This report examines the postsecondary characteristics, experiences, and outcomes of low-income, first-generation college students, highlighting how the combined impact of being both low-income and first-generation puts these students at risk of failure in postsecondary education. Changing national demographics requires a refocus of efforts on improving postsecondary access and success among populations who have previously been underrepresented in higher education. Given the pressure to remain competitive in the global knowledge economy, it is in the shared national interest to act to increase the number of students who not only enter college, but more importantly, earn their degrees. This analysis is used to draw substantive lessons about effective institutional practices, to identify promising areas for future research, to evaluate the state of program-effectiveness research at community colleges, and to make recommendations for improving related research. This report presents a critical analysis of the state of the research on the effectiveness of four types of practices in increasing persistence and completion at community colleges: (1) advising, counseling, mentoring and orientation programs (2) learning communities (3) developmental education and other services for academically under prepared students and (4) college-wide reform. Achieving the Dream is based on the premise that research about and at community colleges must play a central role in any strategy to increase student success. In 2003, Lumina Foundation for Education joined eight other organizations to launch Achieving the Dream: Community Colleges Count. This report was written as part of one of those initiatives. Department of Education are focused on developing policy and institutional practices that will improve success rates for community college students. At the same time, national initiatives by foundations and the U.S. As a result, accreditation agencies and state regulators are increasingly scrutinizing measures of student outcomes, such as persistence and completion rates. During the last decade, however, educators and policy makers have shifted their attention to the success of students once they enter community college. Community colleges have always played a crucial role in providing access to college. Taken together, these results support the idea that the prospect of experiencing mobility may be one of the mechanisms behind the difficulties encountered by lower-class students in an academic context.Ĭommunity colleges are designed to be open-door institutions, and they enroll a much wider variety of students than baccalaureate granting colleges. No such findings were obtained for physics and life and earth sciences. In addition, performance-avoidance goals appeared to be a mediator of the interaction effect between social class and the salience of the mobility process on mathematics performance. Results indicated that the salience of the mobility process increased the effect of social class on both performance-avoidance goal endorsement and mathematic performance. Then, they answered performance-avoidance goal items and solved mathematics, physics and life and earth sciences exercises. Half of them were randomly assigned to a “mobility salience” condition where they completed a mobility perception scale while the other half completed a neutral scale. Two hundred and fifteen high school students (Mage = 17.40, SD = 0.69) participated in the experiment.
The second aim is to document the further impact of this process on academic performance. The purpose of the present research is, first, to test the upward mobility process as a moderator of the link between social class and performance-avoidance goal endorsement. Recent research has shown that lower social class students are more likely to endorse performance-avoidance goals (i.e., the fear of performing poorly) than higher-class students, particularly in situations of success (Jury, Smeding, Court & Darnon, 2015).
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