Patricia H. Murrell

Factors Influencing Estimates of Gains Made among African-American and Caucasian Community College Students.

At the heart of Paces theory (1979, 1984) is the notion that what students gain from college is largely determined by the breadth and amount of effort they exert toward their education. Pace and his colleagues have operationally defined this construct in the Quality of Effort scales of the Community College Student Experiences Questionnaire (Friedlander, Pace, & Lehman, 1999). Student development theory (Miller & Winston, 1990) has suggested that the unique influences on growth between and among students of differing ethnic backgrounds should not be overlooked. This study examined whether African-American and Caucasian students attending a two-year college differed in the relationship between the quality of their efforts exerted toward important educational objectives and their perceptions of growth and development in academic and nonacademic domains. The results suggest that the relationship between student effort and self-reported gains are not the same for African-American and Caucasian students. When background variables were statistically controlled for, quality of effort yielded several common and unique influences on estimates of gains made for each group. African-American students reported greater gains, which were explained by more involvement toward the completion of important educational objectives. These findings are discussed in light of Paces theory and past research on students attending two- and four-year institutions. Limitations of the current research design are discussed and implications for faculty members, administrators and others who formulate policy and programming at community colleges are outlined as well.At the heart of Paces theory (1979, 1984) is the notion that what students gain from college is largely determined by the breadth and amount of effort they exert toward their education. Pace and his colleagues have operationally defined this construct in the Quality of Effort scales of the Community College Student Experiences Questionnaire (Friedlander, Pace, & Lehman, 1999). Student development theory (Miller & Winston, 1990) has suggested that the unique influences on growth between and among students of differing ethnic backgrounds should not be overlooked. This study examined whether African-American and Caucasian students attending a two-year college differed in the relationship between the quality of their efforts exerted toward important educational objectives and their perceptions of growth and development in academic and nonacademic domains. The results suggest that the relationship between student effort and self-reported gains are not the same for African-American and Caucasian students. When...

THE COMMUNITY COLLEGE EXPERIENCE: ASSESSING PROCESS AND PROGRESS

The investigation of the interaction between students and community college environments is often missing from outcomes assessment efforts. More attention is paid to comparing presage variables such as age, ethnicity, entering test scores, or high school grade point average to outcome variables such as persistence, achievement test scores, grade point average and other exit criteria. Knowledge about what learners do and how they respond to an institutions efforts to provide a rich educational environment can add an important dimension in determining the impact of the educational experience.

Quality of Effort and Career Preparation Differences Between African American and White Community College Students

This study examined data from a random sample of 500 White students and 500 African American students who have taken the Community College Student Experiences Questionnaire to determine which factors in the environment impact their career preparation. The results showed that interaction with faculty had the strongest impact on career preparation for all students. Counseling services were significant for African American students. The African American students indicated they put more effort into student-faculty interactions and peer interactions than White students, and they reported greater gains in career preparation.

SEXUAL HARASSMENT OF FEMALE STUDENTS: IMPLICATIONS FOR COMMUNITY COLLEGE PRACTICES

This article addresses the problem of sexual harassment as it relates to the community college context. The authors discuss the incidence and types of sexual harassment that have been reported on campuses of institutions of higher education and conclude that the most prevalent form of sexual harassment involves male professors harassing female students. They discuss the unique characteristics of the female community college student, indicating that many of these students are new to the higher education experience and, as a consequence, may be particularly vulnerable and susceptible to sexual harassment. The authors also explore the transient nature of community college students and how this characteristic may affect the culture of community colleges. The legal basis and definition of sexual harassment are discussed along with the elements of effective community college sexual harassment policies and procedures. Examples of effective community college policies and procedures are presented. Finally, the lea...