Optimizing Intent to Transfer: Engagement and Community College English Learners

Autor/inn/en	Hartman, Catherine; Callahan, Rebecca; Yu, Hongwei
Titel	Optimizing Intent to Transfer: Engagement and Community College English Learners
Quelle	In: Research in Higher Education, 62 (2021) 6, S.789-828 (40 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hartman, Catherine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-0365
DOI	10.1007/s11162-020-09619-3
Schlagwörter	College Transfer Students; Learner Engagement; Community Colleges; Two Year College Students; English Language Learners; Intention; Student Surveys; Student Experience; Community College Survey of Student Engagement + Suchen Sie Ihr Suchwort? Hochschulwechsel; Schulwechsel; Studienortwechsel; Community college; Community College; Schülerbefragung; Studienerfahrung
Abstract	Researchers have long struggled to accurately identify the needs of English learner (EL) students and the factors that facilitate their postsecondary success. Although prior research suggests that EL students disproportionately select into community colleges, there is a dearth research that examines transfer to four-year schools among community college English learner (CCEL) students. In this study, we examined whether and to what extent community college students' linguistic status shapes the relationship between engagement and intent to transfer to a four-year institution. Using data from the Community College Survey of Student Engagement, we used logistic regression to examine how, if at all, the relationships between the multiple forms of student engagement and intent to transfer might differ by linguistic status, net of various student and school-level controls. Ultimately, our findings suggest that students' returns to engagement do differ by linguistic status, with CCEL students experiencing the greatest gains relative to their intent to transfer. Not only are CCEL students are more likely to engage in academic discourse, internalize teachers' pedagogical offerings, and recognize institutional supports than their non-CCEL peers, but they appear to derive greater benefits from both academic engagement and instruction in the use critical thinking skills than their non-CCEL peers. We conclude with recommendations for educators, policymakers, and researchers seeking to improve CCEL students' educational attainment and engagement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01