Community College Success Measure (CCSM) · The CCSM was developed to examine predictors of...
Transcript of Community College Success Measure (CCSM) · The CCSM was developed to examine predictors of...
CommunityCollegeSuccessMeasure(CCSM)
ElCaminoCollegeComptonCenterReport
CommunityCollegeSuccessMeasure
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TableofContentsAboutCCEAL…………………………………………………….………………………………………………………………………….……...3
CCSMBackgroundandMethodology……………………………………………………………..……………………………………...4
CampusEthosDomain…….………………………………………………….………………………………………………………………..5
NonCognitiveDomain…..……………………………………………………………………………………………………..……….….......9
StudentOutcomes..…………………………………………………………………………………………………………………….…....…13
HighlightsforFacultyMembers...……………………………………………………………………………………..……………....…15
HighlightsforRetention/SuccessProgramAdvisors…………………………………………………………………...……….17
HighlightsforStudentSupportStaff………………………….……………………………………………………………….…….....19
BackgroundFactors……………………………………………………………………………………………….………………………..…20
EnvironmentalDomain………………………………………………………………………………………………………...…….….......28
CollegeRequestedData………………………………………………………………………………………………………...…….….......36
CommunityCollegeSuccessMeasure
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AbouttheCommunityCollegeEquityAssessmentLab(CCEAL)
MissionOurmissionistoconductresearchtoinformpracticethatwillenhanceaccess,achievement,andsuccessamongunderservedstudentsinpostsecondaryeducation.UsingtheCommunityCollegeSuccessMeasure(CCSM),wepartnerwithcommunitycollegesacrossthenationtoexaminefactorsthatinfluencestudentsuccessforunderservedstudentsinpostsecondaryeducation.Objectives
• Toserveasaclearinghouseforfederal,state,andinstitutionaldataonstudentoutcomes;• Toconductanddisseminateempiricalresearchontheexperiencesofstudentsofcolorinthe
communitycollege;and• Tofacilitateinstitutionalcapacitytoservehistoricallyunderservedstudentsbysupportingefforts
tointegrateassessment,evaluation,andsustainabilityplanningintostudentsuccesseffortsProjectTeamFrankHarrisIII,EdD—Co-DirectorandProfessorJ.LukeWood,PhD—Co-DirectorandAssociateProfessorMarissaVasquezUrias,EdD—AssociateDirectorandAssistantProfessorHayleyWeddle—ProjectAssistantNexiDelgado—ResearchAssociateStephanieEstrada—ResearchAssociateVanessaFalcon—ResearchAssociateFernandoGarcia—ResearchAssociateKaranJain—ResearchAssociateStephanieMathew—ResearchAssociateMelissaVang—ResearchAssociateSouaXiong—ResearchAssociate
ContactInformationCommunityCollegeEquityAssessmentLab(CCEAL)MinorityMaleCommunityCollegeCollaborative(M2C3) http://www.cceal.org/5500CampanileDrive,EBA229A Email:[email protected],CA92182
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CommunityCollegeSuccessMeasure(CCSM)
AbouttheCCSMTheCCSMisasurveydesignedbytheCCEAL/M2C3asacomprehensiveassessmenttoolforevaluatingstudentsuccessincommunitycolleges,withafocusonstudentswhohavebeenhistoricallyunderservedinpostsecondaryeducation.InformationderivedfromtheCCSMcanbeusedfor:
• Establishingbenchmarksforkeyindicatorsofstudentsuccess,• Monitoringtheexperiencesandperformanceofminoritystudents,and• Identifyingissuesinneedofenhancedattention.
TheCCSMwasdevelopedtoexaminepredictorsofcommunitycollegestudentsuccess.TheCCSM’sitemsandscalesarespecificallydesignedtomeasureexperiencesandfactorsdirectlyimpactingthesuccessofcommunitycollegestudentsofcolor.Thesefactorsinclude:non-cognitiveoutcomes(e.g.locusofcontrol,utility,academicself-efficacy),environmentalfactors(e.g.finances,familyresponsibilities),campusethos(e.g.campusclimate,perceptionsofcare),andidentity(e.g.genderandrace/ethnicity).CCSMMethodologyStudentswereaskedtoparticipateinananonymoussurveytoassesstheirexperiences.Responseswerecollectedfromstudentsviahardcopysurveysthatwereadministeredtorandomlyselectedcoursesectionsduringregularlyscheduledclasses.TheCCSMiscomprisedof32topicalareaswithmultiplesub-questions.Backgroundandenvironmentalfactorresultsarereportedintheformofresponsepercentagesforeachracial/ethnicgroupbygender.Forthecampusethosdomain,non-cognitivedomain,andstudentoutcomes,findingsarecategorizedintothreelevels:acceptable,needsattention,orimmediateconcern.Theseclassificationsarederivedfromthresholdscoresestablishedfrominquiryacross60communitycollegesusingdataderivedfrom12,000students.Thresholdstermed‘acceptable’representinstanceswherelessthan20%ofrespondentsindicatealevelof‘disagreement’orfrequencyof‘never’.Respondentswhoreportgreaterthan20%aretermed‘needsattention,’whilethoseindicating30%orabovearetermed‘immediateconcern’.Datawascollectedfromarandomsampleof765credit-seekingstudentswhowereenrolledatElCaminoCollegeComptonCenterduringtheSpring2016andFall2016terms.Thedemographicbreakdownofthesamplewasasfollows:WhiteMen:1%WhiteWomen:2%LatinoMen:21%LatinoWomen:40%AsianMen:3%AsianWomen:3%
AfricanAmericanMen:6.5%AfricanAmericanWomen:16%MultiethnicMen:2%MultiethnicWomen:2%OtherMen:1.5%OtherWomen:2%
GiventhesmallnumberofmenandwomenwhoidentifiedasWhite,Multiethnic,andOther,wewereunabletopresentresultsforthesepopulations.
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CampusEthosDomain
CampusEthosreferstostudents’perceptionsofthecampusclimateandcultureoftheinstitution.Datacollectedincludes:senseofbelonging,personalrelationshipwithfaculty,accessandefficacyofcampusresources,andthepresenceofvalidatingagents.Inthetablebelow,findingsforeachitemarepresentedasoneofthreelevels(Acceptable,NeedsAttention,orImmediateConcern).Thelevelsweredevelopedtocallattentiontoparticularfindingsforeachracial/ethnicgroup.“Acceptable”indicatesthatlessthan20%ofstudentsfromaparticularethnicgroupdisagreedwiththeitemormarked‘never’while“NeedsAttention”indicatesthatbetween20-30%ofstudentsdisagreedwiththeitemormarked‘never’,and“ImmediateConcern”indicatesthatover30%ofstudentsdisagreedwiththeitemormarked‘never’.NotableFindings:
• Acrossallracial/ethnicgroups,mendemonstratedlowperceptionsoffacultyracialbias.
• Acrossallracial/ethnicgroupsandgenders,studentsdemonstratedhighperceptionsofsenseofbelongingwithfaculty.
• Acrossallracial/ethnicgroupsandgenders,studentsdemonstratedlowperceptionsofpersonalrelationshipswithfaculty,particularlyinregardstofacultymembersknowingabouttheiraspirationsandimportantinformationabouttheirlives.
• AfricanAmericanmendemonstratedhigherperceptionsthatfacultymembersbelievetheybelongattheinstitution,comparedtotheirpeersfromotherracial/ethnicgroupsandgenders.
