC2: If youre in any extracurricular activitiesIm a dancer here. Around the month of October here, its midterms and marching contest season. We get so overwhelmed with all of the stuff we have to do. All of us are full-time students, so we have to go back and take tests, write papers, and do projects. I can honestly say that [dancing] has held me back from doing my best, and Im overwhelmed with everything I have to do. CC1: Id love to do extracurriculars, but theres too much at stake. I have too many responsibilities, and if I get distracted or diverted [I] cannot go [to community college] any longer than I am. It costs too much. Too much is at stake. I wish I could, it would be fun, but CC6: It helps you succeed because like it keeps you out of a lot of trouble CC1: Who has the time? CC3: Going back to the [topic of what is] stressfulI think extracurricular activities are helpful, but when you have to get so many points in the semester for your grade, it plays into your grade point average. But, you have classes that are more important. Its difficult to juggle making time for everything. CC1: I dont do any extracurricular activities... I played basketball in high school, and since Ive been here I wanted to try [to play] some things [sports], but they travel too far. And you know, [its too far] for my family and my kids [and] my mom to be with me. CC5: It physically and mentally drains you. Like I said you can you can be gone all weekend for a tournament then you get home or back to the dorms on Sunday night at two or three in the morning youve got class at eight oclock on Monday. CC1: My sons got too many [extracurricular activities] as it is. I dont have time to do anything else.
Community College Completion Project: Final Report February 2014 78
DISCUSSION & RECOMMENDATIONS
DISCUSSION OF STUDY STRENGTHS & LIMITATIONS
This study has several strengths and potential limitations. In terms of limitations, it was conducted among a convenience sample composed of women students. Although nonrandom sampling is regularly used to conduct qualitative research in the social and behavioral sciences, care should be taken when generalizing the present results to other women students attending community colleges in Mississippi and the U.S. In addition, individual responses are not independent of one another and group dynamics can vary considerably during focus group discussions (Chronic Poverty Research Centre, 2014: 59). Therefore, it may have been possible in the present study that some participants in the present study felt peer pressure to agree with one another on a certain topic or to abstain from commentary. In terms of strengths, focus group responses have high face validity due to the clarity of the context and detail of the discussion (ibid). In the present study, the depth of discussions was enhanced due to high participation rates among participants (whom averaged 11 persons per focus group discussion) and the length of the sessions (which averaged more than 1.5 hours per discussion). Based on the results of the Community College Completion Project, we developed the following twelve recommendations for consideration:
RECOMMENDATION 1: ENSURE STUDENTS ARE PREPARED FOR ACADEMIC RIGORS OF COMMUNITY COLLEGE
Many participants felt that their high schools did not challenge them academically, which became an issue once they reached community college. In order to better prepare students for the academic rigors of community college, high school curricula should increase the emphasis on critical thinking and analytical skills rather than rote learning. With the implementation of the Common Core State Standards, Mississippis K-12 curricula will have a concentration on teaching students to analyze, conceptualize, and solve problems. State-level advocates in
Community College Completion Project: Final Report February 2014 79
Mississippi assert that implementing Common Core standards in the K-12 community is an unprecedented opportunity to help all Mississippi students by equalizing student academic outcomes, improving critical thinking skills and test-taking proficiency, and increasing college preparedness among all Mississippi students (Parents Campaign, 2014). Mississippi is one of 45 states and the District of Columbia who have adopted Common Core. In spring 2015, Mississippi will measure its students against these standards for the first time.
SUPPORTING QUOTES: I feel like my teachers werent really challenging us in some of my classes in high school--you just memorized things. In college, you have to study and apply thingsits not just memorizing them. You have to really know what youre talking about and apply it. High school is just a whole bunch of memory tests. [CC2] I feel like high school kind of focuses on getting you out of high school, but they dont focus on what youre going to do afterwards. Cause we have AP classes at my high school but it still does nothing compared to college. [CC1] I know some [high] schools offer actual college prep classes, but that wasnt a privilege my high school had. Just like they require you to take an English or math class, a college prep class for seniors would be very useful. [A] lot of people who go into college dont know a lot of stuffbut only learn it when they get their foot in the door. [CC2] When we were talking about what our high school could have done differently for mehigh school didnt really prepare you for college. [CC5]
RECOMMENDATION 2: ACTIVELY ENGAGE HIGH SCHOOL STUDENTS IN COLLEGE APPLICATION PROCESS PRIOR TO SENIOR YEAR
Participants who reported that they had assistance from high school faculty and staff in exploring the possibilities of attending collegeincluding financial aid opportunitiesfelt better prepared to navigate the often overwhelming process of applying to community college and securing financial aid. In addition to traditional college fairs, high school counselors and other staff (ROTC, Vo-Tech Instructors, and faculty) could find creative ways to encourage and inform students of college options. Such activities (e.g., resume writing, application preparation, FAFSA completion, college website exploration, etc.) could begin prior to the senior year of high school and could be incorporated into core curriculum courses.
Community College Completion Project: Final Report February 2014 80
For example, English teachers could reinforce writing and research skills by teaching students to develop resumes and explore college websites. Math and economics teachers could incorporate FAFSA-based financial planning into their lessons. Using this cross-curriculum approach could facilitate college readiness for students who enter college directly from high school and those who postpone college enrollment. This approach could expand the horizons of students who think college is academically and/or financially out of their reach.
