Demographic risk factors, study patterns, end campus involvement as related to student success among Guilford Technical Community College students

Community College Review, Summer, 2003 by Carol Schmid, Patricia Abell

Summary

Students entering community colleges are more likely than are their peers at four-year institutions to confront demographic risk factors that make it more difficult for them to complete their course of study (Cofer & Somers, 2001; Bryant, 2001). This study has shown that community college students at GTCC are not a homogeneous group. GTCC nonreturning students are confronted with a number of demographic risk factors beyond those of their counterparts in the other two cohorts. The nonreturning students had substantially greater rates in three risk factor areas: 1) working full-time, 2) enrolling part-time, and 3) financial independence.

In contrast to demographic risk factors, study patterns between the three cohorts show less consistent differences. The two major findings relate to the number of hours studied and systematic review before exams between the nonreturning and graduate cohorts. Graduates were more likely to study 11 or more hours per week and to review weekly before exams than nonreturning students.

In addition to these factors, the nonreturning students were, on average, less integrated into college life. Students who participate in study groups, speak with faculty outside class and participate in school clubs are more likely to complete their programs of study at both two- and four-year colleges. Nonpersisters differ from persisters in that they do not successfully integrate themselves into college. The model for persistence, then, involves integration of academic and personal spheres (Goldsmith & Archambault, 1997). Napoli and Wortman (1998) indicate that academic and social integration have both direct and indirect effects on persistence in college. Students who are integrated into the college life have stronger goal and institutional commitments, and these in turn influence persistence.

In order to help students who are at higher than average risk of not succeeding at community colleges, colleges need to identify them early in their college career so that additional intervention can be provided (Drew, 1990; Harris, 1998; Price, 1993). Additional financial aid would undoubtedly be helpful. Currently, only 32% of GTCC students receive financial aid. Also important are innovative ways of linking at-risk students with college resources and their peers on campus. According to Kane & Rouse (1995), the proportion of students from the lowest income quartile who enrolled in community colleges increased by 6% (from 16% to 22%) between 1980 and 1992, while it declined slightly in four-year colleges. The proportion enrolling from the highest quartile stayed constant in two-year colleges at just under 20%. The highest quartile in four-year colleges increased from 55% to 65%. Unless well-designed policies are in place to identify and provide support for these highly nontraditional students, the completion of a college education will remain a diverted dream for many (Brint & Karabel, 1989).

This review highlights demographic risk factors in the community college population at GTCC. It also shows that community college students represent a complex and diverse population. By understanding students at one institution who are able to persist despite significant risks (as well as those more likely not to complete their studies), administrators, faculty, and college personnel may benefit from this research when developing policies, programs, and services to serve all segments of the community college population. More comparative research is needed at diverse institutions to understand persistence in the community college and the structures that aid in student success.