Validating Student Experience and Promoting Progress, Performance, and Persistence through Assessment.Report as inadecuate




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This study assessed how in- and out-of-class experiences influenced the transition to college, student involvement with institutional life, and student perceptions about learning among 72 first-year community college students from three institutions with large numbers of either Hispanic or African American students. The students were interviewed in groups of 4 to 6 and were asked 13 open-ended questions about their backgrounds, transition to college, institutional attitudes, and perceptions of their learning ability. Data were analyzed using an inductive approach to identify patterns and themes. The study found that student characteristics associated with difficulty in getting involved either socially or academically on campus included the following: being a full-time mother, having been out of school for a long time, being afraid of failure, and having done poorly in high school. Validation by faculty, staff, friends, and relatives was characteristic of students who successfully made the transition to college. The paper also discusses student assessment methods that can promote student achievement and persistence in postsecondary education, such as surveys, interviews, and focus groups conducted of students upon entry, enrollment, and exit from the institution. (MDM)

Descriptors: Academic Achievement, Academic Persistence, Asian American Students, Asian Americans, Black Students, College Freshmen, Community Colleges, Educational Attitudes, Hispanic American Students, Hispanic Americans, Prior Learning, School Involvement, Self Esteem, Socioeconomic Influences, Student Adjustment, Student Attitudes, Student Evaluation, Student Experience, Two Year College Students, Two Year Colleges











Author: Rendon, Laura I.; Jalomo, Romero, Jr.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=11816&id=ED381051







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