Several Mississippi school districtsincluding Rankin County and Madison Countyoffer half- credit ACT prep classes in an effort to enable students to attend college (Ingram, 2014). According to Madison County Superintendent Ronnie McGehee, We want to motivate them, educate them and graduate them, and the ACT provides these options (Ingram, 2014). Rankin County, Madison County and the Gulfport School Districts test all eleventh-graders on the ACT at no cost to the student. Other school districtsincluding Starkville and Pearloffer the PLAN (an ACT pre-test) to all tenth-graders.
SUPPORTING QUOTES: Theyre [high school staff] just worried about getting you out of high school with good grades to make themselves look goodnot really focusing on how youre gonna do in life after high school. Like, Im a first-generation college student and my mom didnt know anything about that [college]. So I had no guidance, and when I would ask my counselors for help they would say, Thats your responsibility. Theyre not really focused on scholarships or grants or anything after high school. Theyre only focused on then, there and now. It [college] was a rude awakening. [CC1]
She [Vo-Tech instructor] always took aside students to make sure they applied for financial aid in college. She started teaching us how [to apply in] our 11 th grade year, so by our 12 th
grade year, we knew how. [CC3] I really think that the ones [students] with the higher GPAsthey [high school counselors] pretty much focus on them because they feel like theyre really going to succeed and theyre going to excel. But with us with the low GPAs, [counselors say] Hey, dont worry about them. But, Im going to tell you, its souls that have that lower GPAstheyre missing out on us women thatwant the opportunity [college offers.] Counselors never met with us and asked us anything. I just remember coming [here] to sign up for college, and I had no idea about anythingnobody [in high school] told me anything. [CC1] They couldve been more open to the ones that didnt have the 4.0 GPA or a 3.8 GPA [about opportunities to go to college]. They couldve been more open and had more programs
Community College Completion Project: Final Report February 2014 81
available and showed you the direction. Because some peoplethey do better in college than they do in high school. [CC4] RECOMMENDATION 3: INCREASE EFFORTS TO MOVE REMEDIAL STUDENTS INTO COLLEGE-LEVEL COURSES
Since no college credit is given to students enrolled in remedial courses, many participants believed the system should be revamped to allow them to maintain the developmental assistance they need and receive college credit at the same time. Mississippis 15 community colleges have recently adopted a plan that addresses these requests (Amy, 2014). In November 2013, the community colleges approved a plan to eliminate six remedial courses and realign eight others. Beginning in fall 2014, many community college students who would have been slated for remedial courses will now have the opportunity to take for-credit English Composition I and College Algebra with the assistance of supporting tutoring labs.
SUPPORTING QUOTES: Just make [remedial courses] more valuable to us, give us credit for it. Like I said, if youre gonna take it away from financial assistance then give me some credit for it. Make it worth my while. [CC5] it would be helpful if these classes were free since you dont get any credit for it. [CC1] Although [name omitted] had to take that [remedial course] twice, shes gotten no credit for it, but [it] counted against her financial aid. [CC5] Its the same amount of work [as a regular course], but you have nothing to show for it. [CC1] RECOMMENDATION 4: IMPROVE THE COMMUNITY COLLEGE ORIENTATION PROCESS
Participants reported that the orientation process could be improved so that women students feel better prepared for the academic and social environment of community college. Participants indicated benefitting more from in-person versus online orientation programs and reported that they needed assistance transitioning into college. One way to accomplish this would be to implement a volunteer peer-mentoring program in which incoming women students would be assigned second-year female peer mentors to assist them with transitioning into college life. Mentors could augment the services of academic advisors by offering peer-to-
Community College Completion Project: Final Report February 2014 82
peer guidance on social and academic challenges facing women students in the first year of community collegesuch as developing study skills, balancing school with competing obligations, and navigating the campus. A volunteer peer-mentoring program would not only benefit mentees, but could serve to build a mentors resume and help her gain valuable leadership experience.
SUPPORTING QUOTES: I felt like orientation should be interactive Get us hyped about the college experience, and then help us out with our classes. OrientationI dont think its as important as having a one on one [conversation], or getting to meet some college students to see how they like it. [CC3] You have to take orientation [at CC4]its a required freshman class. It was wonderful and a good easy class. Growing up not 20 minutes away, I knew all about [CC4], but it [orientation] helped me open my eyes to what else there was. Thats how I found the program that Im in now. [CC4] Its going to sound silly[but I think we should have] not like a seminar, but telling women they can do it [go to college] even if they have a child at homeits not impossible for them. [CC3] Basically, [I would like] to know youre not the only one in that situation. [That] its going to be ok because youre not the only one. [CC4]
RECOMMENDATION 5: REMOVE RESTRICTIONS ON HOW STUDENTS PURCHASE TEXTBOOKSINCLUDING eBOOKS
Participants believed that students should be allowed to purchase textbooks in the most economically feasible manner, rather than be required by a particular community college to purchase books in accordance with that institutions policy. Options should include buying new or used textbooks, purchasing online or from the campus bookstore, using hardcopies or eBooks, and renting or purchasing.
SUPPORTING QUOTES: I owe six hundred dollars because of eBooksjust because of eBooks. I dont even need eBooks. My teachers have not once asked people to look in their book. Andthe thing about
Community College Completion Project: Final Report February 2014 83
eBooks is that once you get it, and if you drop the class, theyre going to keep that one hundred dollars. [CC3] Thats more money on our part because we have to buy devices for eBooks that we are automatically charged for whether we want it or not. [CC3] The books are completely ridiculous. With the financial aid I hadit helped me with the books but with that I could only buy them from the [CC5] bookstore. And its absolutely ridiculous because I could find them on eBay at a fourth of the price. [CC5] I think that would be efficient to have [some] where you can rent your book, like I know [university omitted] does it: You put down a deposit and you get most of it back. If you do have a class that doesnt use it [the book] youre not losing anything because you just put down one deposit on these books. [CC1]
RECOMMENDATION 6: OFFER INFORMATION SESSIONS PERIODICALLY RATHER THAN ONE-TIME OPPORTUNITIES
Community colleges could periodically offer informational sessions on scholarship opportunities and financial aid availability to women studentswith a special emphasis on training students on how to maximize online searches. Community colleges could also offer more scholarship opportunities for non-traditional women students.