• Acrossallracial/ethnicgroupsandgenders,studentsdemonstratedlowperceptionsofstaffvalidation.
• Acrossallracial/ethnicgroupsandgenders,studentsdemonstratedhighperceptionsofwelcomenesstoengageinsideofclass.
• Asianmendemonstratedlowerperceptionsthatcampusservices(e.g.careercounseling,transfer,tutoring,library)staffcaredaboutthemcomparedtomenandwomenfromotherracial/ethnicgroups.
• Acrossallracial/ethnicgroupsandgenders,studentsdemonstratedhighperceptionsthatcampusservicesareeasytoaccess.
Campus Ethos Domain Asian African American Latino
Men Women Men Women Men Women
Faculty Racial Bias
Appreciates me compared to other racial groups
Acceptable -- Acceptable -- Acceptable --
Interested in me compared to other racial groups
Acceptable -- Acceptable -- Acceptable --
Pays attention to me compared to other groups
Acceptable -- Acceptable -- Acceptable --
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Campus Ethos Domain (cont.)
Asian African American Latino
Men Women Men Women Men Women
Sense of Belonging
with Faculty
Cares about my perspective in class
Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable
Values interacting with me Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable
Values my presence Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable
Cares about my success Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable
Believes I belong here Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable
Personal Relationship with Faculty
Knows my name Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable
Knows about my academic goals
Immediate Concern
Acceptable Needs Attention
Immediate Concern
Needs Attention
Immediate Concern
Knows about my career goals Immediate Concern
Needs Attention
Immediate Concern
Immediate Concern
Immediate Concern
Immediate Concern
Knows about my life aspirations
Immediate Concern
Immediate Concern
Immediate Concern
Immediate Concern
Immediate Concern
Immediate Concern
Knows important information about my life
Immediate Concern
Immediate Concern
Immediate Concern
Immediate Concern
Immediate Concern
Immediate Concern
Validation from Faculty
I have the ability to do the work
Needs Attention
Acceptable Acceptable Acceptable Acceptable Acceptable
I can succeed in college Needs Attention
Needs Attention
Acceptable Acceptable Acceptable Needs Attention
I belong at this institution Immediate Concern
Immediate Concern
Acceptable Immediate Concern
Needs Attention
Immediate Concern
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Campus Ethos Domain (cont.)
Asian African American Latino
Men Women Men Women Men Women
Validation from Staff
I have the ability to do the work
Immediate Concern
Immediate Concern
Immediate Concern
Immediate Concern
Immediate Concern
Immediate Concern
I can succeed in college Immediate Concern
Immediate Concern
Immediate Concern
Immediate Concern
Immediate Concern
Immediate Concern
I belong at this institution Immediate Concern
Immediate Concern
Immediate Concern
Immediate Concern
Immediate Concern
Immediate Concern
Welcomeness to Engage
Inside Class
Ask questions in class Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable
Respond to questions during class
Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable
Participates in class discussions
Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable
Inquires about class progress Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable
Talk before and after class Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable
Visit them during office hours Needs Attention
Acceptable Acceptable Needs Attention
Acceptable Needs Attention
Welcomeness to Engage Outside of
Class
Say "hello" outside of class Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable
Talk about academic matters Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable
Talk about non-academic matters
Immediate Concern
Needs Attention
Acceptable Immediate Concern
Needs Attention
Immediate Concern
Encouraged to ask for academic support
Acceptable Acceptable Acceptable Needs Attention
Acceptable Acceptable
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Campus Ethos Domain (cont.)
Asian African American Latino
Men Women Men Women Men Women
Service Care
Advising Needs Attention
Acceptable Needs Attention
Acceptable Needs Attention
Needs Attention
Career counseling Immediate Concern
Needs Attention
Needs Attention
Needs Attention
Needs Attention
Needs Attention
Transfer services Immediate Concern
Needs Attention
Acceptable Needs Attention
Needs Attention
Needs Attention
School Library Immediate Concern
Needs Attention
Needs Attention
Needs Attention
Needs Attention
Needs Attention
Computer Lab Immediate Concern
Acceptable Acceptable Needs Attention
Needs Attention
Needs Attention
Tutoring Immediate Concern
Acceptable Acceptable Acceptable Acceptable Needs Attention
Cafeteria/Food Service Immediate Concern
Immediate Concern
Needs Attention
Immediate Concern
Immediate Concern
Immediate Concern
Maintenance/Janitorial Staff Immediate Concern
Immediate Concern
Immediate Concern
Immediate Concern
Immediate Concern
Immediate Concern
Service Access
Easy to access Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable
Know where to go for help Needs Attention
Acceptable Acceptable Acceptable Acceptable Acceptable
Available when I need them Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable
Service Efficacy
Provide me with the help I need
Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable
Accurate information Needs Attention
Acceptable Acceptable Acceptable Acceptable Acceptable
Critical to my success Needs Attention
Acceptable Acceptable Acceptable Acceptable Acceptable
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Non-CognitiveDomain
Non-cognitiveoutcomescapturestudents’affectiveperceptionsandresponsestotheireducationalexperiences.Itemsinclude:intrinsicinterest,academicself-efficacy,degreeutility,locusofcontrol,actioncontrol,masculineidentities,andracial/ethnicaffinity.Inthetablebelow,findingsforeachitemarepresentedasoneofthreelevels(Acceptable,NeedsAttention,orImmediateConcern).Thelevelsweredevelopedtocallattentiontoparticularfindingsforeachracial/ethnicgroup.“Acceptable”indicatesthatlessthan20%ofstudentsfromaparticularethnicgroupsomewhatagreedordisagreedwiththeitem,ormarked‘never’while“NeedsAttention”indicatesthatbetween20-30%ofstudentssomewhatagreedordisagreedwiththeitem,ormarked‘never’,and“ImmediateConcern”indicatesthatover30%ofstudentssomewhatagreedordisagreedwiththeitem,ormarked‘never’.NotableFindings:
• AfricanAmericanmendemonstratedhigherlevelsofcomfortaskingfor,accepting,andfollowingthroughonhelpcomparedtotheirAsianandLatinomalepeers.
• Menacrossallracial/ethnicgroupsdemonstratedlowlevelsofperceptionthatstudying,beingoncampus,andbeingacollegestudentarecompatiblewiththeirroleasprovider.
• AsianmendemonstratedlowerlevelsofperceptionthatschoolisagenderneutraldomaincomparedtotheirAfricanAmericanandLatinomalepeers.
• Acrossallracial/ethnicgroups,womendemonstratedhigherperceptionsofracialaffinitycomparedtotheirmalepeers.
• Acrossallracial/ethnicgroups,mendemonstratedlowerperceptionsthattheyputforththeirbesteffortcomparedtotheirfemalepeers.
• Acrossallracial/ethnicgroupsandgenders,studentsdemonstratedhighperceptionsoflocusofcontrol.
