Critical Junctures in Community College Student Progress [Konferenzbericht] Paper presented at the Annual Forum of the Association for Institutional Research (50th, Chicago, IL, May 29-Jun 2, 2010).

Autor/in	Michalowski, Sam
Institution	Association for Institutional Research
Titel	Critical Junctures in Community College Student Progress [Konferenzbericht] Paper presented at the Annual Forum of the Association for Institutional Research (50th, Chicago, IL, May 29-Jun 2, 2010).
Quelle	(2010), (79 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Grounded Theory; Two Year College Students; Institutional Research; Community Colleges; Enrollment; Enrollment Trends; Educational Attainment; Academic Degrees; Learner Engagement; Outcomes of Education; Urban Schools; Stopouts; Decision Making; School Policy; Intervention; Qualitative Research; Academic Persistence; Student Motivation; Student Attrition; School Holding Power; Dropout Research; Dropouts; Dropout Characteristics + Suchen Sie Ihr Suchwort? Institutionelle Forschung; Community college; Community College; Einschulung; Bildungsabschluss; Bildungsgut; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss; Lernleistung; Schulerfolg; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Ausstieg; Decision-making; Entscheidungsfindung; Schulpolitik; Qualitative Forschung; Schulische Motivation; Schülerbeurlaubung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen
Abstract	Existing research demonstrates a strong relationship between the prevalence of irregular enrollment patterns among community college students and their low rates of degree attainment (Adelman 2006; Bahr 2009; Berkner et al. 2000; Goldrick-Rab 2004, 2007; Horn and Nevill 2006). However, very little is known about the features and processes that shape community college students' enrollment patterns--and their academic engagement, in general. To generate more foundational understanding of these issues as they pertain to outcomes, an interview study was conducted with 55 continuing and former students of a large urban community college. Employing a grounded theory approach (Charmaz 2006; Glaser and Strauss 1967), systematic analysis of interview transcripts along with administrative data revealed that interviewees' decisions to attend part-time, stop-out for one or more semesters or leave college altogether were shaped at critical junctures where demands from family, health and work life-realms intersected with their academic difficulties and challenges. Interviewees' differential life experiences, interpersonal skills and socially-based resources contributed to or protected against academic disengagement in varying and revealing ways during critical junctures. Moreover, nontraditional interviewees' success in life-tasks outside of college (e.g., working, child-rearing, immigrating) was found to play a significant role in decision-making during critical junctures. The self-esteem garnered through life-task success either helped them rationalize abandoning their educational goals when faced with academic difficulties as these threatened their self-esteem; or, it influenced optimistic cognitive strategies to manage these threats and to persevere through critical junctures. Presented are implications for community colleges in terms of policies and interventions to address academic disengagement and directions for future institutional research. Appendices include: (a)Tables and Diagrams; and (b) Interview Protocol. (Contains 8 tables, 1 diagram and 27 footnotes.) (As Provided).
Anmerkungen	Association for Institutional Research. 1435 East Piedmont Drive Suite 211, Tallahassee, FL 32308. Tel: 850-385-4155; Fax: 850-383-5180; e-mail: air@airweb.org; Web site: http://www.airweb.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10