SUPPORTING QUOTES: The nursing program is full of non-traditional students. They say that a lot of universities have a lot of scholarships for transfers. I think [CC3] should have a lot of scholarships for single parents and non-traditional students. [CC3] I knew college was gonna be expensive and I was told my whole life: Do good in high school and youll get scholarships to help pay for college. But I never knew just how expensive it was. Because not only do you have your tuition and room and board and meal ticket and this and that. You have books and then supplies, and everything else. Theres so much more than just what it says in the pamphlet for tuition. And its justI was nowhere near expecting it [college] to be as expensive as it is. [CC1] I remember last semester they had a financial aid meeting, but this semester they didnt have it. So for people that are taking out [student] loans that really dont understand the meaning behind itlike the percentage youre gonna have to pay back. I feel like
Community College Completion Project: Final Report February 2014 84
they should have meetings about [financial aid], because some people just dont understand it. [CC2]
RECOMMENDATION 7: EMPLOY HIGHLY TRAINED NON-STUDENT STAFF AS FINANCIAL AID ADVISORS AND COUNSELORS
Participants believed that students should not be permitted to work in their community colleges financial aid office or counseling center, given the sensitive nature of both these areas. They felt that only highly trained and qualified staff should have knowledge of students private financial records and/or health information. In addition to being highly knowledgeable, participants requested that financial aid staff be respectful to students and be able to alert students when they may be in danger of losing their financial aid.
SUPPORTING QUOTES: Financial aid is horrible, horrible, horrible. You go into apply theyre so busy; there are so many people they dont have time to explain. [Staff tells you], Oh theyll email you, theyll email you. You get the email three weeks later. [Then staff say], Oh your deadline passed. Its horrible. [CC1] [Financial aid staff] are not qualified. I dont know what her degree was in. She just transferred into Student Loans. Im sure she got training, but it just wasnt her area of expertise. They [financial aid staff] are very rude and they talk downthey think that you should already know the answer to the question. [CC3] I got a scholarship for my ACT, and I had no clue. I had to go to the office less than a month before classes startedbecause nobody sent me a letter or anything. If I had not spoken to that one particular lady, I wouldnt have even gotten the scholarship for my ACT. [CC4]
I dont think that they should put people [students] in work study in the counseling center. [CC5]
[A student worker] is not motivated, doesnt care if Im spending five grand to be here, doesnt care about my money or my education. I just dont want to deal with that. [CC5] I dont want to talk to a student [worker]. I want to talk to someone here to do what they are supposed to be paid for. [CC3]
Community College Completion Project: Final Report February 2014 85
RECOMMENDATION 8: IMPLEMENT CAMPUS-WIDE SUPPORT FORUMS FOR WOMEN STUDENTS
In order to give women students a voice in their community college, participants felt that Offices of Student Affairs could facilitate annual forums in which women students could anonymously share their experiences, issues, and advice with one another. Following the women-only student forums, designated delegates could present recorded responses and conclusions to administrators for consideration.
SUPPORTING QUOTES: [CC4 should] have a womens support group Its really helpful to get other peoples opinions. A womens support group, [because] not all men and women have the same problems. It can be after hoursjust something where you can talk and not have to worry about someone going back and telling what you said. Just have an open thing where women can come and talk[and learn] youre not the only one. [CC4] [Administrators should] come in and listen to us like youre doing. Come in and listen to the group because each one of us is bringing a different angle out. They need to hear that. [CC4] I think [CC4] ought to have this [focus group] every yearevery semester, actually. This is very helpful. [CC4]
RECOMMENDATION 9: FACILITATE BETTER HEALTHCARE ACCESS FOR WOMEN STUDENTS
Although we acknowledge that community colleges have limited healthcare budgets, we suggest forming a bridge between campus and community health to allow women students better access to healthcare services. For example, Copiah Lincoln Community College partners with Kings Daughters Medical Center and with Region 8 Mental Health Services to provide students with proximate healthcare.
SUPPORTING QUOTES: We need an infirmary or something for when people get sick. [CC6]
Community College Completion Project: Final Report February 2014 86
I dont think we have a nurse at all. You have to go all the way to [city omitted]. They told us [during orientation] that if you do get sick, you have to go to the hospital, [and] youre going to get billed if its a real emergency and the ambulance has to come. [CC2] Im an RA [Resident Assistant] and sometimes my residents will come to me with a headache, a cut, or whatever. My boss told me were not even allowed to give them band- aids anymore. I always feel so bad for them. They ask me if I have some aspirin, and even though I do sometimes, I say no because I dont want to get fired. The closest place to go is [city omitted], which is about 15 minutes away. [CC2]
RECOMMENDATION 10: EXPAND AFFORDABLE ON-CAMPUS CHILDCARE FOR WOMEN STUDENTS
Participants felt that affordable and high-quality childcare services for students with children was lacking at most of the community colleges in the sample. Although childcare was often available on-campus, the cost was so prohibitive that most students could not afford the high fees. Indeed, many participants in the present study noted that only faculty and (some) staff could afford on-campus childcare at their community college.