Non-Cognitive Domain
Asian African American Latino
Men Women Men Women Men Women
Help-Seeking
Asking for help Immediate Concern
- Needs Attention
- Immediate Concern
-
Accepting help Immediate Concern
- Acceptable - Needs Attention
-
Following through with offered help
Immediate Concern
- Acceptable - Needs Attention
-
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Non-Cognitive Domain (cont.) Asian African American Latino
Men Women Men Women Men Women
Breadwinner Orientation
Studying for classes is compatible with role
Immediate Concern
- Needs Attention
- Immediate Concern
-
Going to classes is compatible with role
Immediate Concern
- Needs Attention
- Immediate Concern
-
Being on campus is compatible with role
Immediate Concern
- Needs Attention
- Immediate Concern
-
Being a college student is compatible with role
Immediate Concern
- Immediate Concern
- Immediate Concern
School as a Gender Neutral Domain
School is structured to serve both men and women
Needs Attention
- Acceptable - Acceptable -
School is equally important for both
Needs Attention
- Acceptable - Acceptable -
Men and women are equally capable
Needs Attention
- Acceptable - Acceptable -
Racial Affinity
Race is important to me Immediate Concern
Acceptable Acceptable Acceptable Immediate Concern
Acceptable
Proud of my heritage Needs Attention
Acceptable Acceptable Acceptable Acceptable Acceptable
Essential aspect of who I am Immediate Concern
Acceptable Needs Attention
Acceptable Immediate Concern
Acceptable
Strong connection to my community
Immediate Concern
Acceptable Needs Attention
Acceptable Immediate Concern
Needs Attention
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Non-Cognitive Domain (cont.) Asian African American Latino
Men Women Men Women Men Women
Action Control
Completely focused on school Immediate Concern
Acceptable Needs Attention
Needs Attention
Immediate Concern
Needs Attention
Work as hard as I can Immediate Concern
Acceptable Acceptable Acceptable Needs Attention
Needs Attention
Put forth my best effort Immediate Concern
Acceptable Needs Attention
Acceptable Needs Attention
Acceptable
Driven to be successful Needs Attention
Acceptable Acceptable Acceptable Acceptable Acceptable
Self-Efficacy
Ability to excel Needs Attention
Acceptable Acceptable Acceptable Acceptable Acceptable
Understand difficult concepts Immediate Concern
Acceptable Acceptable Acceptable Needs Attention
Immediate Concern
Master the material in class Immediate Concern
Acceptable Needs Attention
Needs Attention
Needs Attention
Immediate Concern
Confident in abilities Immediate Concern
Needs Attention
Acceptable Needs Attention
Needs Attention
Needs Attention
Degree Utility
Personal goals Needs Attention
Acceptable Acceptable Acceptable Acceptable Acceptable
Financial security Needs Attention
Acceptable Acceptable Acceptable Needs Attention
Acceptable
Job opportunities Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable
Better life Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable
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Non-Cognitive Domain (cont.)
Asian African American Latino
Men Women Men Women Men Women
Locus of Control
I will get good grades Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable
I have full control Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable
I have the power Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable
Success in my own hands Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable
Intrinsic Interest
Enjoy learning Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable
Class is interesting Needs Attention
Acceptable Needs Attention
Acceptable Acceptable Acceptable
Want to learn as much as I can
Needs Attention
Acceptable Acceptable Acceptable Acceptable Acceptable
Absorbed in coursework Immediate Concern
Needs Attention
Needs Attention
Needs Attention
Immediate Concern
Immediate Concern
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StudentOutcomes
StudentOutcomesdemonstratestudents’levelsofacademicintegrationandengagement,including:faculty-studentengagement,usageofstudentservices,transferreadiness,andpersistence.Inthetablebelow,findingsforeachitemarepresentedasoneofthreelevels(Acceptable,NeedsAttention,orImmediateConcern).Thelevelsweredevelopedtocallattentiontoparticularfindingsforeachracial/ethnicgroup.“Acceptable”indicatesthatlessthan20%ofstudentsfromaparticularethnicgroupdisagreedwiththeitemormarked‘never’while“NeedsAttention”indicatesthatbetween20-30%ofstudentsdisagreedwiththeitemormarked‘never’,and“ImmediateConcern”indicatesthatover30%ofstudentsdisagreedwiththeitemormarked‘never’.NotableFindings:
• Menandwomenacrossallracial/ethnicgroupsreportedlowusageofcareercounseling,transfer,andtutoringservices.
• Menandwomenacrossallracial/ethnicgroupsreportedlowlevelsofengagementwithfacultyinregardstotalkingaboutacademicandnon-academicmattersoutsideofclass.
• Latinomenhadlowerpercentagesofstudentswhoindicatedthattheybelievetheyareontracktotransfertoafour-yearinstitutioncomparedtomenandwomenfromotherracial/ethnicgroups.
• Alowpercentageofmenandwomenacrossallracial/ethnicgroupsreportedtheyareabsolutelyreturningtocampusnextsemester.
Student Outcomes Asian African American Latino
Men Women Men Women Men Women
Service Use
Advising Immediate Concern
Immediate Concern
Acceptable Needs Attention
Needs Attention
Needs Attention
Career counseling Immediate Concern
Immediate Concern
Immediate Concern
Immediate Concern
Immediate Concern
Immediate Concern
Transfer services Immediate Concern
Immediate Concern
Immediate Concern
Immediate Concern
Immediate Concern
Immediate Concern
School Library Needs Attention
Acceptable Needs Attention
Needs Attention
Needs Attention
Acceptable
Computer Lab Immediate Concern
Needs Attention
Needs Attention
Needs Attention
Immediate Concern
Needs Attention
Tutoring Immediate Concern
Immediate Concern
Immediate Concern
Needs Attention
Immediate Concern
Immediate Concern
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Student Outcomes (cont.) Asian African American Latino
Men Women Men Women Men Women
Faculty Student
Engagement
Talk about academic matters in class
Needs Attention
Immediate Concern
Acceptable Needs Attention
Acceptable Needs Attention
Talk about academic matters outside class
Immediate Concern
Immediate Concern
Immediate Concern
Immediate Concern
Immediate Concern
Immediate Concern
Talk about non-academic matters outside class
Immediate Concern
Immediate Concern
Immediate Concern
Immediate Concern
Immediate Concern
Immediate Concern
Talks about course grades Needs Attention
Needs Attention
Needs Attention
Needs Attention
Needs Attention
Immediate Concern
Outcome Measures
Transfer Readiness Acceptable Acceptable Acceptable Acceptable Needs Attention
Acceptable
Anticipated Persistence Immediate Concern
Immediate Concern
Immediate Concern
Immediate Concern
Immediate Concern
Immediate Concern
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HighlightsforFacultyMembers
ThetablebelowsummarizesfindingsfromtheCCSMthataremostrelevanttofacultymembers.TheCCSMasksrespondentstoreporttheirexperienceswithandperceptionsoffacultymembers.Below,wesummarizeresponsesthatarecorrelatesofstudents’engagementwithfaculty.Engagementwithfacultyreferstofrequencyofinteractionswithfacultyineducationallymeaningfulways.
TopFacultyFactorsContributingtoFaculty-StudentEngagement Asian African American Latino
Men Women Men Women Men Women
Racial Bias - - √√√ -
Belonging √√√ √√√
Personal Relationships √√ √√√ √√√ √√√
Validation √√ √√√ √√√ √√√
Welcomeness (inside) √ √√√ √√√
Welcomeness (outside) √√ √√√ √√√
Note:√Important√√VeryImportant√√√ExtremelyImportantRacialBiasreferstostudents’perceptionsofthedegreetowhichfacultymembersequallyappreciateandpayattentiontothemcomparedtostudentsfromotherracial/ethnicgroups.RacialBiaswasacorrelateofengagementwithfacultyforLatinomen.Belongingreferstostudents’perceptionsofwhetherornotfacultymembersvalueandcareaboutthem.PerceivingthatfacultymembersvaluedthemwasacorrelateofengagementforLatinomenandwomen.
