TY - JOUR
T1 - Language Minority Students in Community Colleges
T2 - An SEM Model Exploring Socio-Academic Variables Related to Persistence Pertaining to Re-Enrollment
AU - Huerta, Margarita
AU - Garza, Tiberio
AU - García, Hugo A.
N1 - Publisher Copyright:
© 2018, © 2018 Taylor & Francis Group, LLC.
PY - 2019/3/4
Y1 - 2019/3/4
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=85044030447&partnerID=8YFLogxK
U2 - 10.1080/10668926.2018.1449144
DO - 10.1080/10668926.2018.1449144
M3 - Article
AN - SCOPUS:85044030447
SN - 1066-8926
VL - 43
SP - 173
EP - 185
JO - Community College Journal of Research and Practice
JF - Community College Journal of Research and Practice
IS - 3
ER -