Reverse transfer students : characteristics, motivations, and implications.

Recently Published Dissertations on Community and Junior Colleges

The major hypothesis of this study was that the married state conveys a performance benefit to the male student and is a detriment to the female student. Differential effects of marriage by sex were hypothesized to be related to traditional sex-role concepts such that married female students receive less spouse support and have more role conflict than the male. The hypotheses were tested with law students and veterinary medical students. Performance was measured with GPA, and measures of spouse support and role conflict were developed from weightings of judges for items in a structured telephone interview. Different results were obtained for veterinary students who were accepted the first time they applied than for those who were not accepted and reapplied. For veterinary students who were accepted the first time they applied, the main hypothesis was supported, and married female students had significantly more role conflict than males. For veterinary students who had applied previously, married students of both sexes performed significantly better than single students. Married students who had applied previously received significantly higher levels of spouse support than did married students who were accepted the first time they applied. For law students, the major hypothesis was not supported, and there were not significant differences by sex for role conflict or spouse support. Differences between the two groups of veterinary students were interpreted as reflecting different levels of motivation. Differences between veterinary and law students were believed to be related to different sex-role concepts. Veterinary medical students are more likely to be more stereotypically male or female, while law students of both sexes are more likely to hold moderately masculine self-concepts. There was evidence that married female law students are highly strategic in minimizing role conflict when it will directly affect performance. For males, it was postulated that there are differences in criteria for spouse selection, with the veterinary medical student being more likely to select a wife with traditional sex-role concepts.

This study aimed to identify family and social pressures and their relationship with academic achievement among married female university students at the Maryamah Complex at Seiyun University, and to determine whether there are statistically significant differences in the intensity of these pressures attributed to certain demographic variables (Academic level, economic level, presence of children, and type of residence). To achieve the study objectives, the descriptive correlational approach was employed, and the study sample consisted of (50) married female students selected randomly. The study used a questionnaire prepared by the researchers, consisting of family and social domains. The results indicated that married female students face high family and social pressures, with mean scores falling within the high level range (2.34 to 3). The findings also revealed significant differences at the level of (a=0.001) among the participants, attributed to the variable of academic level and economic level favoring the lower levels. However, no statistically significant differences were found related to study level, type of residence, or the presence of children, In light of these results, the study recommended several measures to reduce these pressures, including organizing counseling programs and sessions aimed at supporting married female students, enabling them to cope with pressures and reduce their intensity.

The article presents a report of the 1971-1972 Committee on the Junior (Community) College Curriculum of the American Accounting Association (AAA) which provided recommendations to improve cooperation between community colleges and junior colleges. Students generally do not decide to major in accounting until their freshman or sophomore year in college. The number of students who transfer from community colleges to complete the baccalaureate degree with a major in accounting is steadily increasing. Two-year colleges are growing so rapidly that some day they may provide most of the introductory accounting education. The AAA should sponsor workshops, seminars, and/or courses that would acquaint community college teachers with innovative teaching methods as well as the significant concepts developed in recent years. The AAA should step up efforts to attract community college teachers to the regional and national meetings.

The focus of this paper is to determine the effectiveness of assertiveness counselling skills on marital conflict among married female students at Sokoto State University. The population of the study consists of UG I students of the 2023/2024 session, Sokoto State University Sokoto, totaling about 48 subjects, female married students who were randomly selected and assigned to experimental and control groups. An experimental design of pre-test and post-test only control groups were administered to generate data from the subjects of the study in the two groups for eight (8) weeks. An instrument titled “Marital Conflict Questionnaire” was administered to both experimental and control groups for data collection. A t-test technique was used to analyze the data. The result showed a statistically significant difference between the mean scores of the participants in the study. Based on the findings, recommendations were made that Sokoto State University should include assertiveness counselling programs as a core part of its student support services. These programs can be tailored to address the unique needs of married female students, focusing on stress management, financial decision-making and effective communication skills to enhance their overall academic and personal well-being.