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PersonalRelationshipsreferstostudents’perceptionsofthedegreetowhichfacultymembersknowthemasapersonandformarelationship.PersonalRelationshipswasacorrelateofengagementwithfacultyforAsianwomen,AfricanAmericanwomen,andLatinomenandwomen.FacultyValidationindicatesrespondents’perceptionsofthedegreetowhichtheyreceivepositivevalidationfromfaculty.ThreeitemsintheCCSMwereusedtoassessvalidationfromfaculty,includingthenumberoffacultywhocommunicatethatstudentsbelongandhavetheabilitytosucceed.FacultyvalidationwasacorrelateofengagementwithfacultyforAsianwomen,AfricanAmericanwomen,andLatinomenandwomen.FacultyWelcomeness(Inside)reflectsthedegreetowhichstudentsbelievethatfacultymemberswelcometheirengagementinsideoftheclassroom.FacultywelcomenessinsideoftheclassroomwascorrelatedwithengagementwithfacultyforAsianmenandLatinomenandwomen.FacultyWelcomeness(Outside)reflectsthedegreetowhichstudentsbelievethatfacultymemberswelcometheirengagementoutsideoftheclassroom.ItemsintheCCSMassessingfacultywelcomenessoutsidetheclassroomincludefeelingwelcometosayhello,talkwithfacultyaboutnon-academicmatters,andaskforacademicsupport.FacultywelcomenessoutsideoftheclassroomwascorrelatedwithengagementwithfacultyforAsianmenandLatinomenandwomen.
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HighlightsforRetention/SuccessProgramAdvisors
ThetablebelowsummarizesfindingsfromtheCCSMthatarerelevanttoretention/successprogramadvisors.TheCCSMasksrespondentstoreportexperiencesandperceptionsthatareusefulforinformingretentionactivities.Thetablebelowsummarizesresponsesthatpositivelycontributetostudents’focus/effortinthecollege.Focus/effortreferstostudents’directedattentiontotheirstudies,coursework,orrelatedacademicmatters. TopRetentionFactorsContributingtoEffort/Focus
Asian African American Latino
Men Women Men Women Men Women
Breadwinner Orientation
- √√√ - √√√
-
Help-Seeking
- √√√
- √√√
-
School as a Gender Neutral Domain
- √√√ - √√√
-
Self-efficacy √√√ √√√ √√√ √√√ √√√ √√√
Degree utility √√√ √√√ √√√ √√√ √√√ √√√
Locus of Control √√√ √√√ √√√ √√√ √√√ √√√
Intrinsic Interest √√√ √√√ √√√ √√√ √√√ √√√
Racial Affinity √√√ √√√ √√√
Note:√Important√√VeryImportant√√√ExtremelyImportantBreadwinnerOrientationreferstostudents’perceptionsoftheirroleasproviders,andtheleveltowhichgoingtoclass,studying,andbeingoncampusiscompatiblewiththatrole.BreadwinnerOrientationwasacorrelateoffocus/effortforAfricanAmericanandLatinomen.
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Help-SeekingBehaviorreferstostudents’dispositionstowardseekinghelpfromsupportservicesandfaculty.ThreeitemsintheCCSMwereusedtoassesshelp-seekingbehaviors,includingcomfortaskingforhelp,utilizingsupportservices,andfollowingthroughonhelpoffered.Help-seekingbehaviorwasacorrelateoffocus/effortforAfricanAmericanandLatinomen.SchoolasaGenderNeutralDomainreferstostudents’perceptionsregardingwhetherornotschoolandacademicendeavorsareequallysuitedforwomenandmen.Schoolasagenderneutraldomainwasacorrelateoffocus/effortforAfricanAmericanandLatinomen.Self-Efficacyreflectsstudents’confidenceincompletingacademiccourseworksuccessfully.FouritemsintheCCSMwereusedtoassessself-efficacy,includingstudents’beliefintheirabilitytoexcelinclass,andunderstanddifficultconcepts.Self-efficacywasastrongcorrelateoffocus/effortformenandwomenfromallracial/ethnicgroups.DegreeUtilityreferstostudents’perceptionsoftheworthwhilenessoftheircollegiateendeavors.DegreeUtilitywasastrongcorrelateoffocus/effortformenandwomenfromallracial/ethnicgroups.LocusofControlreflectsstudents’perceivedlevelofcontrolovertheiracademicfutures.Locusofcontrolwasastrongcorrelateoffocus/effortformenandwomenfromallracial/ethnicgroups.IntrinsicInterestreferstostudents’authenticinterestinacademicmatters.FouritemsintheCCSMwereusedtoassessintrinsicinterest,includingenjoymentoflearningandgettingtotallyabsorbedincoursework.Authenticinterestinacademicmatterswasastrongcorrelateoffocus/effortformenandwomenfromallracial/ethnicgroups.RacialAffinityreferstostudents’perceivedconnectionandpositivefeelingstowardtheirracial/ethniccommunity.Racialaffinitywasacorrelateoffocus/effortforAfricanAmericanwomen,aswellasLatinomenandwomen.
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HighlightsforStudentSupportStaff
ThetablebelowsummarizesfindingsfromtheCCSMthatarerelevanttostudentservicesstaff.TheCCSMasksrespondentstoreporttheirexperienceswithandperceptionsofstaff.Below,wesummarizeresponsesthatcontributetostudents’serviceuseincollege.Serviceusereferstostudents’self-reporteduseofvariouscampusservices(e.g.advising,library,tutoring,etc.). TopStudentServicesFactorsContributingtoServiceUse
Asian African American Latino
Men Women Men Women Men Women
Access to Services √ √√ √√√
Efficacy of Services √√ √√√ √√√
Staff Validation √√ √√ √ √√√
Staff Care √√ √√ √ √√ √√√
Note:√Important√√VeryImportant√√√ExtremelyImportantAccesstoServicesreferstostudentperceptionsofhavingadequateaccesstocampusservices.Accesstoserviceswasacorrelateofstudents’serviceuseforAsianmen,andLatinomenandwomen.EfficacyofServicesindicatestheperceivedefficacyofcampusservicesinaddressingstudentneeds.ThreeitemsintheCCSMwereusedtoassessserviceefficacy,includingwhetherornotservicesprovideneededhelpandaccurateinformation.Serviceefficacywasacorrelateofstudents’serviceuseforAsianmen,andLatinomenandwomen.StaffValidationindicatesrespondents’perceptionsofthedegreetowhichtheyreceivepositivevalidationfromstaff.StaffvalidationwasastrongcorrelateofserviceuseforAsianmen,AfricanAmericanwomen,andLatinomenandwomen.StaffCarereflectsstudents’perceptionsofwhetherornotschoolprofessionalsinserviceareas(e.g.tutoring,academicadvising,library)careabouttheirsuccess.Staffcarewasacorrelateofserviceuseformenandwomenfromallracial/ethnicgroups,withtheexceptionofAfricanAmericanmen.
CommunityCollegeSuccessMeasure
InterworkInstitute,SanDiegoStateUniversity 20
BackgroundFactors
Backgroundfactorsrefertopre-collegeacademicperformanceanddemographiccharacteristics.Examplesofbackgroundfactorscollectedinclude:highschoolGPA,racial/ethnicidentification,age,income,parents’levelofeducation,educationalaspirations,students’levelofeducation,militaryaffiliation,andenrollmentintensity.Thetablesbelowdepictresponsepercentagesbyracial/ethnicgroupandgender.NotableFindings
• Almost60%ofmenandwomenfromallracial/ethnicgroupswerebetweentheagesof18-31yearsold.
