Community College Student Persistence during the COVID-19 Crisis of Spring 2020

Autor/in	Lackner, Elisabeth
Titel	Community College Student Persistence during the COVID-19 Crisis of Spring 2020
Quelle	In: Community College Review, 51 (2023) 2, S.193-215 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lackner, Elisabeth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0091-5521
DOI	10.1177/00915521221145304
Schlagwörter	Two Year College Students; Community Colleges; Academic Persistence; COVID-19; Pandemics; Minority Serving Institutions; Public Colleges; Urban Schools; Withdrawal (Education); School Closing; Distance Education; Student Characteristics; Disproportionate Representation; Racial Differences; Gender Differences; Reentry Students; Dropouts; At Risk Students; New York (New York) + Suchen Sie Ihr Suchwort? Community college; Community College; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Kursabbruch; School closings; Schließung; Schließung (von Schulen); Distance study; Distance learning; Fernunterricht; Rassenunterschied; Geschlechterkonflikt; Zweiter Bildungsweg; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen
Abstract	Objective: This quantitative study examines the impact of the COVID-19 pandemic on students' persistence at a minority-serving, open-access, public, urban community college in New York City. Specifically, the project looked at factors associated with mid-semester college withdrawals during spring 2020 when the college shifted to remote instruction due to the COVID-19 pandemic. Method: Utilizing data from three spring semesters (spring 2018, 2019, and 2020), four logistic regression models tested the marginal effects of student background and college program factors on mid-semester withdrawal and the moderating effect of spring 2020, the COVID-19 outbreak semester. Results: Findings indicated that the withdrawal rates were higher for new students, men, minoritized students, and part-time students across all three spring semesters. Spring 2020 disproportionally affected part-time students, men, Black students, as well as readmitted students. The greatest increase in the probability of mid-semester college withdrawal was observed for Black men who had been enrolled part-time in spring 2020. Belonging to a highly structured full-time study program protected students from leaving mid-semester, although this protection was weaker in spring 2020 and spring 2019 compared to spring 2018. Contributions: The research highlights the equity gap for Black men at the college and points to additional factors contributing to mid-semester college attrition. The work provides insights into factors that worsened during the COVID-19 pandemic. The study thereby contributes to understanding short-term risk factors for vulnerable student populations and adds to the body of literature on crisis situations in higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01