Community College Completion Project: Focus Group Report by Mississippi State University

Community College Completion Project: Final Report February 2014 1
2014 Final Report

SUBMITTED TO
Womens Foundation of Mississippi

PREPARED BY
Kathleen Ragsdale, PhD
Anne Buffington, BS
Claire Crawford, BA
Sarah Rutland
Family & Children Research Unit
Social Science Research Center
Mississippi State University


FUNDED BY
The Womens Foundation of Mississippi. Any opinions implied or expressed here are those of the
authors and do not necessarily reflect those of the Womens Foundation of Mississippi or of
Mississippi State University.

CORRESPONDENCE
Dr. Kathleen Ragsdale, Social Science Research Center, Mississippi State University, PO Box 5287,
Mississippi State, MS 39762, USA. Tel: +1 662-325-9168; Fax: +1 662-325-7966;
E-mail: kathleen.ragsdale@ssrc.msstate.edu

ACKNOWLEDGEMENTS
We gratefully acknowledge the Womens Foundation of Mississippi for their generous support
of the project. We thank Carol B. Penick (Executive Director), Jamie H. Bardwell (Director of
Programs), and the Womens Foundation Board for their support. We gratefully acknowledge the
invaluable assistance and cooperation of Dr. Debra West of the Mississippi Community College
Board, and the dedicated community college administrators and students who made this project
possible. We thank Dr. Arthur G. Cosby, Dr. Angela Robertson, Bradley Long, John McCown,
Ben Walker, Anna Richards, and the Family & Children Research Unit of the Social Science
Research Center at Mississippi State University for their assistance.

KEY ABBREVIATIONS & TERMS
ACT American College Testing
CHE Chronicle of Higher Education
EM Ecological Model
FAFSA Free Application for Federal Student Aid
GED General Educational Development
GPA Grade Point Average
MCCB Mississippi Community College Board
MSU Mississippi State University
SSRC Social Science Research Center
TAACCCT Trade Adjustment Assistance Community College & Career Training
WF Womens Foundation of Mississippi


EXECUTIVE SUMMARY... 5

INTRODUCTION.. 10
WHY IS COMMUNITY COLLEGE COMPLETION AN IMPORTANT WOMENS ISSUE?.. 11
WOMENS FOUNDATION OF MISSISSIPPI. 13
COMMUNITY COLLEGE COMPLETION PROJECT: COMPONENTS.. 13

METHODS... 14
THEORETICAL BACKGROUND.. 14
STUDY PROCEDURES.... 16
ANALYSIS 1: QUANTITATIVE SURVEY. 16
ANALYSIS 2: QUALITATIVE FOCUS GROUPS. 17
ANALYSIS 3: COMPARING TRADITIONAL VS NON-TRADITIONAL STUDENTS... 19

RESULTS... 20
SURVEY: AGGREGATED RESULTS....... 20
Domain 1: Sociodemographic Variables Among Traditional vs Non-Traditional Student. . 20
Domain 2: High School-Related Variables Among Traditional vs Non-Traditional Student . . . . . 21
Domain 3: College-Related Variables Among Traditional vs Non-Traditional Student. 23
Domain 4: Time Commitments Among Traditional vs Non-Traditional Student. .... 26

FOCUS GROUPS: AGGREGATED RESULTS..... 27
Theme 1: Gendered Norm Expectations for Women... 27
Theme 2: Family Attitudes Towards Higher Education .... 31
Theme 3: Time Management ..... 34
Theme 4: Financial Aid.... 39
Theme 5: College Preparedness ..... 44
Theme 6: Appeal of Two-Year Institutions .. 49
Theme 7: Campus Facilities .. 53
Theme 8: Community College Faculty & Staff .. 56
Theme 9: Restrictions & Regulations of Community Colleges .... 62

TRADITIONAL VS NON-TRADITIONAL STUDENTS: AGGREGATED RESULTS............... 67
Domain 1: Effect of Taking Time Off From College..... 67
Domain 2: Stressors.... 68
Domain 3: Perceived Barriers to College Completion...... 71
Domain 4: Impact of Family/Friends on College Goals.... 74
Domain 5: Extracurricular Involvement..... 76


DISCUSSION & RECOMMENDATIONS.. 78
STUDY STRENGTHS & LIMITATIONS..... 78
RECOMMENDATION 1 .. 78
RECOMMENDATION 10 . 86

REFERENCES.. 90

APPENDICES..... 95
APPENDIX A: SURVEY INSTRUMENT (PROFILE SHEET) 95
APPENDIX B: FOCUS GROUP DISCUSSION GUIDE 96
APPENDIX C: RECRUITMENT FLYER 101

RESOURCES & WEBSITES..... 102


EXECUTIVE SUMMARY

In 2013, the Womens Foundation of Mississippi commissioned researchers at the Social
Science Research Center of Mississippi State University to conduct the Community College
Completion Project. The purpose of the evaluation was to identify challenges and obstacles that
women students face in achieving their community college goals. This report summarizes the
results of the study, which will be used to inform the Womens Foundation of Mississippi and
other stakeholders of ways that the community college experience may be improved for
women students. The study was approved by the Institutional Review Board of Mississippi State
University and the Mississippi Association for Community and Junior Colleges. Methods, key
results, and recommendations are discussed below.

