Examining Equity in Engagement and Enrollment-Related Predictors of Completion and Transfer Among Community College Students

• In Event: Sunday Roundtable Session 3:05 pm
  In Roundtable Session: Co-Requisite Models and Transfer Experiences at Community Colleges (Table 23)

Abstract

Systemic barriers precipitate equity gaps in credential completion and vertical transfer among students who start at community college, stifling the promise of the open-access mission. In this study, we employed a critical quantitative lens to examine equity in engagement and enrollment-related predictors of credential completion and vertical transfer among community college students from one state (North Carolina). Transfer intentions and three enrollment-related factors (number of developmental courses, proportion of credits earned online, pace of progress) were significant predictors of completion and transfer outcomes. Additionally, there was a significant interaction effect of developmental courses and race/ethnicity on transfer. These findings substantiate previous research on equity gaps in community college, and point to the need for continued practice and policy efforts.

Authors

• Sandra L. Dika, University of North Carolina - Charlotte

• Yi Wang, Purdue University

• Mark M. D'Amico, University of North Carolina - Charlotte

• Carmen Serrata, University of North Carolina - Charlotte

• Michael Bohlig, University of Texas at Austin