ABSTRACT This study explores students’ first-year writing (FYW) investment, following translingual curriculum assignments in a FYW course at a community college. We respond to calls for research on equitable FYW instruction for community college students and for more practical implementations of translingual orientation, which foregrounds how student writers manage, negotiate, and reshape academic writing norms. Specifically, we examine how translingual curriculum assignments leveraged students’ existing language and literacy practices as valuable and legitimate resources for academic writing. Using deductive and inductive approaches to qualitative analysis, we explore the ways in which students’ writing is reflective of their FYW investment, at the intersection of identity, capital, and ideology. We argue that the translingual curriculum introduced in a FYW community college course positively shapes all students’ investment by mediating the development of writing identities rooted in their out-of-school linguistic practices. This study pushes us to consider the benefits of investment and translingual orientation for all community college students, notwithstanding their language backgrounds, and translingual curricular approaches that support student engagement, development, and identity. It ends with several implications for research and practical recommendations for community college FYW instructors and curriculum developers.

ABSTRACT This study applied Random Forest machine learning to identify predictors of success in gateway English and algebra courses across Wyoming community colleges. High school GPA (HSGPA) consistently emerged as the strongest predictor, while ACT scores added modest incremental value. Gender was relevant in English, with male students at higher risk of underperformance, whereas race and non-traditional status showed limited predictive weight. Nonlinear effects for years since high school suggest that time away from school may influence certain learners. Findings support streamlined placement policies anchored in HSGPA, supplemented by ACT scores when appropriate, and targeted supports for male students in English. This multi-institutional analysis demonstrates how machine learning can clarify predictive patterns in rural community college contexts, informing equitable, data-driven placement strategies that balance simplicity, accuracy, and flexibility for diverse learners.

ABSTRACT This study employs a multi-method approach, integrating quantitative and qualitative analyses to examine factors influencing student attrition at a community college in Trinidad and Tobago. Findings from the multilevel binary logistic regression model highlight a strong inverse relationship between GPA and attrition risk after adjusting for other variables in the model. This relationship varied significantly across the different academic programs. Additionally, being enrolled part-time, being older and being male were each associated with higher odds of withdrawal, controlling for the other covariates. Qualitative insights further contextualized these trends, with students’ frequently citing challenges related to program structure, institutional support, job conflicts, family obligations and financial constraints as key factors influencing their decision to withdraw. Based on these findings, early intervention programs, enhancedacademic advising, flexible course delivery, expanded financial aid, and targeted support forhigh-risk demographics are recommended for improving student retention. Leveraging a similardata-driven framework can help tertiary institutions proactively identify at-risk students and develop strategic, evidence-based retention initiatives that foster academic persistence and long-term student success.

ABSTRACT Food insecurity is a pervasive concern affecting more than one in three community college students; however, many students do not seek resources through the Supplemental Nutrition Assistance Program (SNAP) because navigational capital is needed to access support. This paper explores whether socially engaged artwork can be used to generate Community Cultural Wealth (CCW;) and strengthen community college students’ awareness, perceptions, and understanding of SNAP. Food Fuels Minds (FFM), a socially engaged art project at Hudson County Community College, was designed to generate CCW and consisted of student-created artwork depicting the lived experience of college student food insecurity spread in multiple formats across campus. An online cross-sectional survey (n = 413) was used to evaluate the campaign’s impact. More than half of students reported engaging with FFM and independent samples t-tests revealed statistically significant differences between student who did and did not engage. Students who engaged with FFM had enhanced social and navigational capital, with significantly higher rates of awareness of SNAP (p = .026) and changes to college student SNAP eligibility (p = .001). FFM also generated resistant capital as students reported that FFM made them want to have an impact on their community (56.0%), empowered them to advocate for student food resources (61.0%), encouraged them to consider new ideas (59.0%), and helped them have empathy for their peers experiencing food insecurity (69.7%). Findings indicate that socially engaged artwork is a powerful tool to generate cultural wealth, increase awareness of social service programs and encourage students to be active community members.

ABSTRACT Food and Housing Insecurity are prevalent at community colleges. Community college students, especially men of color (MOC), are at the forefront of experiencing food and housing insecurity, which negatively affects student success and health outcomes. To assess the rates of food and housing insecurity as key contextual factors for MOC on-campus students, this study was conducted using The Community College Socio-Ecological Outcomes model as our conceptual framework. This empirical study aims to deepen our understanding of food and housing insecurity among matriculated MOC at two-year colleges. Utilizing exploratory factor analysis and multilevel regression modeling, findings indicate that MOC at community colleges are more likely to experience food and housing insecurity. Research findings have important implications for policy-making and basic needs research.

ABSTRACT This article introduces a special issue on “Race, Racial Equity, and Racial Climates” in community colleges featuring expert scholars and researchers led by Shaun Harper. It calls on scholars to address systemic challenges thorugh fearless inquiry and evidenced based dialogue.

ABSTRACT With a diverse sample of community college (CC) students (n = 94), we investigated how the working memory (WM)-math relation may be moderated by aspects of acculturation, including cultural adoption and cultural maintenance. We predicted that higher levels of each of the above acculturation factors would improve math performance by way of reducing WM load (via cognitive load). Conversely, we expected a weaker WM-math correlation at lower levels of acculturation due to the increased variability in cultural factors and the adverse effect of lower acculturation on WM through heightened cognitive load. In this cohort, WM correlated with math performance, but acculturation did not significantly influence this relationship. Neither cultural adoption nor cultural maintenance moderated the WM-math association. Results suggest that individualized educational interventions based on acculturation status alone may not be an effective strategy. Instead, institutions such as schools and governmental agencies may focus on providing a better foundation for educational success by enhancing academic and non-academic support systems to promote equitable educational opportunities for all students. Further research should explore additional individual and/or demographic factors (e.g. socioeconomic status, experiences of discrimination, cultural background) to better understand these complex relations.

ABSTRACT To address low graduation rates at a Hispanic-serving community college in the Southwest United States, a peer mentor program was piloted and expanded. The intervention involved embedding peer mentors in Science, Engineering, and Math courses with high rates of students earning D’s, F’s, or withdrawing (DFW). Using a mixed-methods approach, this study explores the outcomes of the peer mentor program over three semesters. Findings suggest that peer mentors served as valuable resources in assisting students with academics, guiding them through possible transfer pathways, and providing practical advice on how to connect with faculty. Student feedback also indicates that peer mentors shared lived experiences and thus assisted students in navigating campus life. This study demonstrates the efficacy peers have in fostering students’ academic and social integration and contributes to greater literature in rethinking how community colleges can best promote students’ desire to persist.

ABSTRACT We describe findings from a qualitative analysis of written responses from a larger survey on holistic support structures for mental health and educational success at three community colleges. Guided by the Model of Momentum for Community College Student Success (Wang, 2017), we analyzed 5,496 students’ responses to open-ended survey questions on their perspectives on and engagement with holistic support at their institutions. Findings indicate that, to realize student success, holistic approaches and integrated services are essential. These include prioritizing students’ mental health and belonging within college contexts as well as broader life circumstances. Further, to center the unique needs of community college students and ensure equitable accessibility and usage, culturally responsive approaches and purposeful resource provision are needed so that traditionally minoritized students are not excluded.