Education Commons^™

Can I Live: Examining The Self-Worth Of Black Men Enrollment In Community College, Lavon Williams

Journal of Research Initiatives

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This study aimed to describe Black men’s self-worth and lived experience in community college. According to research, community colleges are the first option for many Black men. Through qualitative research methods, this study examines the believed self-worth of Black men enrolled in community college and matches its findings to Jay Z’s (1998) classic song Can I Live. Findings from this study identify the internal fight Black men have pursuing an education as a means to achieve upward mobility. Lastly, this study provides insight to aid policymakers, higher education practitioners, and Black families to understand better how to address Black …

“I’M Here, I Can Help”: Supporting Southeast Asian American Community College Students, Johanna M. Tigert, Phitsamay S. Uy, Argyro A. Armstrong, Francine Coston, Elias Nader

Journal of Southeast Asian American Education and Advancement

This study examined the experiences of Asian American students with one community college’s student services: Writing Center, Financial Aid Center, and Asian American Student Center (AASC). Data included survey responses, focus group interviews, and individual student interviews. Chi square tests were conducted to see if there were significant differences in participants’ responses based on ethnicity (Cambodian/Khmer vs. other), gender, and age (traditionally vs. non-traditionally aged). Focus group and individual interview data were analyzed thematically. Results showed that about half of the students had accessed the Writing Center and the AASC, while over 85% accessed the Financial Aid Center. There were …

“Warming Up” In The Developmental Sequence? Upward Transfer Conditional On Dependency Status, Cody Davidson, Kristin B. Wilson

Kentucky Journal of Higher Education Policy and Practice

The purpose of this study was to determine predictor factors of upward transfer for Kentucky community college students enrolled in a developmental algebra course. For independent students, a mother with a college degree, a declared major, a federal work-study position, greater adjusted gross income, and a higher grade point average was positively correlated with upward transfer. For dependent students, a father with a college degree, a declared major, and a higher grade point average was positively correlated with upward transfer.