Student Perspectives on and Experiences of Community-Based College Success Programs

• In Event: Supporting College Success for Economically Marginalized Students Through Community Programming

Abstract

Starting as early as the 1980s, a variety of community-based organizations (CBOs) successfully provided programming that helped students who were systemically discouraged and marginalized in higher education settings apply to and enroll in colleges and universities. However, many of these organizations found that although their students were getting into college, they were not persisting to degree attainment due to systematic discrimination. As such, many CBOs adapted to created college success programs (CSPs) that provide support to students throughout their time in college. Reports internal to these organizations suggest that many CSPs have successfully supported students through college. However, no systematic evaluation of these programs has been conducted. As such, it is currently unknown how CSPs as a whole impact student experiences in higher education

This portion of the symposium will share student-level results of a mixed-methods study funded by the Spencer Foundation. All current and former students from 11 CSPs were surveyed via an online survey to gather demographic information as well as students’ educational aspirations and attainment. 10 students from each CSP (n=110) were then interviewed to better understand their experience with their CSPs. In particular, interviews asked students about 5 main topics: (1) the aims and methods of their program; (2) their experience in their program; (3) how being in their program impacted them; (4) how being involved in their program affected their experience at their college/university; and (5) the strengths and weaknesses of their program. Results will be discussed in the context of how both CSPs and higher education institutions could better support first generation, economically marginalized students, many of whom are students of color.

Authors

• Ellice Kang, Purdue University

• Amani Khalil, Purdue University