• Asianmenweremorelikelythanmenandwomenfromotherracial/ethnicgroupstohaveservedinthemilitary.
• Over60%ofstudentsacrossallracial/ethnicgroupsandgendersreportedmakinglessthan$40,000peryear.
• Latinomenandwomenwerelesslikelythanmenandwomenfromotherracial/ethnicgroupstohaveahighschoolGPAofa3.0orhigher.
• Over70%ofthemenandwomenfromallracial/ethnicgroupsindicatedthatearningabachelor’sdegreeorhigheristheireducationgoal.
• AfricanAmericanmenwerelesslikelythanmenandwomenfromotherracial/ethnicgroupstohaveacollegeGPAofa3.0orhigher.
Men
Respondent Age Asian African
American Latino
Under 18 2.0% 18-24 56.0% 50.0% 70.7% 25-31 28.0% 20.0% 20.4% 32-38 8.0% 12.0% 6.4% 39-45 8.0% 4.0% 1.9% 46-52 8.0% 0.6% 53-59 4.0%
Women
Respondent Age Asian African
American Latino
Under 18 0.8% 18-24 37.5% 34.2% 68.3% 25-31 20.8% 26.7% 19.4% 32-38 20.8% 16.7% 7.8% 39-45 20.8% 5.8% 2.9% 46-52 7.5% 1.3% 53-59 4.2% 0.3% 60-66 4.2%
CommunityCollegeSuccessMeasure
InterworkInstitute,SanDiegoStateUniversity 21
Men
Military Affiliation
Asian African American
Latino
None 84.0% 94.0% 96.1% Veteran 8.0% 4.0% 2.6% Active Duty 4.0% 2.0% Reserve 4.0% 1.3%
Women
Military Affiliation
Asian African American
Latino
None 95.8% 100.0% 99.4% Veteran 0.6% Reserve 4.2%
Men
Sexual Orientation
Asian African American
Latino
Heterosexual 92.0% 93.9% 95.5% Gay/Lesbian 2.0% 2.6% Bisexual 2.0% 1.9% Non-Conforming 8.0% 2.0% Pansexual
Women
Sexual Orientation
Asian African American
Latino
Heterosexual 95.8% 93.9% 93.8% Gay/Lesbian 0.3% Bisexual 1.7% 3.2% Non-Conforming 3.5% 1.9% Pansexual 4.2% 0.9% 0.6%
CommunityCollegeSuccessMeasure
InterworkInstitute,SanDiegoStateUniversity 22
Men
Annual Income Asian African
American Latino
Under $10,000 40.0% 62.0% 43.3% $10,001-20,000 16.0% 14.0% 21.0% $20,001-30,000 6.0% 12.1% $30,001-40,000 12.0% 10.0% 12.7% $40,001-50,000 2.0% 5.1% $50,001-60,000 16.0% 2.0% 2.5% $60,001-70,000 8.0% 4.0% 1.3% $70,001-80,000 $80,001-90,000 4.0% $90,000-100,000 4.0% 1.3% $100,001-110,000 $110,001 or more 0.6%
Women
Annual Income Asian African
American Latino
Under $10,000 25.0% 39.2% 38.5% $10,001-20,000 8.3% 20.8% 23.9% $20,001-30,000 16.7% 10.0% 15.2% $30,001-40,000 12.5% 10.0% 7.8% $40,001-50,000 12.5% 7.5% 7.1% $50,001-60,000 8.3% 3.3% 2.9% $60,001-70,000 8.3% 3.3% 1.6% $70,001-80,000 2.5% 1.6% $80,001-90,000 4.2% 2.5% 0.6% $90,000-100,000 0.6% $100,001-110,000 0.8% $110,001 or more 4.2%
Men
High School GPA Asian African
American Latino
0.5 to 0.9 (F to D) 1.0 to 1.4 (D to C-) 2.0% 0.6% 1.5 to 1.9 (C- to C) 8.0% 5.7% 2.0 to 2.4 (C to B-) 12.0% 12.0% 24.2% 2.5 to 2.9 (B- to B) 24.0% 24.0% 36.3% 3.0 to 3.4 (B to A-) 24.0% 36.0% 23.6% 3.5 to 4.0 (A- to A) 40.0% 18.0% 9.6%
CommunityCollegeSuccessMeasure
InterworkInstitute,SanDiegoStateUniversity 23
Women
High School GPA Asian African
American Latino
0.5 to 0.9 (F to D) 0.3% 1.0 to 1.4 (D to C-) 0.8% 1.3% 1.5 to 1.9 (C- to C) 4.2% 3.2% 2.0 to 2.4 (C to B-) 12.5% 18.3% 18.4% 2.5 to 2.9 (B- to B) 16.7% 26.7% 32.0% 3.0 to 3.4 (B to A-) 33.3% 32.5% 28.5% 3.5 to 4.0 (A- to A) 37.5% 17.5% 16.2%
Men
Highest Degree Completed
Asian African American
Latino
Junior high 4.0% 6.0% 4.5% GED 6.0% 4.5% High school 52.0% 66.0% 73.9% Certificate 8.0% 8.0% 5.1% Associates 12.0% 10.0% 7.0% Bachelors 24.0% 4.0% 5.1% Masters or Professional
Doctorate
Women
Highest Degree Completed
Asian African American
Latino
Junior high 8.3% 1.7% 5.5% GED 8.3% 1.7% 1.9% High school 33.3% 68.3% 75.7% Certificate 8.3% 14.2% 6.5% Associates 16.7% 7.5% 6.5% Bachelors 25.0% 6.7% 3.6% Masters or Professional
Doctorate 0.3%
CommunityCollegeSuccessMeasure
InterworkInstitute,SanDiegoStateUniversity 24
Men
Highest Degree Expected
Asian African American
Latino
Junior high GED 0.6% High school 2.0% 1.3% Certificate 4.0% 10.0% 5.1% Associates 12.0% 16.0% 18.5% Bachelors 24.0% 28.0% 40.8% Masters or Professional
48.0% 32.0% 22.9%
Doctorate 12.0% 12.0% 10.8%
Women
Highest Degree Expected
Asian African American
Latino
Junior high GED High school 4.2% Certificate 5.8% 1.6% Associates 20.0% 17.5% Bachelors 33.3% 28.3% 36.9% Masters or Professional
45.8% 37.5% 34.3%
Doctorate 16.7% 8.3% 9.7%
Men
