Community College Leadership Commons^™

On-Campus Mental Health Service Use Among College Students With Autism: A Case Study Applying The Andersen Behavioral Model Of Health Services Use, Estella C. Lilyquist

Electronic Theses and Dissertations

The unique set of impairments and limitations presented by students with autism spectrum disorder (ASD) make the accessing of campus-based nonacademic resources more difficult and complicated than their typically developed peers. Each year, the rate of students entering college with disabilities continues to grow, but their mental well-being is relatively poor. The purpose of this qualitative case study was to apply the conceptual framework of the Andersen behavioral model of health services use (ABMHSU) to the experiences of college students with ASD to understand and predict their utilization of campus-provided mental health resources. The participants were seven college students with …

Community College Transfer Student Access To Nationally Competitive Awards, Cassidy L. Alvarado

LMU/LLS Theses and Dissertations

Employing Museus’ (2014) Culturally Engaging Campus Environment framework, this mixed-method exploratory study sought to ascertain what prospective (proTSCC) and current transfer students from community colleges (TSCC) knew about nationally competitive awards and to identify factors that influenced their decision to apply. Beginning with phenomenological interviews of transfer students and alumni, their responses informed the development of an Access to Nationally Competitive Awards Scale, which was then disseminated to currently enrolled community college students who indicated intentions of transferring to a four-year institution.

Transfer students from community colleges (TSCC) make up approximately 19% of enrollment at four-year institutions, yet research has …

Access Barriers To Higher Education For Rural Community College Students, Shanda Carter

Graduate Theses and Dissertations

The purpose for conducting the study was to examine factors related to rural low-income, first generation college students' obstacles to community college enrollment. The study examined barriers students overcame to attend college and focused on rural college students from two community colleges in Missouri and Arkansas. The following questions guided the research:

1.What attendance barriers did rural community college students identify as being most difficult for them to overcome?

2.Were there differences between the self-identified attendance barriers based on gender for male and female rural community college students?

3.Were there differences in attendance barriers for rural community college students based …

Increasing Access To Post-Secondary Education: A Mixed Methods Study Of The Charleston Clemente Program, Mariane A. Doyle

Department of Educational Administration: Dissertations, Theses, and Student Research

There is an economic gap that favors adults who have higher levels of educational attainment (United States Department of Labor, 2010). With more than 9.3 million Americans over the age of 25 facing unemployment as of June 2012 and over 79% or 7.4 million of those unemployed Americans having attained less than a Bachelor’s degree (U.S. Department of Labor, 2012), the current need for college access measures and programs that address the adult population is an imperative one.

The Charleston Clemente Program provides a tuition-free course in the Humanities to economically-disadvantaged adult students for a total of two-semesters. Along with …

Where Next? A Study Of Work And Life Experiences Of Mature Students (Incl. Disadvantaged) In Three Higher Education Institutions, Aidan Kenny, Ted Fleming, Andrew Loxley, Fergal Finnegan

Other Resources

This study explores how graduates who entered college as mature students, and ‘disadvantaged’ mature students, view and value Higher Education after graduating with a primary degree. The study highlighted the limited usefulness of the concept of disadvantaged mature student and the findings of the research were not significantly different whether one was a mature student or a disadvantaged mature student. The rationale given by the state for supporting mature students in Higher Education (HE) is that it will yield economic and social benefits for both the students and society. As a consequence a wide range of access policies has been …