Understanding the World of Noncredit: A Baseline Study of Immigrant Needs in a Noncredit Institution

• In Event: Examining Issues of Language, Culture, and Power Through Culturally Sustaining and Revitalizing Pedagogies

Abstract

Objective

California has the largest community college system in the nation serving 2.1 million students throughout 113 colleges (California Community Colleges Chancellor’s Office). Our preliminary findings showed that our standalone noncredit institution is serving 2.5 times more immigrant students (31%) than community colleges within our local district and state-wide. This study provides baseline data on the immigrant students served at a standalone noncredit institution with the intent to gain a deeper understanding of immigrant student’s educational goals and coursework trends. Incorporating cultural sustaining pedagogy (CSP) into the classroom curriculum and professional development of faculty and staff is vital to address the needs of our large immigrant population.


Theoretical Framework
Given that our institution serves such a large population of immigrant students, faculty members need to begin having conversations about culturally relevant pedagogy in the courses and programs utilized by immigrant students. Paris (2012) has provided us the framework to begin having these conversations. Through the use of CSP, we as an institution are able to better support our immigrant students and help them navigate their educational pathways.

Methods
The Office of Institutional Research and Planning queried student enrollment data from the student records database. Specific information that was queried for the baseline study included student demographics, citizenships status, educational goal, primary language and course enrollments. This data was disaggregated and analyzed to understand the enrollment trends and educational goals of the institution’s immigrant population.
Results
Through the analysis of institutional data, student enrollments showed that 31% of our students identified themselves as non-U.S. citizen immigrants. The majority (62%) of the immigrant population identified themselves as Hispanic/Latino/Latinas, with Asians (24%) being the second largest ethnicity. Slightly over 40% of those immigrant students who identified an educational goal shared they attended a noncredit institution to improve their basic skills in English, reading or mathematics. Other goals mentioned included preparing for a new career, obtaining an Associate’s Degree (AA), and transferring to a four-year institution. As expected, over half (60%) enrolled in the English-As-A-Second Language (ESL) program. These students mostly enrolled in ESL courses that led to a certificate and specialty courses that had an occupational component. The second most commonly enrolled program was Career Technical Education (CTE). Students mostly enrolled in medical occupation tracks such as pharmacy technician certification. Courses in computers, business and management and education were also commonly taken by immigrant students.


Significance
For immigrant students, gaining access to institutions such as community colleges are key to opening up their educational pathways (Teranishi, Suàrez-Orozco, & Suàrez-Orozco, 2011). For some of the most marginalized communities, access is not enough. Providing a supportive and flexible environment even before they transition to for credit institutions is key to their success. Cultural sustaining pedagogy fosters that supportive environment and can be applied in courses that are utilized by the immigrant population. Achievement outcomes such as transition rates, certificate completion and employment can further be used as measures of the impact of such pedagogies.

Authors

• Tina Maria King, California State University - Fullerton

• Dulcemonica Delgadillo, North Orange School of Continuing Education

• Harpreet Uppal, North Orange Continuing Education

• Jason Makabali