Father’s Highest Degree
Asian African American
Latino
Junior high 6.0% 22.3% GED 2.5% High school 20.0% 30.0% 20.4% Certificate 4.0% 10.0% 3.8% Associates 4.0% 4.0% 4.5% Bachelors 44.0% 8.0% 3.8% Masters or Professional
4.0% 10.0% 1.3%
Doctorate 8.0% 2.0% 2.5% Unknown 16.0% 30.0% 38.9%
CommunityCollegeSuccessMeasure
InterworkInstitute,SanDiegoStateUniversity 25
Women
Father’s Highest Degree
Asian African American
Latino
Junior high 4.2% 12.5% 27.2% GED 0.8% 3.9% High school 37.5% 30.0% 14.9% Certificate 8.3% 10.0% 3.2% Associates 8.3% 9.2% 1.9% Bachelors 20.8% 10.0% 3.9% Masters or Professional
4.2% 1.0%
Doctorate 8.3% 1.7% 1.0% Unknown 12.5% 21.7% 43.0%
Men
Mother’s Highest Degree
Asian African American
Latino
Junior high 2.0% 17.8% GED 6.4% High school 16.0% 34.0% 25.5% Certificate 6.0% 4.5% Associates 20.0% 16.0% 7.0% Bachelors 44.0% 12.0% 3.2% Masters or Professional
4.0% 8.0% 3.8%
Doctorate 4.0% 2.5% Unknown 16.0% 18.0% 29.3%
Women
Mother’s Highest Degree
Asian African American
Latino
Junior high 16.7% 6.7% 22.3% GED 4.2% 2.5% 3.6% High school 29.2% 23.3% 14.9% Certificate 10.0% 5.8% Associates 16.7% 19.2% 3.2% Bachelors 16.7% 12.5% 6.1% Masters or Professional
4.2% 10.0% 1.9%
Doctorate 2.5% 1.3% Unknown 12.5% 13.3% 40.8%
CommunityCollegeSuccessMeasure
InterworkInstitute,SanDiegoStateUniversity 26
Men
Primary educational goal
Asian African American
Latino
Transfer to a four year institution
56.0% 56.0% 71.3%
Associate's degree 4.0% 12.0% 11.5% Certificate 4.0% 4.0% 5.1% License certificate 8.0% 18.0% 6.4% Personal enjoyment or enrichment
4.0% 0.6%
Update job skills 0.6% Prepare for a new career
28.0% 6.0% 4.5%
Women
Primary educational goal
Asian African American
Latino
Transfer to a four year institution
66.7% 60.8% 73.1%
Associate's degree 16.7% 17.5% 14.2% Certificate 4.2% 5.0% 2.3% License certificate 4.2% 5.2% Personal enjoyment or enrichment
0.8% 0.3%
Update job skills 12.5% 11.7% 4.9% Prepare for a new career
66.7% 60.8% 73.1%
Men
Enrollment Intensity
Asian African American
Latino
1-5 credits 32.0% 14.0% 15.3% 6-11 credits 36.0% 24.0% 38.9% 12-15 credits 28.0% 46.0% 42.0% 16 or more credits 4.0% 16.0% 3.8%
Women
Enrollment Intensity
Asian African American
Latino
1-5 credits 25.0% 19.2% 15.5% 6-11 credits 41.7% 35.8% 38.5% 12-15 credits 29.2% 36.7% 38.5% 16 or more credits 4.2% 8.3% 7.4%
CommunityCollegeSuccessMeasure
InterworkInstitute,SanDiegoStateUniversity 27
Men
College GPA Asian African
American Latino
No GPA Yet 1.9% 1.0 to 1.4 (D to C-) 4.0% 2.5% 1.5 to 1.9 (C- to C) 2.0% 4.5% 2.0 to 2.4 (C to B-) 12.0% 28.0% 17.8% 2.5 to 2.9 (B- to B) 12.0% 36.0% 29.3% 3.0 to 3.4 (B to A-) 24.0% 20.0% 28.7% 3.5 to 4.0 (A- to A) 48.0% 14.0% 15.3%
Women
College GPA Asian African
American Latino
No GPA Yet 0.8% 1.3% 0.5 to 0.9 (F to D) 0.8% 1.3% 1.0 to 1.4 (D to C-) 0.8% 2.3% 1.5 to 1.9 (C- to C) 5.8% 4.2% 2.0 to 2.4 (C to B-) 12.5% 24.2% 15.2% 2.5 to 2.9 (B- to B) 29.2% 27.5% 30.1% 3.0 to 3.4 (B to A-) 45.8% 21.7% 28.2% 3.5 to 4.0 (A- to A) 12.5% 18.3% 17.5%
CommunityCollegeSuccessMeasure
InterworkInstitute,SanDiegoStateUniversity 28
EnvironmentalDomainandOutcomes
Environmentaldomainreferstofactorsexternaltotheinstitutionthathaveanimpactonstudents’successincollege.Datacollectedincludes:numberofdependentssupported,stressfullifeevents,employmentstatus,andtheamountoftimespentcaringforothers.Outcomesdemonstratestudents’levelsofacademicintegrationandengagement,including:timespentstudying,creditsearned.NotableFindings
• Overonethirdofmenandwomenfromeachracial/ethnicgroupreportedworkingmorethan20hourseachweekoffcampus.
• AhigherpercentageofAsianmenreportedspendingzerohourseachweekcaringforothers,comparedtotheirmaleandfemalepeersfromotherracial/ethnicgroups.
• Acrossallracial/ethnicgroups,ahigherpercentageofmenspentzerohoursperweekstudyingcomparedtotheirfemalepeers.
• Over30%ofmenandwomenacrossallracial/ethnicgroupsreportedstrugglingwithstableplacestolive.52%ofAfricanAmericanmenand44%ofAfricanAmericanwomenreportedstrugglingwiththisissue.
• AhigherpercentageofAfricanAmericanmenreportedstrugglingwithhungerandstableemploymentcomparedtomenandwomenfromotherracial/ethnicgroups.
