Major Movement: Examining Meta-Major Switching at Community Colleges

Autor/inn/en	Schudde, Lauren T.; Ryu, Wonsun; Brown, Raymond Stanley
Titel	Major Movement: Examining Meta-Major Switching at Community Colleges
Quelle	In: Review of Higher Education, 44 (2020) 2, S.189-235 (47 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-5748
Schlagwörter	Majors (Students); Intellectual Disciplines; Course Selection (Students); Community Colleges; Public Colleges; College Freshmen; Academic Persistence; Predictor Variables; Institutional Characteristics; Student Characteristics; Gender Differences; Racial Differences; Student Experience; Socioeconomic Background; Educational Attainment; Expectation; Enrollment; Graduation; Longitudinal Studies; Postsecondary Education; Beginning Postsecondary Students Longitudinal Study + Suchen Sie Ihr Suchwort? Geisteswissenschaften; Course selection; Student; Students; Kurswahl; Community college; Community College; Studienanfänger; Prädiktor; Geschlechterkonflikt; Rassenunterschied; Studienerfahrung; Sozioökonomische Lage; Bildungsabschluss; Bildungsgut; Expectancy; Erwartung; Einschulung; Abschluss; Graduierung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Post-secondary education; Tertiäre Bildung
Abstract	Evidence of inefficient course-taking patterns at community colleges has spurred policy conversations about how to ensure effective course sequences. Structural reforms, like guided pathways, seek to reduce major switching as a means to streamline student course taking and eliminate unnecessary credits. By placing students into broad fields of study--called meta-majors--and encouraging persistence within that general field (where coursework narrows toward a specific program over time), community colleges may help students progress toward their desired degree. But how often do students leave that meta-major, and what predicts meta-major switching? We use national data to examine meta-major switching at community colleges. Our findings suggest that almost 40 percent of students switch between meta-majors (eight broad major fields, plus undecided) between their first and third years of college. We describe the varied destinations and predictors across origin meta-majors and consider implications for colleges as they seek to assess ongoing reforms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01