Applying College Change Theories to Student Affairs Practice: New Directions for Community Colleges

107 Pages·2016·1.836 MB·English

by  Ozaki, C. Casey;Spaid, Robin L

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Number 174 » Summer 2016
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NewDirectionsfor
CommunityColleges
ArthurM.Cohen
Editor-in-Chief
CarolineQ.Durdella
NathanR.Durdella
AssociateEditors
AmyFaraEdwards
ManagingEditor
Applying College
Change Theories
to Student Affairs
Practice
C. Casey Ozaki
Robin L. Spaid
Editors
•
Number174 Summer2016
Jossey-Bass
SanFrancisco
APPLYINGCOLLEGECHANGETHEORIESTOSTUDENTAFFAIRSPRACTICE
C.CaseyOzaki,RobinL.Spaid(eds.)
NewDirectionsforCommunityColleges,no.174
ArthurM.Cohen,Editor-in-Chief
CarolineQ.Durdella,NathanR.Durdella,AssociateEditors
AmyFaraEdwards,ManagingEditor
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C
ONTENTS
EDITORS’NOTES 5
C.CaseyOzaki,RobinL.Spaid
1. MovingfromStudentDevelopmenttoStudentSuccess 9
RosemaryGillett-Karam
Byusingareconstructionistandcriticaltheoryapproach,areviewof
studentdevelopmenttheoriesdemonstratestheproblematicnatureof
suchideasastheycontinuetobeusedtoshapestudentaffairspractice
incommunitycolleges.
2. CollegeImpactTheoriesPastandPresent 23
C.CaseyOzaki
Thischaptercriticallyexaminesthefitandapplicabilityoffoundational
collegeimpacttheoriestothecommunitycollegecontextandstudents.
Implicationsfortheliteratureandcampusesareexplored.
3. ApplyingtheSocio-EcologicalOutcomesModeltothe 35
StudentExperiencesofMenofColor
FrankHarrisIII,J.LukeWood
The authors of this chapter present the Socio-Ecological Outcomes
Modelasameansofpredictingstudentsuccessforcommunitycollege
menofcolor.
4. TracingLGBTQCommunityCollegeStudents’Experiences 47
EboniM.Zamani-Gallaher,DevikaDibyaChoudhuri
ThefollowingchapterdetailstheperspectivesofLGBTQcollegiansand
faculty/staffalliesat2-yearinstitutions.
5. NurturingStudentSuccessinTribalColleges 65
LorettaM.DeLong,GeraldE.Monette,C.CaseyOzaki
This chapter explores the role of student development and culturally
relevanttheoriestosupport2-yeartribalcollegestudentsuccess.
6. RelatingTheoriestoPracticeinanInternationalContext 75
MiriamJ.Carter,FranciscoJ.Marmolejo,RobinL.Spaid
Using India as an example, the authors of this chapter provide back-
groundforconnectingtheoryandpracticeforinternationalcommunity
colleges.
7. StudentAffairs:MovingfromTheoriesandTheoriststo 85
PracticeandPractitioners
RosemaryGillett-Karam
This chapter offers community college practitioners information on
outdatedstudentdevelopmenttheorythathasbeenusedasthestan-
dardtodevelopstudentaffairsprograms.
8. AnticipatingPracticesandTheoriesintheFuture 93
RobinL.Spaid,C.CaseyOzaki
Thecoeditorsforthisvolumesynthesizekeypropositionsfromthevol-
ume chapters and offer recommendations for community colleges to
employcollegeimpacttheoriesinstudentaffairspracticed.
INDEX 101
E ’ N
DITORS OTES
A
soneofthemostwidelyresearchedissuesinhighereducation,student
retentioncommandstheattentionofleadersacrossallsectors(Tinto,2006–
2007).Thecontentiousissuesofretention,graduation,andthecompletion
agenda have surfaced in the debate about the costs and value of a college
degree.Intrinsictothisdebatearethosepracticesandprogramsdesignedto
supportstudentsuccessandgraduation.ThelastissueofNewDirectionsfor
Community Colleges that reviewed this topic was written in 2005. Editors
HelfgotandCulp(2005)billedtheissueashelping“toanswerthequestions
aboutwhatreallymattersincommunitycollegestudentaffairs”(Helfgot&
Culp, 2005, p. 2).Prior to that, aseminal NewDirections issue on student
development edited by Deegan and O’Banion provided readers with “the
history of student development practices, reviews of key issues that have
emergedinthefield,andproposespathsofactionforthefuture”(Deegan
&O’Banion,1989,p.1).TheseNewDirectionsvolumeshaveaddedtothe
knowledgebaseandlaidthegroundworkforanewvolumethatsuccinctly
investigatestheoryandpracticeconnectedtotheformativestudentdevel-
opment theories and the current college impact literature as they relate to
communitycollegestudentsandthecompletionagenda.
The debate over student success, retention, and graduation is incom-
plete without a discussion about the body of theory and literature that
is foundational to understanding the range of factors, contexts, and pro-
cesses that influence college success and outcomes and undergird student
services.Specifically,theliteraturerelatedtostudentsuccessandcollegeim-
pactpresentsconceptualmodelsandtheoriesthatinfluenceacademicand
studentsuccessprogramsincommunitycollegesacrossthecountry(Astin,
1999, Tinto 1975, 1987, 1995; Kuh, 2005). For community colleges, this
body of literature is a significant part of the research and theory that sup-
porttheworkofstudentservicesprofessionalsandthosewhocreatepolicy