Men
Number of Dependents
Asian African American
Latino
None 76.0% 54.0% 64.3% One 12.0% 20.0% 16.6% Two 8.0% 10.0% 5.7% Three 4.0% 4.0% 7.6% Four 8.0% 4.5% Five plus 4.0% 1.3%
Women
Number of Dependents
Asian African American
Latino
None 37.5% 44.2% 54.4% One 25.0% 22.5% 18.8% Two 16.7% 15.8% 13.6% Three 8.3% 4.9% Four 16.7% 1.7% 4.5% Five plus 4.2% 7.5% 3.9%
CommunityCollegeSuccessMeasure
InterworkInstitute,SanDiegoStateUniversity 29
Men
Working off Campus (hours per week)
Asian African American
Latino
None 44.0% 38.0% 34.4% 1-5 4.0% 18.0% 10.2% 6-10 4.0% 4.0% 7.6% 11-15 4.0% 3.8% 16-20 12.0% 2.0% 3.8% 21-25 4.0% 6.0% 7.6% 26-30 4.0% 3.2% 31-35 6.0% 5.1% 36-40 8.0% 8.0% 11.5% 41 or more 24.0% 10.0% 12.7%
Women
Working off Campus (hours per week)
Asian African American
Latino
None 37.5% 32.5% 37.2% 1-5 4.2% 7.5% 5.8% 6-10 8.3% 5.8% 7.1% 11-15 4.2% 3.6% 16-20 5.8% 8.1% 21-25 4.2% 8.3% 7.4% 26-30 8.3% 5.8% 6.1% 31-35 4.2% 4.2% 4.5% 36-40 25.0% 15.8% 12.6% 41 or more 8.3% 10.0% 7.4%
Men
Caring for others (hours per week)
Asian African American
Latino
None 44.0% 26.0% 30.6% 1-5 20.0% 28.0% 22.9% 6-10 20.0% 8.0% 14.6% 11-15 4.0% 4.0% 5.7% 16-20 8.0% 7.0% 21-25 6.0% 1.9% 26-30 2.0% 5.1% 31-35 2.0% 1.9% 36-40 6.0% 1.9% 41 or more 12.0% 10.0% 8.3%
CommunityCollegeSuccessMeasure
InterworkInstitute,SanDiegoStateUniversity 30
Women
Caring for others (hours per week)
Asian African American
Latino
None 8.3% 21.7% 26.5% 1-5 12.5% 20.8% 18.4% 6-10 25.0% 11.7% 13.9% 11-15 2.5% 6.5% 16-20 8.3% 3.3% 5.2% 21-25 8.3% 6.7% 5.2% 26-30 4.2% 5.8% 4.5% 31-35 8.3% 5.0% 4.2% 36-40 16.7% 4.2% 4.5% 41 or more 8.3% 18.3% 11.0%
Men
Commuting (hours per week)
Asian African American
Latino
None 8.0% 14.0% 14.6% 1-5 52.0% 36.0% 51.6% 6-10 32.0% 24.0% 16.6% 11-15 8.0% 8.3% 16-20 2.0% 5.1% 21-25 2.0% 0.6% 26-30 2.0% 31-35 2.0% 0.6% 36-40 2.0% 41 or more 8.0% 8.0% 2.5%
Women
Commuting (hours per week)
Asian African American
Latino
None 8.3% 12.5% 17.5% 1-5 41.7% 53.3% 52.1% 6-10 29.2% 16.7% 17.5% 11-15 5.8% 5.8% 16-20 8.3% 2.5% 1.6% 21-25 8.3% 1.7% 1.9% 26-30 2.5% 1.6% 31-35 1.3% 36-40 1.7% 0.3% 41 or more 4.2% 3.3% 0.3%
Men
Varsity Sports Asian African
American Latino
Not an athlete 100.0% 91.7% 92.2% Yes, I am an athlete 8.3% 7.8%
CommunityCollegeSuccessMeasure
InterworkInstitute,SanDiegoStateUniversity 31
Women
Varsity Sports Asian African
American Latino
Not an athlete 100.0% 96.5% 97.4% Yes, I am an athlete 3.5% 2.6%
Men
Studying (hours per week)
Asian African American
Latino
None 12.0% 6.0% 7.0% 1-5 20.0% 28.0% 43.9% 6-10 16.0% 12.0% 27.4% 11-15 20.0% 20.0% 10.8% 16-20 8.0% 18.0% 5.1% 21-25 12.0% 6.0% 2.5% 26-30 4.0% 1.9% 31-35 36-40 6.0% 41 or more 8.0% 4.0% 1.3%
Women
Studying (hours per week)
Asian African American
Latino
None 3.3% 2.9% 1-5 33.3% 42.5% 40.8% 6-10 16.7% 21.7% 25.2% 11-15 12.5% 10.8% 11.0% 16-20 8.3% 9.2% 9.4% 21-25 16.7% 4.2% 3.9% 26-30 4.2% 2.5% 2.3% 31-35 4.2% 1.7% 1.3% 36-40 4.2% 3.3% 2.3% 41 or more 0.8% 1.0%
Men
Credits Earned Asian African
American Latino
None yet 16.0% 14.0% 15.3% 1 to 14 credits 30.0% 23.6% 15 to 29 credits 16.0% 20.0% 21.7% 30 to 44 credits 16.0% 16.0% 13.4% 45 to 60 credits 16.0% 12.0% 15.3% 61 credits or more 36.0% 8.0% 10.8%
CommunityCollegeSuccessMeasure
InterworkInstitute,SanDiegoStateUniversity 32
Women
Credits Earned Asian African
American Latino
None yet 8.3% 10.0% 10.4% 1 to 14 credits 16.7% 18.3% 10.7% 15 to 29 credits 4.2% 15.8% 24.6% 30 to 44 credits 25.0% 23.3% 26.9% 45 to 60 credits 8.3% 20.8% 16.8% 61 credits or more 37.5% 11.7% 10.7%
Men
Issues w/ Stable Place of Living
Asian African American
Latino
Yes 32.0% 52.0% 40.8% No 68.0% 48.0% 59.2% If yes, how stressful? Not stressful 50.0% 42.3% 28.1% Somewhat stressful 25.0% 26.9% 34.4% Stressful 12.5% 23.1% 28.1% Very stressful 12.5% 7.7% 9.4%
Women
Issues w/ Stable Place of Living
Asian African American
Latino
Yes 33.3% 44.2% 41.4% No 66.7% 55.8% 58.6% If yes, how stressful? Not stressful 37.5% 28.3% 36.7% Somewhat stressful 37.5% 34.0% 28.9% Stressful 25.0% 15.1% 20.3% Very stressful 22.6% 14.1%
Men
Hunger Asian African
American Latino
Yes 4.0% 26.0% 19.7% No 96.0% 74.0% 80.3% If yes, how stressful? Not stressful 30.8% 16.1% Somewhat stressful 15.4% 45.2% Stressful 30.8% 25.8% Very stressful 100.0% 23.1% 12.9%
CommunityCollegeSuccessMeasure
InterworkInstitute,SanDiegoStateUniversity 33
Women
Hunger Asian African
American Latino
Yes 4.2% 15.8% 9.7% No 95.8% 84.2% 90.3% If yes, how stressful? Not stressful 5.3% 23.3% Somewhat stressful 100.0% 36.8% 40.0% Stressful 26.3% 20.0% Very stressful 31.6% 16.7%
Men
Issues w/ transportation to and from campus
Asian African American
Latino
Yes 20.0% 54.0% 39.5% No 80.0% 46.0% 60.5% If yes, how stressful? Not stressful 20.0% 40.7% 24.2% Somewhat stressful 60.0% 25.9% 35.5% Stressful 18.5% 27.4% Very stressful 20.0% 14.8% 12.9%
Women
Issues w/ transportation to and from campus
Asian African American
Latino
Yes 33.3% 40.0% 41.7% No 66.7% 60.0% 58.3% If yes, how stressful? Not stressful 37.5% 29.2% 25.6% Somewhat stressful 62.5% 22.9% 38.8% Stressful 25.0% 23.3% Very stressful 22.9% 12.4%
Men
Legal Concerns Asian African
American Latino
Yes 12.0% 16.0% 19.1% No 88.0% 84.0% 80.9% If yes, how stressful? Not stressful 12.5% 13.3% Somewhat stressful 50.0% 30.0% Stressful 33.3% 12.5% 43.3% Very stressful 66.7% 25.0% 13.3%
CommunityCollegeSuccessMeasure
InterworkInstitute,SanDiegoStateUniversity 34
Women
Legal Concerns Asian African
American Latino
Yes 8.3% 14.2% 16.5% No 91.7% 85.8% 83.5% If yes, how stressful? Not stressful 50.0% 5.9% Somewhat stressful 50.0% 47.1% 19.6% Stressful 17.6% 27.5% Very stressful 35.3% 47.1%
Men
Relationship Challenges
Asian African American
Latino
Yes 24.0% 26.0% 29.9% No 76.0% 74.0% 70.1% If yes, how stressful? Not stressful 15.4% 10.6% Somewhat stressful 16.7% 15.4% 29.8% Stressful 33.3% 38.5% 36.2% Very stressful 50.0% 30.8% 23.4%
Women
Relationship Challenges
Asian African American
Latino
Yes 20.8% 35.8% 33.0% No 79.2% 64.2% 67.0% If yes, how stressful? Not stressful 9.3% 10.8% Somewhat stressful 20.0% 27.9% 22.5% Stressful 20.9% 30.4% Very stressful 80.0% 41.9% 36.3%
Men
Issues w/ stable employment
Asian African American
Latino
Yes 24.0% 54.0% 38.9% No 76.0% 46.0% 61.1% If yes, how stressful? Not stressful 16.7% 40.7% 23.0% Somewhat stressful 33.3% 11.1% 19.7% Stressful 33.3% 33.3% 34.4% Very stressful 16.7% 14.8% 23.0%
CommunityCollegeSuccessMeasure
InterworkInstitute,SanDiegoStateUniversity 35
Women
Issues w/ stable employment
Asian African American
Latino
Yes 41.7% 37.5% 35.0% No 58.3% 62.5% 65.0% If yes, how stressful? Not stressful 10.0% 20.0% 11.1% Somewhat stressful 70.0% 20.0% 29.6% Stressful 10.0% 26.7% 26.9% Very stressful 10.0% 33.3% 32.4%
Men
Health Concerns Asian African
American Latino
Yes 32.0% 18.0% 22.9% No 68.0% 82.0% 77.1% If yes, how stressful? Not stressful 12.5% 11.1% 8.3% Somewhat stressful 50.0% 11.1% 41.7% Stressful 44.4% 30.6% Very stressful 37.5% 33.3% 19.4%
Women
Health Concerns Asian African
American Latino
Yes 33.3% 35.8% 30.1% No 66.7% 64.2% 69.9% If yes, how stressful? Not stressful 7.0% 7.5% Somewhat stressful 25.0% 25.6% 31.2% Stressful 25.0% 34.9% 31.2% Very stressful 50.0% 32.6% 30.1%
CommunityCollegeSuccessMeasure
InterworkInstitute,SanDiegoStateUniversity 36
CollegeRequestedData
ThefollowingquestionswereincludedintheCCSMattherequestofElCaminoCollegeComptonCentral.
