Language Minority Students in Community Colleges: An SEM Model Exploring Socio-Academic Variables Related to Persistence Pertaining to Re-Enrollment

Autor/inn/en	Huerta, Margarita; Garza, Tiberio; García, Hugo A.
Titel	Language Minority Students in Community Colleges: An SEM Model Exploring Socio-Academic Variables Related to Persistence Pertaining to Re-Enrollment
Quelle	In: Community College Journal of Research and Practice, 43 (2019) 3, S.173-185 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-8926
DOI	10.1080/10668926.2018.1449144
Schlagwörter	Language Minorities; Minority Group Students; Two Year College Students; Community Colleges; Academic Persistence; Interpersonal Relationship; Enrollment; Communities of Practice; English (Second Language); Second Language Instruction; Developmental Studies Programs; Student Characteristics + Suchen Sie Ihr Suchwort? Sprachminderheit; Community college; Community College; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Einschulung; Community; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01