Exploring Sense of Belonging, Socioacademic Integrative Moments, and Learning Communities Related to ELs' Persistence Based on Reenrollment Decisions in Community Colleges

Autor/inn/en	Garza, Tiberio; Huerta, Margarita; García, Hugo A.; Lau, Jared
Titel	Exploring Sense of Belonging, Socioacademic Integrative Moments, and Learning Communities Related to ELs' Persistence Based on Reenrollment Decisions in Community Colleges
Quelle	In: Community College Review, 49 (2021) 1, S.30-51 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Garza, Tiberio)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0091-5521
DOI	10.1177/0091552120964873
Schlagwörter	Sense of Community; Social Integration; Academic Persistence; Communities of Practice; English Language Learners; Second Language Learning; Correlation; Decision Making; Enrollment Influences; Reentry Students; Two Year College Students; Adults; Community Colleges; Interaction; Student College Relationship + Suchen Sie Ihr Suchwort? Soziale Integration; Community; Zweitsprachenerwerb; Korrelation; Decision-making; Entscheidungsfindung; Zweiter Bildungsweg; Community college; Community College; Interaktion
Abstract	Objective: The objective of this study was to create a model of English learners' (ELs) persistence based on theory and empirical research. Findings from this research informs community college educators in helping ELs persist and guide future research regarding this important student population. Method: We examined ELs' persistence using structural equation modeling (SEM) based on data from the Community College Survey of Student Engagement (CCSSE) among a U.S. national sample of 6,872 ELs. SEM was informed through the means of measurement models for latent variables. Reliability and validity were assessed through Cronbach's alpha, principal component analysis, and fit indices. Results: Our results show that (a) sense of belonging had significant and positive direct effects on ELs' persistence based on reenrollment decisions, (b) socioacademic integrative moments had significant and positive direct effects on ELs' sense of belonging, and (c) learning communities had significant and positive direct effects on ELs' socioacademic integrative moments and sense of belonging. Contributions: Community colleges offer broad access to postsecondary education for ELs, or students in the process of learning English as a second or other language. As a whole, our study contributes to a better understanding of how ELs may persist in their academic studies. We further discuss the implications of our findings in light of policy, practice, and future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01