SUPPORTING QUOTES: The single most important thing for women would be childcare thats affordable. You know we want good care for our children. We cant always afford to pay what its worth. Our children are the most valuable thing we have. And we should be able to pay but we dont have the money for it. Affordable childcare would be excellent. [CC1] I think a daycare would be an awesome thing. A lot of collegesand even high schools have daycare. [CC3] My high school had a daycare and it was open until every Friday. Thats a good way for the elementary education people to have some hands-on practice. A lot of people have kids here [at CC3]. [CC3] Weve gotwhat3,000 students enrolled and they take 20 kids? So yeah, it needs to be expanded. [CC5] Most kids in the daycare are [children of] workers here and [of] teachers. I think maybe theres only like five [children in daycare] that are actual students [kids]. [CC5]
Community College Completion Project: Final Report February 2014 87
RECOMMENDATION 11: EXPAND EVENING CLASSES TO ACCOMMODATE MORE STUDENTS
Additional evening classes should be offered to accommodate non-traditional students and students who work during the day and/or have other obligations that impact class scheduling.
SUPPORTING QUOTES: Maybe expand the schedule a little bitGive us some more options for night classes. If I had had more options for night classes I probably wouldnt be taking as much onlineonline is harder. And Id much rather be sitting in front of a teacher, so just expand the schedule. [CC5] expanding the schedule, like different times for the classes. Certain classes only have certain times and days they can meet on, and some people just cant work around that because they have such busy schedules. It would be easier to know thaton maybe like three days out of the weekI could have all my classes and be able to work. [CC5] I think specifically for women, they [administrators] need to be more accommodating for the challenges that women do face. Child care, hours of needing to be [home]Im not saying change the entire course framework because of women. But women have children, women have jobs, and they have families to take care of outside of jobs. You cant expect a woman to make straight As and come to class forty hours a weekthats not gonna happen with everything that we do. [CC5]
RECOMMENDATION 12: IMPROVE CAMPUS SECURITY FOR WOMEN STUDENTS
Although some community colleges offer exemplary safety measures for women students, we suggest that community colleges with more safety breaches enforce campus security to ensure the safety of women students. Suggestions include installing blue light emergency systems, ensuring that security officers are always available and respondent to students who need escorts at night, checking the security of womens residence halls, offering well-lit parking close to campus and womens dorms, promoting a professional (i.e., non-flirtatious) relationship between security officers and women students, and focusing on campus security rather than student conduct (inappropriate language, dress code, etc.).
Community College Completion Project: Final Report February 2014 88
POSITIVE SUPPORTING QUOTES: There were two incidents on this campus and the response time was so quick. They moved on it and took care of the problem. The campus security went right to it and was very aware of it. Im very thankful for that. [CC4] I have a night class and every night I go [to class], I see campus police patrolling, which makes me feel a lot safer. [CC4] I feel safe. Weve gotta lot of police on duty all the timetheyre everywhere. [CC6] NEGATIVE SUPPORTING QUOTES: They said, If you ever dont feel safe going to your car, or walking to a class late at night, well escort you, but they hardly ever answer the phone if you do call. Its disappointing that they dont follow through with what they offer. [CC2] I dont wanna walk across campus late at night by myself, then if you call the campus security theyre not gonna answer the phone to come. [CC2] I have a night class tonight that ends at 9:00. The school is not very well lit. The other night I had to go back into the library and get a [student athlete] to walk me out because I was scared to walk by myself. [CC3] Ive had an incidentthere was a bunch of guys crowded around my car, I was the only car out there so there was a light but it was dark There should be more security at night, I think, around where they know classes are happening because we are womenif a couple men come at me theres nothing that Im gonna be able to do. [CC5] I nearly got hit in the parking lot last week and my friend tried to call the campus police like ten or fifteen timesand they just werent there. [CC5] I feel very safe around this campus. They keep areas lit up pretty well and they have cameras. [But] if you go out in the girls dorm parking lot where its kind of far off, I dont feel as safe because its not as lit up. [CC4] [People] break into our dormsThey take a screwdriver, stick it in our door and just pop the lock off Its that easy to break into our dorms. [CC1] First offgoing in the parking lot before they put the light out there was terrifying. Like at night by myself, Id get on the phone with my mom like, Ok, Im walking through the parking lot, I dont know whos out here, its pitch black. There was an incident where there was a male who was not even allowed on this campus because he was just arrested for breaking into peoples cars. And he was in our dormitory and I called campus police and they didnt come. And thats not the first time. They never come [even though] its their job. [CC1]
Community College Completion Project: Final Report February 2014 89
One time I witnessed a campus police officer sit there, check out a girl across the way in the courtyard, and drive the golf cart all the way over to the girl... He asked her if she had her ID just to talk to her. They [campus security] try and find something wrong with youits not like they automatically see it. I can say that I am glad that we have female officers now. We only have two, but its better than having none. [CC2] Sometimes they [campus security] make comments that you have to think about what they meansometimes they can be a little flirtatious. [CC2]
Community College Completion Project: Final Report February 2014 90
REFERENCES
Alford SM. (2000). A qualitative study of the college social adjustment of Black students from lower socioeconomic communities. Journal of Multicultural Counseling and Development; 28:2- 15. Amy J. (2014). Mississippi community colleges plan to streamline remedial courses to cut cost and course time. Associated Press. January 21, 2014. Retrieved January 28, 2014 from http://blog.gulflive.com/mississippi-press-news/2014/01/misssissippi_community_college_5 _html Aragon SR, Johnson ES. (2008). Factors influencing completion and noncompletion of community college online courses. American Journal of Distance Education; 22(3):1-20. Autor D, Wasserman M. (2013). Wayward sons: The emerging gender gap in labor markets and education. Washington, DC: Third Way. Bailey J. (2008). First steps in qualitative data analysis: Transcribing. Family Practice; 25(2):127- 131. doi: 10.1093/fampra/cmn003. Epub 2008 Feb 27. Bailey T, Alfonso M, Calcagno JC, Jenkins D, Kienzl G, Leinbach T. (2004). Improving student attainment in community colleges: Institutional characteristics and policies. Community College Research Center, Teachers College, Columbia University. Bailey T, Jenkins D, Leinbach T. (2005). Graduation rates, student goals, and measuring community college effectiveness. Community College Research Center, Brief No. 28. September 2005, 1-4. Bettinger EP, Bridget Long B. (2009). Addressing the needs of under-prepared students in Higher Education: Does college remediation work? Journal of Human Resources; 44(3):736-771. Bonvillain N. (2001). Women and men: Cultural constructs of gender, 3rd Ed. Upper Saddle River, NJ: Prentice Hall. Boswell K. (2002). Building bridges or barriers? Public policies that facilitate or impede linkages between community colleges and local school districts. New Directions for Community Colleges;111:3-15.
