Language Minority Students In Community Colleges: An Sem Model Exploring Socio-academic Variables Related To Persistence Pertaining To Re-enrollment

Document Type

Article

Publication Date

1-1-2018

Publication Title

Community College Journal of Research and Practice

Publisher

Routledge

First page number:

1

Last page number:

13

Abstract

Community colleges are increasingly important places for language minority students to access higher education. Unfortunately, this group of students is the least likely to persist in terms of re-enrollment, degree completion, or transfer to four-year institutions. In this study, we used structured equation modeling with a sample of 10,637 language minority students’ responses from the Community College Survey of Student Engagement to build a persistence model based on theoretical and empirically based variables. We found students’ perceived relationships with others on the community college campus to be critical to their intent to re-enroll in the community college (i.e., persistence pertaining to re-enrollment). Moreover, students’ involvement in learning communities had a direct, significant, and positive effect on language minority students’ persistence as well as on their perceived relationships. ESL and developmental English courses, on the other hand, did not have a significant effect on language minority students’ persistence. We explore our findings with respect to previous research and discuss implications for future research and practice. © 2018 Taylor & Francis Group, LLC

Language

English

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