Group Differences in California Community College Transfers

Autor/inn/en	Budd, Deborah; Stowers, Genie N. L.
Titel	Group Differences in California Community College Transfers
Quelle	In: Community College Journal of Research and Practice, 39 (2015) 9, S.865-879 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-8926
DOI	10.1080/10668926.2013.875496
Schlagwörter	Community Colleges; College Transfer Students; Articulation (Education); Hypothesis Testing; Minority Group Students; Disproportionate Representation; Transfer Rates (College); Institutional Characteristics; Cohort Analysis; Performance Factors; Organizational Culture; Academic Advising; Tutoring; Peer Teaching; Communities of Practice; Data Analysis; Regression (Statistics); Predictor Variables; Statistical Analysis; African American Students; Hispanic American Students; Racial Differences; California + Suchen Sie Ihr Suchwort? Community college; Community College; Hochschulwechsel; Schulwechsel; Studienortwechsel; Articulation; Artikulation (Ling); Artikulation; Aussprache; Hypothesenprüfung; Hypothesentest; Kohortenanalyse; Leistungsindikator; Unternehmenskultur; Akademischer Rat; Förderkonzept; Nachhilfeunterricht; Peer group teaching; Peer Group Teaching; Community; Auswertung; Regression; Regressionsanalyse; Prädiktor; Statistische Analyse; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Rassenunterschied; Kalifornien
Abstract	This study explores the extent to which community colleges succeed in assisting students to transfer to four-year colleges. The study uses data from the California Community College system to test hypotheses about overall transfers and transfers of underrepresented students, It utilizes a framework based upon social reproduction theory (Bowles & Gintis, 1976) that also includes institutional factors. First, transfer rates differed significantly between groups, with African-American transfer rates being the lowest. Some of our hypotheses were supported, particularly those on the significance of communities with younger students and higher levels of education for transfer levels. A critical mass of students of underrepresented groups is also important for institutions that wish to transfer higher numbers of these students. Institutional effectiveness and level of funds spent on transfer programs did not appear to make any difference in transfer levels. One of the most important findings is that transfer dynamics are very different for each group, suggesting that administrators and policy-makers need to develop more detailed strategies to encourage higher rates of transfer. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01