METHOD & RESULTS

We collected and analyzed quantitative and qualitative data on multilevel and reciprocal factors
that facilitate and constrain the completion of community college among resource-limited and
other women students at six community colleges in Mississippi. The colleges were selected by
the Womens Foundation of Mississippi, of whom the majority were participants in the U.S.
Department of Labor's TAACCCT program. In order to be eligible to participate in the project,
women students had to be 18 years of age or older and enrolled at that college. STUDY
MEASURES. Given the complexity of factors that impact community college completion, we
chose the Ecological Model to frame the project. This model includes five multilevel and
reciprocal factors that shape behaviors: 1) individual factors; 2) interpersonal factors; 3)
community factors; 4) organizational factors; and 5) policy factors. Women students at each
college were administered a survey and participated in a focus groups to assess how these
factors promoted and constrained their completion of community college.

ANALYSIS 1: QUANTITATIVE SURVEY

The 23-question survey used multiple-choice, fill-in-the blank, and yes/no responses to collect
sociodemographic data (age, race/ethnicity, etc.) and data on college courses. DEFINING
TRADITIONAL VS NON-TRADITIONAL STUDENTS. Participants were categorized as either
traditional or non-traditional students based on age at anticipated matriculation from
community collegewhich is calculated at a standard rate of 150% time (CHE, 2014).


Participants who were 18-21 years old on the day they participated in the study were
categorized as traditional students. Participants who were 22 years of age or older on the day
they participated in the study were categorized as non-traditional students. QUANTITATIVE
ANALYSIS. Descriptive analyses (i.e., frequencies) using SPSS 21.0 were conducted to describe
the sample (N=65) and compare the responses of traditional students to those of non-
traditional students. QUANTITATIVE DOMAINS & RESULTS. We organized the quantitative
results into four domains. The domains and a sample of supporting results include:

DOMAIN 1: Sociodemographic Variables
Participants (N=65) ranged in age from 18-60 years old. The sample was relatively equal
across race/ethnicity: 52.3% (n=34) were white and 46.2% (n=30) were African
American. Over 81% (n=53) were traditional students.

DOMAIN 2: High School-Related Variables
Nearly 88% (n=57) reported that the highest degree/certificate they had earned to date
was a high school diploma/GED, while 12.3% (n=8) reported they had earned a
career/technical certificate, associate degree or above. Over 90% (n=48) of traditional
students reported that their highest degree earned was a high school diploma/GED,
compared to 75% (n=9) of non-traditional students.

DOMAIN 3: College-Related Variables
Nearly 90% (n=58) reported that their present college was the first college they have
ever attended. Non-traditional students were more likely to have begun college
elsewhere as compared to traditional students (16.7% and 9.4%, respectively).

DOMAIN 4: Time Commitments
Non-traditional students were more likely to report that they typically worked (on-
campus or off-campus) 30 hours per week (47.2% and 7.7%, respectively). Non-
traditional students were also more likely to report that they typically spent 30 hours
per week caring for dependents (54.5% and 4.2%, respectively).

ANALYSIS 2: QUALITATIVE FOCUS GROUPS

Following administration of the surveys, we conducted focus groups among the participants at
each college. QUALITATIVE ANALYSIS. The focus groups were transcribed verbatim and
personal identifiers were removed. In an iterative process, coders identified themes deductively
to develop the initial coding scheme. Next we used an inductive approach to expand the
themes, identify new themes, and refine the coding scheme. Finally, the team used the coding


scheme to organize the qualitative data into themes. QUALITATIVE THEMES & RESULTS. We
organized the qualitative results into nine major themes. The themes and samples of
supporting quotes include:

THEME 1: Gendered Norm Expectations for Women
You are expected to perform. You knowget the food cooked, get the laundry done, get
the house cleaned, take care of the kids. . Go to the ball game. Get your homework
done. Youre expected to do more. Its hard. [CC1]

THEME 2: Family Attitudes Towards Higher Education
she [mother] did not think that college was worth it. She didnt go to college herself
and thought that it was a waste of time. [CC2]