Men
Best source of academic counseling at Compton Center
Asian African American Latino
Academic counselor or advisor 50.0% 44.8% 48.3% Instructor or other faculty member 16.7% 20.7% 23.6% Any other Compton Center staff 3.4% 1.1% Online registration and/or degree advising systems
3.4% 3.4%
Other students 6.9% 12.4% Friends and family 8.3% 20.7% 7.9% None of the above 25.0% 3.4%
Women
Best source of academic counseling at Compton Center
Asian African American Latino
Academic counselor or advisor 45.5% 49.3% 42.6% Instructor or other faculty member 9.1% 23.3% 16.8% Any other Compton Center staff 2.7% 2.6% Online registration and/or degree advising systems
4.1% 6.3%
Other students 18.2% 8.2% 11.1% Friends and family 18.2% 9.6% 13.2% None of the above 9.1% 2.7% 7.4%
Men
Best source of general advice about how to navigate college?
Asian African American Latino
Academic counselor or advisor 33.3% 31.0% 41.4% Instructor or other faculty member 8.3% 24.1% 14.9% Any other Compton Center staff (non-faculty, non-advisory)
3.4% 1.1%
Other students 3.4% 17.2% Friends and family 33.3% 31.0% 16.1% None of the above 25.0% 6.9% 9.2%
CommunityCollegeSuccessMeasure
InterworkInstitute,SanDiegoStateUniversity 37
Women
Best source of general advice about how to navigate college?
Asian African American Latino
Academic counselor or advisor 36.4% 34.7% 31.4% Instructor or other faculty member 18.2% 32.0% 18.1% Any other Compton Center staff (non-faculty, non-advisory)
2.7% 4.3%
Other students 9.1% 14.7% 16.5% Friends and family 27.3% 6.7% 18.1% None of the above 9.1% 9.3% 11.7%
Men
Which of the following are you currently participating in?
Asian African American Latino
CalWORKs 17.4% 8.3% DSPS/SRC 4.3% 4.2% EOP&S/CARE 14.3% 17.4% 12.5% Financial Aid 85.7% 47.8% 58.3% First Year Experience Program (FYE)
5.6%
Puente Project, Project Success, MESA, UMOJA or similar
1.4%
Student Athletics 8.7% 5.6% Veteran Services 4.3% 4.2%
Men
Which of the following are you currently participating in?
Asian African American Latino
CalWORKs 18.0% 8.3% DSPS/SRC 8.0% 1.5% EOP&S/CARE 12.0% 8.3% Financial Aid 85.7% 62.0% 72.2% First Year Experience Program (FYE)
6.8%
Puente Project, Project Success, MESA, UMOJA or similar
14.3% 1.5%
Student Athletics 0.8% Veteran Services 0.8%
CommunityCollegeSuccessMeasure
InterworkInstitute,SanDiegoStateUniversity 38
Men
Which of the following programs and services have you used?
Asian African American Latino
Career Advancement Academy 10.0% 15.1% Career Center 22.2% 25.0% 13.2% Counseling Services 44.4% 30.0% 15.1% Library Services 22.2% 20.0% 34.0% Student Life Office 5.0% 1.9% Student Success Center (Tutoring, Reading/Writing, Math/Science, or Supplemental Instruction)
11.1% 15.1%
Career Advancement Academy 10.0% 15.1%
Women
Which of the following programs and services have you used?
Asian African American Latino
Career Advancement Academy 9.3% 2.0% Career Center 16.3% 8.9% Counseling Services 33.3% 27.9% 18.8% Library Services 50.0% 18.6% 37.6% Student Life Office 4.7% 3.0% Student Success Center (Tutoring, Reading/Writing, Math/Science, or Supplemental Instruction)
16.7% 16.3% 19.8%
Career Advancement Academy 7.0% 9.9%
Men
Which of the following has been most responsible for difficulty progressing with your studies?
Asian African American Latino
Academic preparation for college 8.3% 10.7% 6.8% Time management or study skills 25.0% 28.6% 30.7% Ability to acquire/use educational resources
10.7% 6.8%
Motivation 8.3% 3.6% 11.4% Social support 8.3% 3.6% 1.1% Communication with or understanding instructors
8.3% 10.7% 8.0%
External pressures (family, health, work, obligations, etc.)
25.0% 10.7% 15.9%
Other 8.3% 8.0% None, I am not having difficulty 8.3% 21.4% 11.4%
CommunityCollegeSuccessMeasure
InterworkInstitute,SanDiegoStateUniversity 39
Women
Which of the following has been most responsible for difficulty progressing with your studies?
Asian African American Latino
Academic preparation for college 15.5% 6.3% Time management or study skills 30.0% 31.0% 30.2% Ability to acquire/use educational resources
10.0% 5.6% 2.1%
Motivation 5.6% 8.9% Social support 1.4% 1.0% Communication with or understanding instructors
20.0% 2.8% 12.5%
External pressures (family, health, work, obligations, etc.)
10.0% 19.7% 21.9%
Other 7.0% 3.6% None, I am not having difficulty 30.0% 11.3% 13.5%
Men
I have a reliable faculty or staff member at Compton Center who I can comfortably go to for help
Asian African American Latino
Strongly Agree 8.3% 58.6% 41.8% Agree 66.7% 31.0% 36.3% Disagree 8.3% 6.9% 13.2% Strongly Disagree 16.7% 3.4% 8.8%
Women
I have a reliable faculty or staff member at Compton Center who I can comfortably go to for help
Asian African American Latino
Strongly Agree 45.5% 58.7% 34.5% Agree 45.5% 26.7% 35.6% Disagree 9.1% 10.7% 16.5% Strongly Disagree 4.0% 13.4%