Community College Completion Project: Final Report February 2014 91
Bradley P. (2013). Shut out: New federal rules excluding community college students from Pell Grant program. Community College Week. Retrieved January 21, 2014 from www.ccweek.com/news/templates/tempate.aspx?articleid=3410&zoneid=7 Brock T. (2010). Young adults and higher education: Barriers and breakthroughs to success. Princeton University. The Future of Children; 20(1):109-132. doi: 10.1353/foc.0.0040 Bumphus WG, Brown JN. (2013). Higher Education Act (HEA) Reauthorization Letter to US. House of Representatives. American Association of Community Colleges, Association of Community College Trustees. Retrieved January 25, 2014 from http://www.insidehighered.com/sites/default/server_files/files/AACC%20ACCT%20Joint%20HE A%20RecsFinal.pdf Burdman P. (2005). The student debt dilemma: Debt aversion as a barrier to college access. Center for Studies in Higher Education (CSHE) Research & Occasional Paper Series: CSHE.13.05; 1-26. Center for Gender in Organization (CGO). (2012). Dreaming big: Whats gender got to do with It? The mmpact of gender stereotypes on career aspirations of middle schoolers. CGO Insights: Brief No. 15, October 2012. Boston, MA: Center for Gender in Organization. Chronic Poverty Research Centre. (2014). CPRC Methods Toolbox: 4.1 Focus Group Discussions; 57-64. Retrieved February 8, 2014 from http://www.chronicpoverty.org/page/toolbox Chronicle of Higher Education (CHE). (2014). Mississippi public colleges (2-year). Retrieved December 10, 2013 from http://collegecompletion.chronicle.com/state/#state=ms§or=public_two Crooks R, Baur K. (2013). Our sexuality, 12th Ed. Belmont, CA: Wadsworth, Cengage Learning. Dowd AC, Coury T. (2006). The effect of loans on the persistence and attainment of community college students. Research in Higher Education; 47(1):33-62. doi: 10.1007/s11162-005-8151-8. Eagan MK, Jaeger AJ. (2009). Effects of exposure to part-time faculty on community college transfer. Research in Higher Education; 50:168-188. doi: 10.1007/s11162-008-9113-8 Fernandez MJ, Trenor JM, Katherine S, Zerda KS, Cortes C. (2008). First generation college students in engineering: A qualitative investigation of barriers to academic plans. ASEE/IEEE Frontiers in Education Conference, Session T4D. Glanz K, Rimer BK, National Cancer Institute. (2005). Theory at a glance: A guide for health promotion practice, 2nd Ed. Bethesda, MD: National Cancer Institute. Goldrick-Rab S. (2010). Challenges and opportunities for improving community college student success. Review of Educational Research; September 2010, Vol. 80, No. 3, pp. 437469. doi: 10.3102/0034654310370163
Community College Completion Project: Final Report February 2014 92
Gourdreau J. (2011). Who's afraid of post-feminism? What it means to be a feminist today. Forbes. Published 12/13/2011. Retrieved January 22, 2014 from http://www.forbes.com/sites/jennagoudreau/2011/12/13/afraid-of-post-feminism-means- feminist-today-gloria-steinem-jane-fonda-ursula-burns/ Greene TG, Marti CN, McClenney K. (2008). The effortoutcome gap: Differences for African American and Hispanic community college students in student engagement and academic achievement. The Journal of Higher Education; 79(5):513-539. doi: 10.1353/jhe.0.0018 Grimes SK, David KC. (1999). Underprepared community college students: Implications of attitudinal and experiential differences. Community College Review; 199 27:73. doi: 10.1177/009155219902700204 Hochschild A. (2003). The second shift. New York, NY: Penguin Books. Ingram R. (2014). More school districts pushing ACT Prep classes, testing. Clarion Ledger, January 25, 2014. Retrieved January 28, 2014 from http://www.clarionledger.com/article/20140127/NEWS01/301270014/More-school-districts- pushing-ACT-prep-classes-testing Jacoby D. (2006). Effects of part-time faculty employment on community college graduation rates. The Journal of Higher Education; 77(6):1081-1103. doi: 10.1353/jhe.2006.0050 Jayson S. (2011). As NOW marks 45 years, is feminism over the hill? USA Today. Published 10/26/2011. Retrieved January 22, 2014 from http://yourlife.usatoday.com/mind- soul/story/2011-10-26/As-NOW-marks-45-years-is-feminism-over-the-hill/50939774/1 Jenkins D. (2011). Redesigning community colleges for completion: Lessons from research on high-performance organizations. Community College Research Center, January 2011. Jenkins R. (2012). Online classes and college completion. Chronicle of Higher Education. March 13, 2012. Retrieved August 5, 2013 from: http://chronicle.com/article/article-content/131133/ Johnson J. (2013). Todays typical college students often juggle work, children and bills with coursework. The Washington Post. Published 09/14/2013. Retrieved January 23, 2014 from http://www.washingtonpost.com/local/education/todays-typical-college-students-often- juggle-work-children-and-bills-with-coursework/2013/09/14/4158c8c0-1718-11e3-804b- d3a1a3a18f2c_story.html Kingkade T. (2012). Pell Grants cover smallest portion of college costs in history as GOP calls for cuts. Huffington Post. Published 08/29/2012. Retrieved January 22, 2014 from http://www.huffingtonpost.com/2012/08/27/pell-grants-college-costs_n_1835081.html Lotkowski VA, Robbins SB, Noeth RJ. (2004). The role of academic and non-academic factors in improving college retention. ACT Policy Report. Retrieved August 5, 2013 from www.act.org/research/policy/index.html
Community College Completion Project: Final Report February 2014 93