THEME 3: Time Management
Youre wondering if you need to focus on your schoolwork, or work so you can go to
school. Its a struggle. [CC4]

THEME 4: Financial Aid
How am I gonna be able to pay [for college]? I guess Im gonna have to get a loan
instead of using my financial aid because its gonna run out eventually. [CC5]

THEME: College Preparedness
I feel like my teachers werent really challenging us in some of my classes in high school.
You just memorized things. In college, you have to study and apply things; its not just
memorizing them. [CC2]

THEME 6: Appeal of Two-Year Institutions
The reason that I chose [CC2] is because I didnt feel quite comfortable going straight to
a university for four years right after I just finished high school. I feel like going to a
community college is getting your feet wet first... [CC2]

THEME 7: Campus Facilities
...the single most important thing for women would be [on-campus] childcare thats
affordable. You know we want good care for our children. affordable child care would
be excellent. [CC1]

THEME 8: Community College Faculty & Staff
One of the things I see with the instructors is that they have focused on the main goal
which is getting us educated. Were in here to learn and theyre seeing that were


getting what we need here because thats why were here. Were here to get a degree.
They want us to excel. Theyre helping us to succeed. [CC4]

THEME 9: Restrictions & Regulations of Community Colleges
you went through high school and you did fine You get here and they have an
Accuplacer test. You take this test based on your ACT scoreyoure being told you
gotta drop down to beginning English even though you took English 4 all the way
through high school. [CC4]

ANALYSIS 3: TRADITIONAL
VS NON-TRADITIONAL STUDENTS

In order to compare traditional students to non-traditional students, we also organized the
qualitative results into five domains on which the two groups of students differed substantively.
The domains and a sample of supporting quotes include:

DOMAIN 1: Effect of Taking Time Off From College
I took off for a semester, but it helped me. Im becoming the person that I want to be,
and its helping me be successful and succeed. Im really thankful for that. Once youre
out, its hard to catch up. Im not looking back; Im moving forward. [CC4]

DOMAIN 2: Stressors
Taking care of my two children and my husbandIm sitting there studying and they
come in asking, Mom, what are you doing?, and say things like, All you ever do is
study. Well, mama is in school too. [CC4]

DOMAIN 3: Perceived Barriers to College Completion
I think they [people] get comfortable. They get a [high school] degree, and then they
start working. They get a job, and they get accustomed to making money. So, you know,
they dont wanna necessarily go back and struggle again and work with going to school
[college] when they trying to pay bills. [CC6]

DOMAIN 4: Impact of Family/Friends on College Goals
Homework and lunch, dinner, PTA meetings, karate, and brush your teeth. Im lucky if
my son gets in the tub every night... Its exhaustingit really is. [CC1]

DOMAIN 5: Extracurricular Involvement
Id love to do extracurriculars, but theres too much at stake. I have too many
responsibilities I wish I could, it would be fun, but [CC1]


RECOMMENDATIONS & STUDY LIMITATIONS

This study has several strengths and potential limitations. In terms of limitations, it was
conducted among a convenience sample composed of women students. Although nonrandom
sampling is regularly used to conduct qualitative research in the social and behavioral sciences,
care should be taken when generalizing the present results to other women students attending
community colleges in Mississippi and the U.S. In addition, individual responses are not
independent of one another and group dynamics can vary considerably (Chronic Poverty
Research Centre, 2014: 59) such that participants may feel peer pressure to agree with one
another on a certain topic or to abstain from comments. In terms of strengths, focus group
responses have high face validity due to the clarity of the context and detail of the
discussion (ibid). In the present study, the depth of discussions was enhanced due to high
participation rates among participants (which averaged 11 persons per discussion) and length
of sessions (which averaged more than 1.5 hours per discussion). Based on the results of the
Community College Completion Project, we developed the following twelve recommendations
for consideration:

Ensure students are prepared for academic rigors of community college
Engage high school students in the college application process prior
to senior year
Increase efforts to move remedial students into college-level courses
Improve the community college orientation process
Remove restrictions on how student purchase textbooksincluding eBooks
Offer information sessions periodically rather than one-time opportunities
Employ highly trained non-student staff as financial aid advisors/counselors
Implement campus-wide support forums for women students
Facilitate better healthcare access for women students
Expand affordable on-campus childcare for women students
Expand evening classes to accommodate more students
Improve campus security for women students


INTRODUCTION

I feel like thats what we get out of community
collegethe help we need, hands on. I feel like at a
university you wont be so lucky. Thats why I came
to a community college...
Participant, Community College Completion Project

