Modeling Influences of Holistic Teaching and Institutional Support on Community College Students’ Momentum and Competencies

• In Event: Holistic Success: Institutional Influences on Community College Student Outcomes

Abstract

This study investigates whether and how teaching practices and institutional support, independently and interactively, influence community college students’ momentum and competencies for future career and educational pursuits. Drawing on survey data from students across three community colleges and guided by Wang’s momentum framework, we applied structural equation modeling to examine the direct and indirect effects of holistic teaching practices and institutional support on student momentum and core competencies. Preliminary findings indicate that holistic teaching significantly enhances student momentum and competencies, while institutional support has unexpected negative associations. Results highlight the central role of culturally responsive pedagogy and mentoring and suggest a need to reimagine institutional support systems to better meet diverse student needs.

Authors

• Xiwei Zhu, San Diego State University

• Xueli Wang, University of Wisconsin - Madison

• Aikebaier Nadila, University of Wisconsin - Madison