Both Sides of the Box: Perspectives of Administrators and Admitted Students on Community College Special Admissions

Autor/in	Stephenson, William C.
Titel	Both Sides of the Box: Perspectives of Administrators and Admitted Students on Community College Special Admissions
Quelle	(2021), (185 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Florida
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3776-2653-4
Schlagwörter	Hochschulschrift; Dissertation; Administrator Attitudes; Student Attitudes; Community College Students; College Admission; Selective Admission; Admission Criteria; College Applicants; Screening Tests; Sense of Community; Academic Achievement; Barriers; Anxiety; Student School Relationship + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Schülerverhalten; Community college; Community colleges; College students; Community College; Collegestudent; Hochschulzugang; Hochschulzulassung; Zulassung; Bildungsselektion; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; College applications; Studienbewerber; Screening-Verfahren; Schulleistung; Angst; Schüler-Lehrer-Beziehung
Abstract	Special admissions processes for screening college applicants with criminal backgrounds are common in the U.S., both in universities and community colleges. However, there has been growing concern about their value for accomplishing their intended purposes, as well as their potentially harmful effects. While there is no evidence that colleges which use such processes are any more safe than those which do not, screening for criminal background is likely to have a racially disparate impact and may dissuade individuals with a criminal background from applying or completing an application. Special admissions processes present a particular obstacle at community colleges, where typically the only requirement for admission is a high school diploma or GED, and where, for that reason, consideration of a criminal record cannot be delayed to some later stage in a multi-step admissions process. The purpose of this case study was to elicit perceptions about the special admissions process at one community college, both from students who have been admitted through it and from administrators, faculty, and staff who either serve on the relevant committee or have roles related to the process. In particular, the study was intended to consider the impact of the special admissions process on students' sense of belonging and their progress toward academic success. Semi-structured interviews were conducted with 12 institutional participants and seven students who had been admitted over a 15-month period. Analysis of these interviews isolated seven prominent themes, including barriers, aversion, connecting students with resources, and community impact. Among the significant findings are that the process creates significant obstacles and frustrations for the students, and may provoke anxiety, intimidation, and a concern that they are not wanted by the college. Additionally, the process can promote an aversive attitude to particular elements of its protocol, to submitting to a similar process in the future, and potentially even to enrolling after admission. The study also finds that the students who have been impacted by the special admissions process cease to be of institutional concern upon its conclusion. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01