Mollborn S. (2010). Exploring variation in teenage mothers and fathers educational attainment. Perspect Sex Reprod Health; 42(3): 152-159. doi: 10.1363/4215210 National Center for Education Statistics (NCES). (2011). Percentage of college students 16 to 24 years old who were employed, by attendance status, hours worked per week, and selected characteristics: October 2011. Retrieved January 23, 2014 from: http://nces.ed.gov/programs/digest/d12/tables/dt12_443.asp National Center for Education Statistics (NCES). (2012). Actual and projected numbers for enrollment in public postsecondary degree-granting institutions, by sex and attendance status: Fall 1996 through fall 2021. Retrieved January 23, 2014 from http://nces.ed.gov/programs/projections/projections2021/tables/table_24.asp?referrer=list Oliver DG, Serovich JM, Mason TL. Constraints and opportunities with interview transcription: Towards reflection in qualitative research. Soc Forces; 84(2):1273-1289. Parents Campaign. (2014). Common Core state standards: Moving Mississippi children to success. Posted 11/1/2013; updated 1/9/14. Retrieved January 10, 2014 from http://www.msparentscampaign.org/mx/hm.asp?id=CommonCoreHome Paulson AM. (2012). Transition to college: Nonacademic factors that influence persistence for underprepared community college students. Lincoln, NB: University of Nebraska-Lincoln. Pope C, Ziebland S, Mays N. (2000). Qualitative research in health care. Analysing qualitative data. BMJ; 320(7227):114-116. Prspero M, Vohra-Gupta S. (2007). First generation college students: Motivation, integration, and academic achievement. Community College Journal of Research and Practice; 31(12);963- 975. doi: 10.1080/10668920600902051 Rabiee F. (2004). Focus-group interview and data analysis. Proceedings of the Nutrition Society; 63(4):655-660. Rath B, Rock K, Laferriere A. (2013). Pathways through college: Strategies for improving community college student success. Our Piece of the Pie, Inc. Report, April 2013. Scott-Clayton J. (2011).The shapeless river: Does a lack of structure inhibit students progress at community colleges? Community College Research Center. CCRC Working Paper No. 25. 1-31. Shults C. (2001). Remedial education: Practices and policies in community colleges. American Association of Community Colleges. Retrieved February 3, 2014 from http://www.aacc.nche.edu/Publications/Briefs/Documents/06252001remedial.pdf. Smith MJ. (2009). Right directions, wrong maps: Understanding the involvement of low-SES African American parents to enlist them as partners in college choice. Education and Urban Society; 41(2):171-196. doi: 10.1177/0013124508324028
Community College Completion Project: Final Report February 2014 94
U.S. Department of Education. (2014a). Higher Education Opportunity Act2008. Retrieved January 22, 2014 from http://www2.ed.gov/policy/highered/leg/hea08/index.html U.S. Department of Education. (2014b). Information for Financial Aid Professionals (IFAP). Retrieved January 22, 2014 from http://www.ifap.ed.gov/ifap/index.jsp
U.S. Department of Education. (2014c). Federal Student Aid. Retrieved January 22, 2014 from http://studentaid.ed.gov/about Wassmer R, Moore C, Shulock N. (2004). Effect of racial/ethnic composition on transfer rates of community colleges: Implications for policy and practice. Research in Higher Education; 45(6):651-672. Womens Foundation of Mississippi. (2013). Improving the lives of women and children in Mississippi. Retrieved November 21, 2013 from: http://www.womensfoundationms.org/
Community College Completion Project: Final Report February 2014 95
APPENDIX A: SURVEY INSTRUMENT
Community College Completion Project: Final Report February 2014 96
APPENDIX B: FOCUS GROUP DISCUSSION GUIDE
COMMUNITY COLLEGE COMPLETION PROJECT Kathleen Ragsdale, PhD (PI/PD) Anne Buffington, BS (Co-PI) STUDY PROTOCOL & DISCUSSION GUIDE
SCRIPT 1: INTRODUCTION Hello, my name is _________ [MODERATOR] and I am a researcher at Mississippi State University. I am here with _________ [note-taker(s)] and we are going to be getting your feedback today on issues that make it more difficult for you to stay in school. We are collecting this information from women students in community colleges across Mississippi to help us understand issues you face in achieving your college goals. All the information you provide is confidential, and neither your name nor other information that could identify you will be share with college administrators. Before we start our discussion, we would like to pass around an individual profile sheet and ask you to take about five minutes to complete. Please do not put your name anywhere on the profile sheet. [Staff will distribute a profile sheet to each attendee. Staff will collect completed profile sheets and place them in a sealed manila envelope.] SCRIPT 2: FOCUS GROUP INTRODUCTION Thank you for filling out the profile sheets, and now lets begin our focus group discussion. As I mentioned a few minutes ago, my name is _________ [MODERATOR] and I am a researcher at Mississippi State University. I am here with _________ [note-taker(s)] and we are going to be getting your feedback today on issues that make it more difficult for you to finish your degree or program. Ill be the moderator for our discussion today and _________ will be our note-taker(s). We are conducting this research to help us better understand issues facing women enrolled in community college. Please keep in mind that all the information you provide is confidential, and neither your name nor other information that could identify you will be share with college administrators. Your opinions, beliefs and insights are very important to us. Since wed like to make sure that we will interpret this discussion correctly, we will audio-record this focus group. Please remember that you do not have to answer any questions that you do not want to answer, and that there are no right answers or wrong answers. Your responses are confidential, and we will not share them with anyone outside the research team. Before we get started today, Im going to first tell you about steps were taking to help maintain your confidentiality. Then were going to go over the ground rules for our discussion. SCRIPT 3: STEPS TO HELP TO MAINTAIN CONFIDENTIALITY Maintaining confidentiality requires special steps during focus group discussions. For this reason, weve come up with a series of steps were going to go over with you now and again at the end of our focus group today. 1. Because we want to avoid using any participants name during the focus group, we have come up with a name substitution system for each of you using a letter from the alphabet. [The MODERATOR will hand out 1 LETTER to each participant.] So during the rest of this focus group, you are now
Community College Completion Project: Final Report February 2014 97
