Reimagining Student Success: The Student Sensibility and the Real Lives of Community College Students

• In Event: 4451 - Section on Sociology of Education Refereed Roundtables
  In Refereed Roundtable (60 min): Table 20: Higher Education: Challenges and Barriers

Abstract

Over the last two decades, an inordinate amount of time, money, research and programming--- has been expended trying to solve the college persistence puzzle, especially for our most vulnerable students. Typically, these are first-generation students who are economically fragile, and/or racial and ethnic minorities. While there has been some improvement, the evidence remains discouraging. In one recent analysis, only 38% of community college students attained a two year credential, and fewer than 20% completed a degree at a four year college in six years. (Shapiro et. al. 2017)

Many of the interventions designed to respond to the crisis have been influenced by Academic Momentum theory (Adelman 1999; 2006; Attewell 2012), which suggests that controlling for prior academic preparation, students who are engaged academically early on, will do better on outcomes such as retention and degree completion. Examples of momentum-style initiatives include encouraging students to increase their course load (i.e., from 12 to 15 credits per semester) or winter and summer course taking, among others.

I argue that institutional responses need to be re-examined, particularly because the real lives that many community college students live—inside and outside of the classroom—have remained largely invisible. While it is true that students now know they need to go to college, there is still so much about college-going that is mysterious to them. I have developed a concept-- the Student Sensibility-- that explains the multiple, competing aspects that challenge student persistence in college. In this presentation, I discuss some of the vulnerabilities and decision making of my own students over the course of ten semesters (Fall 2013-Spring 2018). In doing so, I analyze what they communicate about their lives inside and outside of the classroom. Highlighting the reasons students have stated for missing classes, dropping courses, and stopping out, will uncover a more situational understanding of the myriad factors that challenge their persistence.

Author

• Robin G. Isserles, CUNY Borough of Manhattan Community College