The relationship between the mission of community colleges and the increasing teacher shortage has become more transparent as many community colleges have implemented teacher education programs to address community needs, the shortage of qualified teachers, and the lack of diversity among teachers. As the community college's teacher education role has increased, many community colleges have responded by adding associate of arts degrees and certificate programs specific to teacher education to tackle the shortage of teachers and the lack of diversity among teachers in the nation's classrooms. The purpose of this study was to examine the effectiveness of one community college's pre-service teacher education program in transferring minority students to a university teacher education program and the likelihood of the students graduating with both bachelor's degrees and teacher certification. This longitudinal ex post facto causal-comparative mixed methods case study involved tracking a cohort of minority students over a 6-year period. Data were gathered from existing teacher education program records for native and transfer students at one community college and two four-year institutions. Unstructured interviews were conducted with administrators over the community college's program. For data analysis, ?2 and Phi Coefficients were conducted to compare the minority students' university transfer and graduation rates to native university students' transfer and graduation rates. Results of the study demonstrated that the minority students were graduating at an observably higher rate than both the native to university students and their respective ethnic peers who began college at two-year colleges at the national level. This study's findings might help community college teacher education programs to increase enrollments of minority students and to address the needs of surrounding communities. The findings contributed to the relatively scarce literature regarding minority teacher preparation in community colleges. The study's findings might also be useful to community colleges looking toward or already implementing similar pre-service teacher education programs. Overall, the results indicated that pre-service teacher education programs at the community college level can be effective at producing transfer students who successfully graduate from four-year teacher education programs.

Reverse Transfer Students in Illinois Community Colleges

The purpose of this study was to determine if the factors posited by previous researchers to affect predisposition to attend college in high school students also affect the predisposition to transfer in the two-year college student population, and to investigate whether or not an expansion of the Hossler and Gallagher (1987) three-phase model of college choice and the Hossler and Stage (1992) Model of High School Students' Predisposition to College would yield great benefits. This analogy uses variables that have been advanced as effectual in the predisposition stage of the college choice process on the selected student population. The problem is that previous research has not examined the college choice process that students in two-year colleges undertake. Moreover, it ignores the duplicative nature of the college choice process for community college students. Specifically, this study investigates the simple bivariate relationship between predictors reported in the predisposition literature for high school students (socioeconomic status, parents education, etc.) and measures 2-year college students' decisions to transfer or not transfer to a baccalaureate institution upon leaving the community college. For the nine included variables (SES, parents' education, GPA, parents' and significant others' expectation and encouragement, students' personal expectation, college involvement, gender, ethnicity and age), the simple bivariate relationship with a measure of community college student's decision to transfer or not transfer to a baccalaureate institution upon departing from community college is measured. To test the explanatory power of the expanded Hossler and Stage model, hierarchial logistic regression procedures are employed. Model 9, which included all variables, was significant at the $\propto$ =.05 level. Of all the variables introduced in the hierarchical logistic regression analysis, EXPECT 2 (the personal educational expectations and aspirations students have for themselves) produced the most statistically significant relationship to predisposition to transfer (r =.2921). The results of this study have implications for state and federal officials who are responsible for developing student financial aid policies, administrators at community colleges and baccalaureate institutions, and for those responsible for enrollment management and recruiting functions at both two- and four-year institutions.

This study aims to investigate the effectiveness of marriage enrichment training through PAIRS method in marital conflicts of married female students. The present research is an applied study in terms of purpose. Also, in terms of data collection method, it is a pretest-posttest quasi-experimental study with a nonequivalent control group. The statistical population comprised all married female students in Neyshabour Islamic Azad University, who participated in this study in the autumn of 2015. The sample was selected through purposive and available sampling method. From among the married couples, 30 married female students were chosen purposefully and were randomly assigned into two experimental (15 subjects) and control (15 subjects) groups. The data were collected through Marital Conflict Questionnaire by Sanaei (2000). The data were analyzed using the analysis of covariance test. The findings demonstrated that marriage enrichment training through the PAIRS method is effective in improving marital conflicts (P < 0.05). Based on the research findings, it can be concluded that marriage enrichment training through the PAIRS method can reduce marital conflicts in married female students.

