Students return to community college Carolyn K. Ozaki

ISBN: 9781109410433

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NOOKstudy eTextbook

213 pages


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Students return to community college  by  Carolyn K. Ozaki

Students return to community college by Carolyn K. Ozaki
| NOOKstudy eTextbook | PDF, EPUB, FB2, DjVu, AUDIO, mp3, ZIP | 213 pages | ISBN: 9781109410433 | 10.52 Mb

This mixed methods study was designed to contribute to exploration of the reasons students returned to college, stopout, and the factors that influenced that decision. In the studys first part I conducted a quantitative analysis of the relationshipMoreThis mixed methods study was designed to contribute to exploration of the reasons students returned to college, stopout, and the factors that influenced that decision. In the studys first part I conducted a quantitative analysis of the relationship between factors associated with a high risk for departure and community college students who returned to school after departure.

The second part of the study was a qualitative inquiry into the educational paths of community college students who stopped out, but were currently enrolled. The third article was an exploration of the intersection between the quantitative and qualitative results. The research questions addressed across all three articles were: (a) Why do community college students return after a period of nonenrollment?- (b) Which factors influence the decision to return?- (c) What is the influence of these factors on the decision to return to return?-In the first part, I used correlations and logistic regression to examine data from the Beginning Postsecondary Survey 96/01, focusing on community college students who departed college between 1996 and 2001 (n=779).

The final model had four significant variables associated with who stays out and who returns to school. Students with mixed enrollment were more likely to return to college, while students who were divorced/widowed/separated marital status, job skill development as a reason for initial enrollment, and minimal student disadvantage were less likely to return.-The purpose of the second part of the study was to explore the external and internal reasons and factors involved in students decisions to return to college after an extended absence.

This study specifically sought to explore the role of students concepts of who they might be (or want to avoid becoming) in the college and career domains of their lives (possible selves). Analysis of the interviews revealed two different educational paths that were partially shaped by students college possible selves as they initially entered college. The different educational paths and influence of possible selves and other important factors came to light as students discussed critical decision-making points along their journeys. Changes in students possible selves also resulted in different attitudes and approaches toward school, resulting in more academic success and persistence.-The purpose of the third article was to present the results of the quantitative and qualitative studies and analyze the intersection of the data.

While the results reported for the quantitative portion of the study remain unchanged, the data from the qualitative study were reanalyzed and coded to better understand and expand on the ways that the significant risk factors in the quantitative model appeared in and influenced decision-making about college departure and reentry among the participants in the qualitative study. In general the qualitative data supported or partially mirrored the quantitative results and expanded upon the results to demonstrate how these risk factors manifest and influence students personal and academic lives in relationship to their educational persistence decisions.



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