going to be known as [MS. A / MS. B] by the research team. And when you address or refer to other participants today, please use their assigned LETTER names instead of their real names. 2. We want to assure you that everything you share in this focus group will be treated as confidential by the research team. 3. We also want to acknowledge that the research team cannot promise that other participants in the focus group will treat what is shared in this session as confidential. 4. We want to emphasize that participants should respect each others privacy and thatonce outside the focus group settingparticipants should not reveal the identities of other participants nor indicate who made specific comments during the focus group. 5. If any participant is uncomfortable and wishes to withdraw from the focus group, please let us know now. [If a participant indicates she wishes to withdraw, the moderator will respectfully acknowledge her right to do so and thank her for her time. The note-taker will then take the person to the side and again thank her for her time. The moderator will redirect the focus group back to the session, taking care to avoid personal commentary.] 6. At the end of the discussion, we will revisit STEPS 2-4 to remind everyone that participants should respect each others privacy and thatonce the focus group is overparticipants should not reveal the identities of other participants nor indicate who made specific comments during the session. So if youre ready, lets begin! SCRIPT 4: FOCUS GROUP DISCUSSION GUIDE General Introduction: Lets start with two or three words you would use to describe your college experience so far. What has worked well for you? What has made the experience difficult? For you personally, what does a community college education mean? What or who motivates you to further your education? (Probe: parents, advisors, peers)
Preparation for College: Sometimes we have to look at where we came from to understand where were going. Lets talk about how high school prepared you for college. How did your experiences in high school get you ready for college? Did anyone at your high school help you learn about student financial aid? What kinds of things did they do to prepare you? (college fairs/financial aid seminars). Could your high school have done anything better to prepare you for college? Entering Community College: What was your primary reason for enrolling in this community college? (Probe: Earn Certificate and get a good job; an associates degree and go on to a four-year college or university?) In the beginning, what did you hope to get out of your community college experience? What kind of results were you looking for (specific skill set, a job opportunity, transfer to four-year college or university)? Have those expectations changed since you started? Please describe how they have changed. When you arrived on campus, did you feel you were prepared for the academic challenge of taking college classes? Were you prepared for the differences between high school and college? (Probe: more independence, social opportunities that might take you away from studying, more autonomy) Were you prepared for the expenses of going to college? How so?
Community College Completion Project: Final Report February 2014 98
What types of freshmen orientation/acclimation activities were helpful? Did your college require that you attend an orientation session prior to enrollment? Did you meet with your advisor to discuss your course selection and major? How often have you met with your advisor since enrolling? What advice would you give to women prepare for college? Students sometimes have to take a semester or more off from college for different reasons: If you or any of your female friends have taken time off from college, can you share some of your experiences? What is the most important reason you or other women took time off from college? How did taking time off hurt you? What was good about taking time off? What were the lessons learned from your experiences? How can women students who have taken time off from college reconnect with school? What can your college do to help women students come back? Barriers and Challenges of the Community College Experience: Think about your activities inside/outside of college over this semester as well as your last semester at this college. What hindered you from doing your best in class? What are the biggest causes of stress for you personally as it relates to your course work? (Probe: Time management/Employment away from school/Child Care/Finances). Lots of students participate in extra-curricular activities such as social organizations and service clubs, while other students dont do this at all. In the experiences of you and your female friends, how does involvement in extra-curricular activities help you succeed? How does involvement in these activities hinder you? Can you describe your relationship with faculty members/advisors? Do you have any interactions with your instructors outside of the classroom? If so, what forms do these usually take? (Probe: Face-to-face meetings during instructors office hours, emails, etc?) What is your favorite way to interact with your instructors? (Probe: Face-to-face meetings during instructors office hours, email, etc.) How do you feel about the amount of time your instructors are available for you? What do you think makes a good instructor? What percentage of your instructors would you say are employed part-time by the college? Now lets think of other people in your life. Who supports your community college goals? Whom do you consider as partners in achieving your community college goals? (Probe: Parents, spouse/partner, friends.) How have your family and friends supported you? For those of you who have children or other family members that you take care of, what are the challenges of being a student AND having children or others who are dependent on you? On the flip side, how have your family and friends hindered you in reaching your community college goals? (Probe: Made you feel guilty about putting your college goals before family needs?) Across the country, community colleges serve nearly half of the nations college students, but less than half of these students graduate or transfer to a four year college within six years. Why do you suppose that is? Are there any barriers that are specific to women students?
