Purpose: This research study provides insight into students' perceptions of teaching through virtual and face-to-face clinicals in an introductory education course in a pre-education program at a minority-serving institution. Design/methodology/approach: This study took place at an urban-suburban-centered community college in the Midwestern United…

This study examines the motivations, definitions of success, and elements that contribute to their self-defined success among BIPOC DEI leaders in two-year predominantly White institutions (PWIs) in the Midwest. Using a critical phenomenological approach, the researcher conducted in-depth interviews and analyzed job descriptions and resumes/CVs.…

The authors of this study utilized data from the Community College Survey of Student Engagement to conduct a critical examination of perceptions of institutional support among transfer-seeking community college students in North Carolina. We adopted an intersectional quantitative approach by centering racial and ethnic identity, and examining the…

Background/Context: Community colleges are positioned as a cost-effective way for students to complete the first two years of a bachelor's degree, yet informational barriers to the transfer process are well documented. To transfer, students must overcome informational constraints, navigate bureaucratic hurdles, and resolve conflicting requirements…

The existing retention literature focuses on White students and non-White students in predominantly White institutional (PWI) environments. Furthermore, prevailing literature tends to concentrate on varying factors that influence these students to be retained at their respective institutions. Retention factors in differing contexts, such as…

This position paper discusses the existent research focused on STEM centers at colleges and universities, focusing on their critical role to support students from racially minoritized backgrounds. The objective of this work is to present a potential framework to recast the role of these institutional STEM centers at both community colleges and…

While there is overwhelming evidence of the positive impact of culturally responsive and equitable practices for adult learners and students of color, there is a remaining lack of infrastructural and institutional support for culturally sustaining work. Much anti-racist work has relied on individual dedication, grant-specific funding, and…

As higher education institutions across Colorado continue to address the impact of COVID19 on enrollment and identify practices that promote student success and institutional sustainability, many are focusing their attention on the enrollment of adult learners. The Colorado Department of Higher Education (CDHE) has actively engaged in building…

Enrollment of vertical transfer students across four-year colleges and universities has been increasing over the past decade (Shapiro et al., 2018). From 2012 to 2017, data from the Beginning Postsecondary Students (BPS) survey showed that White students represented the largest group of transfers to four-year colleges and universities. Racial and…

If the state of California finds the funds, the Cal Grant Reform Act--as enacted in the 2022 Budget Act--is to be implemented in 2024 to support hundreds of thousands of Californians in affording, accessing, and succeeding in higher education. Instead, the state has proposed adding more funding to the less equitable Middle Class Scholarship (MCS)…

In this article, the authors explore how a photographer and artist-in-residence, worked with students in a community college arts classes to tell the photographic story of their dreams. This Literacy Through Photography (LTP) program gives young people cameras to tell the stories of their lives through their own images. Artist-in-residence…

Dual credit programs rely heavily on state-level legislation and other regulations from educational agencies. As dual credit has evolved from the Project Advance program developed by Syracuse University and its partner school districts, policymakers have used their position to craft policies to direct dual credit practitioners to craft programs…

This study expanded the understanding of the experiences and perspectives of faculty of color within the community college system. Through a qualitative research design, the study drew insights from interviews with 14 self-identified faculty of color and a review of institutional documents from a single community college. A framework that…

Ethnic studies programs have recently been the target of positive and negative scrutiny in both the K-12 system and in 4-year institutions. There is a critical disconnect in the research on ethnic studies in community colleges, which serve a large proportion of racially minoritized students. Moreover, studies tend ignore how ethnic studies courses…

Institutional pairs of community college-sending institutions and university-receiving institutions are associated with significant variation in college completion outcomes, with such variation being especially pronounced for underserved transfer students of color. Higher performing institutional pairs tend to enroll a predominantly White student…