An analysis is presented of the position of American community colleges in the nation's educational system. First, background is provided on the historical development of the community colleges. This section examines: (1) the forces contributing to the rise of higher education and the emergence of junior colleges; (2) the expansion of the two-year college role to include community services and remedial education, as well as transfer, occupational, and postsecondary terminal programs; and (3) influences on community college growth over the past four decades, including increased educational access, the student consumerism movement, the increasing enrollment of part-time students, and the absorption by community colleges of the educational functions of other agencies. The next section provides information on community college faculty, focusing on their educational background and professional involvement in contrast to that of their four-year college counterparts; the faculty union movement; and factors, such as long working hours and underprepared students, which erode faculty job satisfaction. Curriculum and instruction in the community college are discussed next, with particular focus on transfer, occupational, and community service curricula. The article concludes with an examination of the dilemma faced by college leaders attempting to maintain their institution's place in graded education, while providing a variety of educative services to their constituents on an open-door basis.

This study analyzed the effect of marriage on the academic performance of female students in a selected public university, named University of Chittagong in Bangladesh. For this purpose, 106 married female students were selected from different faculties of university by using the purposive and snow-ball sampling techniques. A number of statistical hypotheses were generated and tested by using the chi-square and paired sample t tests. The findings show that academic performance of married female students has significant effect with some factors such as study hour, time spent over mobile phone, getting help from husband and in-laws family members for study, respondents’ faculty and satisfaction level in marital status. On the other hand, class attendance, management of financial needs, getting pressure to take child from husband and in-laws family members has been found insignificantly related with their academic performance. The analysis reveals that marriage have notable positive effect on higher studies for female students and most of the student’s result remain constant &amp; raised because of contribution and help of their husband &amp; in-laws family members for household work, marital satisfaction and mental stability with financial security.

Northern Illinois University was the site of a study of reverse transfer students returning to a university. The 269 students in the study represent 15% of all the transfer students entering the university during 1975‐1976. Their 4?2?4 academic progress found 45% had academic difficulty in their initial senior institution. In the community college, 55% completed an associate degree. The academic‐difficulty students raised their average GPA by 1.4 points. Five years after entering NIU the reverse transfers had a bachelor's degree completion rate of 61.3%. Students in previous academic difficulty attained a 55.4% graduation rate while students in good standing in their initial senior institution had a 66.2% graduation rate. Among students in previous academic difficulty, students who were attending a different senior institution were twice as likely to complete a bachelor's degree than students returning to the same school where they had had academic problems previously. A discriminant analysis of NIU statu...

Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsStephen G. KatsinasStephen G. Katsinas is associate professor in the Department of Educational Leadership at the University of Toledo.

This study examines the practices of U.S. community (two-year) colleges earning the Carnegie Elective Classification for Community Engagement. Community colleges are not widely represented in the Elective Classification. In keeping with each state’s charge of workforce and economic development and training, community colleges focus on teaching as compared to four-year universities conducting research. Using thematic analysis, the study found four themes across the 26 colleges earning the prestigious designation from 2006-2024. The study documents the practices of institutionalized service-learning and community engagement at community colleges achieving the Carnegie Elective Classification for Community Engagement and interprets the findings through a conceptual framework of Institutional Logics focusing on Bureaucratic/State and Market Logics as key obstacles to expanded participation by the colleges. A much-needed future research agenda on service-learning and community engagement within the two-year college sector is proposed framed in Institutional Logics.

In this paper we consider the role of community colleges for four-year STEM students as they move through their educational careers. We examine a student cohort who began their freshman year at a four-year college and the pathways that lead them to coursetaking or degrees at a community college. We identify three distinct roles of community colleges as used by four-year college students: (1) reverse transfer; (2) supplemental course taking while pursuing a four-year degree; (3) post-graduate community college coursetaking and/or enrollment. There are other variations on these three basic patterns but limited data and sample size constrain our analysis to these broader patterns