forstudents.Despitethetheoreticalbasisthesemodelshaveprovided,they
were developed for and normed on students attending traditional, 4-year
institutions. Therefore, the applicability of using these models and theo-
riesforunderstandingtheexperienceofstudentsat2-yearinstitutionsmay
be problematic (Ashar & Skenes, 1993). Now community college leaders
arepoisedtoreviewcurrentpracticesandservicestoascertainwhetherthe
needs of current community college students are being met. A secondary,
PNuEbWliDshIReEdCoTnIOliNnSeFiOnRWCiOleMyMOUNnIlTinYeCLOiLbLrEaGryES(,wniole.y1o7n4l,inSuelmibmraerry.2co0m16)©•2D0O16I:W10i.l1ey00P2e/rcico.d2i0c1a9ls8,Inc. 5
6 APPLYINGCOLLEGECHANGETHEORIESTOSTUDENTAFFAIRSPRACTICE
but no less important aspect for this issue is for researchers to determine
if the current knowledge base is valid in moving the completion agenda
forward.
Historically, the college impact literature was developed using a
traditional-aged, homogeneous population of students at 4-year institu-
tions.ThetheoriesofAstin(1999),Tinto(1975,1987,1995),andevenKuh
(2005)donotaddresstheissuesthatcommunitycollegestudentsface.Al-
thoughtheseideashaveservedasusefulheuristicsforunderstandinghow
students at 4-year institutions develop and the overall impact that college
attendance has on persistence, questions have been raised about their ap-
plicability for the broad community college population and their suitabil-
itywhenappliedtominority,nontraditionalpopulations(Ashar&Skenes,
1993).InthedecadefollowingtheAsharandSkenesstudy,theterrainfor
community college student affairs has changed. Not only do community
colleges serve different missions than the 4-year institutions do, they also
servedifferentpopulationsfromthosedescribedbythecurrentstudentsuc-
cessandcollegeimpactliterature.TheeditorsforthisNewDirectionsissue
ask the questions: If theories and concepts are tools for student services
personnel, but have not been developed with and for the student services
personnel and populations at community colleges, how well do current
models apply to and serve the professionals using these tools? If they are
notapplicable,whatconceptualandtheoreticaltoolsdocommunitycollege
professionalshavetoassistthemandthestudentstheyserve?
Applying College Change Theories to Student Affairs Practice offers a
timelydiscussionofthefoundationalliterature,concepts,andtheoriesthat
undergirdthestudentsuccesspractices,programdevelopment,andpolicy
decisions enacted to guide and support students throughout their college
experience. This issue examines the applicability of the body of literature
currentlyavailabletostudentservicespersonnelandleadersincommunity
colleges. Chapters 1 and 2 review the seminal student development and
collegeimpactliterature,examininghowtheyhavehistoricallybeendevel-
oped and applied. Chapters 3 through 6 provide a block of chapters that
exploretheutilityofthisliteratureforspecificcommunitycollegestudent
populations. In addition, alternative models and lenses are discussed. In
Chapter7Gillett-Karamcontinueshercommentaryandcritiqueofstudent
developmenttheorystartedinChapter1andexaminesitsimplicationsfor
practiceandpractitioners.Finally,inChapter8,expandingontheEditors’
Notes,theeditorssummarizeeachchapteranddiscusscommonalitiesand
intersections across the issue providing implications for practice and rec-
ommendations for alternative perspectives that better align with the com-
munitycollegecontextandpopulations.
C.CaseyOzaki
RobinL.Spaid
Editors
NEWDIRECTIONSFORCOMMUNITYCOLLEGES•DOI:10.1002/cc
EDITORS’NOTES 7
References
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traditionalstudents?AdultEducationQuarterly,43(2),90–100.
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Deegan,W.L.,&O’Banion,T.(1989).Abstract.NewDirectionsforCommunityColleges,
17(3),1.
Helfgot,S.,&Culp,M.(2005).Editors’notes.NewDirectionsforCommunityColleges,
131,1–5.
Kuh,G.(2005).Studentsuccessincollege:Creatingconditionsthatmatter.SanFrancisco:
Jossey-Bass.
Tinto,V.(1975).Dropoutfromhighereducation:Atheoreticalsynthesisofrecentre-
search.ReviewofEducationalResearch,45,89–125.
Tinto, V. (1987). Leaving college: Rethinking the causes and cures of student attrition.
Chicago:UniversityofChicagoPress.
Tinto, V. (1995). Leaving college: Rethinking the causes and cures of student attrition
(2nded.).Chicago:UniversityofChicagoPress.
Tinto,V.(2006–2007).Researchandpracticeofstudentretention.What’snext?College
StudentRetention,Research,Theory&Practice,8(1),1–20.
C.CASEYOZAKIisanassociateprofessorinTeachingandLearningattheUniver-
sityofNorthDakota.ShereceivedherPh.DinHigherEducationfromMichigan
StateUniversity.
ROBINL.SPAIDisaprofessoratMorganStateUniversity.ShereceivedherEdD
inJuniorCollegeAdministrationfromVirginiaPolytechnicInstituteandState
University.
NEWDIRECTIONSFORCOMMUNITYCOLLEGES•DOI:10.1002/cc