Community College Retention: A Critical Race Theory Perspective
2013; Volume: 21; Issue: 1 Linguagem: Inglês
ISSN
1068-610X
Autores Tópico(s)Education and Military Integration
ResumoIn the past several decades, researchers have developed several models of college student retention. While these models have been developed primarily for use in four-year colleges, other researchers have demonstrated their applicability in two-year college environments. Unfortunately, despite the large number of minority students enrolling in community colleges, the colorblind approaches taken by many community college retention programs deemphasize the significance of exploring the needs and experiences of underrepresented students. The purpose of this essay is to review community college retention theories and applications from a Critical Race Theory perspective and provide suggestions for alternative retention strategies.Faced with the prospective of shrinking high school graduating classes, community colleges are looking more towards student retention as a way to offset decreases in other funding sources (Braunstein & McGrath, 1997). This strategy is particularly challenging given the fact that research shows the attrition rate to be over 50% for students entering two-year institutions (Berger & Braxton, 1998). Additionally, the greatest portion of those that leave college will do so in the first year of enrollment (Braunstein & McGrath, 1997). While these departures have serious consequences for students, they also present a harsh reality for institutions that rely heavily on tuition revenue to support academic programs, manage physical plants, and deliver student services (Tinto, 1987). Naturally, given the increased emphasis on retention, community colleges across the country have begun to study this issue in depth and have developed multiple strategies to aid in retention efforts. Many of these interventions are based on established theoretical principles developed using primarily four-year college populations. More recently, researchers have begun to examine the applicability of these models to two-year college environments. Curiously though, given the fact that minority students are highly represented in community colleges, few have reviewed these models through the lens of Critical Race Theory (CRT). The purpose of this essay is to provide a short review of the most common theoretical foundations of student retention programs, review some of the research on the applicability of these models to the two-year college environment, and alternatively discuss these retention models and their associated interventions from a critical race perspective. Additionally, using CRT as a framework, several strategies for increasing minority retention rates will be discussed.Theoretical Models of RetentionThroughout the past several decades, many researchers have developed models to help explain why students do not persist. One such model was developed by Alexander Astin. At the root of Astin's Theory of Involvement is the notion that student learning is directly related to his/her involvement in social and academic aspects of the college environment (Astin, 1984). An involved student is one who devotes considerable energy to academics, spends much time on campus, participates actively in student organizations and activities, and interacts often with faculty (Astin, 1984, p.292). These elements of involvement are critical for a student's integration into the collegiate environment, which in turn is critical for his/ her retention.Another influential model of retention was developed by John Bean. In his Psychological Model of Student Retention, Bean theorized that retention was a function of how a student's background characteristics influenced his/her interaction with the college environment (Bean & Eaton, 2000). For example, a student's past experiences may have led him/her to have a certain locus of control or a level of self-efficacy. This in turn influenced how the student initially interacted with the college environment. As the student is exposed to new stimuli, he/ she learns new strategies for navigating the new environment. …
Referência(s)