Community College Completion Project: Final Report February 2014 99
Research tells us that completion rates might be increased if three specific areas were improved: Remedial Education, Student Support Services, and Financial Aid Services. So in terms of Remedial Education Courseswhich are classes that stress the basics in math and languagewe know that 42% of freshmen enrolled at community colleges across the nation have taken at least one remedial reading, writing, or math course. Based on your experiences and those of your female friends, can you tell us how such courses are or are not helpful to achieving your goals at community college? (Probes: Outdated teaching methods? Too much memorization work? Curriculum wasnt very challenges or inspiring? Instructor had low expectations for the class?) Can you describe a time when you felt stress in completing one of these courses? How could Remedial Education courses at your community college be enhanced? (Probes: Faster- paced course? Shorter course? More challenging curricula that encourages critical/creature thinking or thinking outside the box? Higher expectations from instructors?) So in terms of Student Support Services: Based on your experiences and those of your female friends, can you tell us how Student Support Services are or are not helpful to achieving your goals at community college. (Probes: Academic Advising and/or Academic Resource Center? Academic Tutoring? Counseling & Psychological Services? Health & Wellness Services?) How could Student Support Services at your community college be enhanced? (Probes: Academic Advising and/or Academic Resource Center? Counseling & Psychological Services? Health & Wellness Services? Assist students in applying for admission to a four-year college or university?) And in terms of Financial Aid Services: Based on your experiences and those of your female friends, can you tell us how Financial Aid Services are or are not helpful to achieving your goals at community college. (Probe: Not being informed of all the financial aid opportunities, overwhelming feeling) How could Financial Aid Services at your community college be enhanced? (Probes: meeting with financial counselors to discuss Free Application for Federal Student Aid, (FAFSA), regular informational gatherings to make students aware of financial aid opportunities, assistance in obtaining financial assistance for enrollment in four-year universities) Before we leave this part of the discussion, lets look at the process of applying for financial aid. What was it like for you? (Probe: Overwhelming, easy). What were the things that made applying for financial aid seems difficult or overwhelming to you? What were the things that made it seem easy to you? Who were the primary people who helped you with learning more and applying for financial aid? (Probe: high school counselor, community college counselor, parent, friend.) How do you think your college could make the process easier for students? Your Community Colleges contributions to your success: All of your thoughts expressed today will be helpful to your college. They want to make sure that women students like you have the best opportunities to succeed. So before we leave today, I want you to think back to your path thus far. What advice would you give to the community college administrators to better prepare and encourage women students to achieve their academic and career goals? If your college could do one thing to help more women students achieve their goals, what would it be? If you could change one thing about your college, what would it be? What has been the most surprising to you about your community college experience?
Community College Completion Project: Final Report February 2014 100
On a scale of A to F, how would you grade your community college experience? On a scale of A to F, how would you grade your high school experience in terms of getting students ready for community college? Thats all our questions for today. Is there anything youd like to add to our discussion that we havent gone over yet? OK, thanks so much for your time, and before we close the discussion, we want to re- visit the steps to help maintain confidentiality. SCRIPT 5: REVISITING STEPS TO HELP TO MAINTAIN CONFIDENTIALITY As we talked about earlier, maintaining confidentiality requires special steps during focus group discussions. For this reason: First, we want to again assure you that everything you share in this focus group will be treated as confidential by the research team. Second, we want to acknowledge that the research team cannot promise that other participants in the focus group will treat what is shared in the focus group as confidential. Third, we want to emphasize that participants should respect each others privacy and that once outside the focus group settingparticipants should not reveal the identities of other participants nor indicate who made specific comments during the focus group. Thank you very much for your time today. [End of Focus Group Session]
Community College Completion Project: Final Report February 2014 101
APPENDIX C: RECRUITMENT FLYER
Community College Completion Project: Final Report February 2014 102
RESOURCES & WEBSITES
ACT, Inc: http://www.act.org/about-us/whom-we-serve/ Center for Studies in Higher Education: http://cshe.berkeley.edu/ Chronicle of Higher Education: http:// chronicle.com/section/Home/5 Common Core: State Standards Initiative: http://www.corestandards.org/ Community College Research Center: http://ccrc.tc.columbia.edu/ Family and Children Research Unit, Social Science Research Center: http://www.ssrc.msstate.edu/divisions/fcru/ Higher Education Opportunity Act - 2008: http://www2.ed.gov/policy/highered/leg/hea08/index.html IPEDS (Integrated Postsecondary Education Data System) Data Center: http://nces.ed.gov/ipeds/datacenter/ MDRC: http://www.mdrc.org/about/about-mdrc-history Mississippi Community College Board : http://www.sbcjc.cc.ms.us/ U.S. Department of Education/National Center for Education Statistics: http://nces.ed.gov/ Our Piece of the Pie, Inc: http://www.opp.org/ Social Science Research Center (SSRC): http://www.ssrc.msstate.edu/ Womens Foundation of Mississippi: http://www.womensfoundationms.org/