"Sense of belonging is a significant predictor of student retention and completion in higher education; students who believe they belong are more likely to bounce back from obstacles, take advantage of campus resources and remain enrolled. For community colleges, instilling a sense of belonging among students can be challenging, since students often juggle competing priorities, including working full-time, taking care of family members and commuting to and from campus."
"To help improve retention rates, the California Community Colleges replicated a belonging intervention developed at Indiana University's Equity Accelerator and the College Transition Collaborative. Data showed the intervention not only increased students' academic outcomes, but it also helped close some equity gaps for low-income students and those from historically marginalized backgrounds. What's the need: Community college students are less involved on campus than their four-year peers;"
Sense of belonging strongly predicts community college student retention and completion; students who feel they belong recover from setbacks, use campus resources, and persist in enrollment. Community college students face competing priorities—employment, caregiving, and commuting—that can weaken campus engagement. California Community Colleges implemented a replicated social-belonging intervention originally developed at Indiana University, and data indicated improved academic outcomes and narrowed equity gaps for low-income and historically marginalized students. Survey evidence shows community college students report lower involvement and social disappointment compared with four-year peers. Moorpark Community College delivered the intervention in first-semester math and English courses to reach all incoming students. The intervention centers on peer data analysis and student testimonies to normalize challenges and model overcoming barriers.
Read at Inside Higher Ed | Higher Education News, Events and Jobs
Unable to calculate read time
Collection
[
|
...
]