Since two-year institutions were first recognized as separate from four-year institutions in
1969, the importance of community colleges has continued to rise as students seek higher
education that is both of high-quality and affordable (Brock, 2010). Community colleges act as
an important stepping stone to further ones education and/or obtain better employment,
given that a college degree is increasingly necessary for those seeking to be competitive in
todays job market. Indeed, Rath (2013) reports that by 2018, workers will need to have earned
a postsecondary credential in order to be minimally eligible for more than 60% of all jobs in the
United States (U.S.). Postsecondary education has also been found to pay big dividends in terms
of future earnings. According to Rath, the average lifetime earnings for an individual with an
associates degree is approximately $1.6 million, nearly $400,000 more than the expected
earnings of a high school graduate (2013: 6).
Although the number of students enrolled in community colleges has increased substantially in
the last forty years, matriculation rates have remained relatively stable, such that
approximately 20.4% of community college students graduate in 150% time (Brock, 2010;
Jenkins, 2011). It is important to note that matriculation rates are calculated differently for
four-year institutions versus two-year institutions. For students in public four-year institutions,
the 150% time (i.e., six years) includes the time period from the date of initial enrollment to
date of graduation with a bachelors degree (CHE, 2014). For students in public two-year
institutions, 150% time (i.e., three years) also includes the time period from the date of initial
enrollment to date of graduation with an associates degree (CHE, 2014). These rates were set
by the U.S. Senate and House of Representatives in 2008 as the standards for each type of
higher education institution through the Higher Education Opportunity Act2008 (U.S. Dept of
Education, 2014a).


Of the millions of students enrolled in public two-year institutions in the U.S., only 20.8% had
completed an associates degree in 150% time in 2010 (CHE, 2014). In Mississippi, 25.2% of
community college students graduated in 150% time in 2010, while 49.9% of students attending
four-year institutions graduated in 150% time (CHE, 2014). As these statistics indicate,
Mississippi students at four-year institutions are matriculating at nearly twice the rate of their
counterparts at two-year institutions.
WHY IS COMMUNITY COLLEGE COMPLETION
AN IMPORTANT WOMENS ISSUE?

Given that enrollment of female students now outpaces that of male students at two-year
institutions across the U.S. (NCES, 2014), it is important to understand the barriers and
facilitators to community college completion among women students. Affordability, geographic
proximity, and more inclusive admittance policies make community colleges an attractive
option for many students. However, a number of barriers to community college completion
have been identified, including poor high school preparation, outside obligations such as work
and family life, rising tuition costs, inadequate financial aid, and mandatory remedial education
(Rath, 2013; Jenkins 2011).
Although the gender balance in community college reversed between 1970 and 2005 from
mostly male to mostly female, women students are likely to face a significant number of
barriers to completing their education (Brock, 2010: 112). The Chronicle of Higher Education
(CHE, 2014) indicates that women students enrolled in Mississippi community colleges
graduated at a rate of 26.2% in 2010, while their male counterparts graduated at a rate of
24.0%. However, it is important to note that these statistics do not include students who attend
college on a part-time basis or those who have dropped out for any period of time (CHE, 2014).
For this reason, non-traditional women students may be under-represented in the Chronicle of
Higher Education data, and those results must be interpreted with caution.
TRADITIONAL VS NON-TRADITIONAL
WOMEN STUDENTS

In the Community College Completion Project, traditional and non-traditional women students
were defined by age at anticipated graduation from community college, based on matriculation
calculated at 150% time (i.e., three years)which is the national standard established with
passage of the Higher Education Opportunity Act2008 (U.S. Dept of Education, 2014a). We
defined women students as traditional if they had entered community college directly after
graduating from high school at ~18 years old, and therefore would be expected to matriculate


from community college at ~21 years old (i.e., three years from date of enrollment). Thus,
women students who were 18-21 years old on the day they participated in the Community
College Completion Project were categorized as traditional students, while women students
who were 22 years or older on the day they participated in the study are categorized as non-
traditional students.
Brock (2010) found that non-traditional women students enrolled in two-year institutions often
are at heightened risk for non-college completion, due to factors including delayed entry into
college from high school, working full-time, [and] single parenthood (2010: 115). According to
Brock (ibid), women students at community colleges are more likely to have dependent
children than their male counterparts. This is noteworthy given that Brock and other
researchers have found that being a single parent can be a major factor in a female students
decision to take time off from community college (Brock, 2010; Paulson, 2012; Rath, 2013). In
addition to responsibilities associated with raising children, 75% of the nations community
college students are employed, commute to college (rather than live on-campus), and/or
cannot afford to attend college full-time (Rath, 2013; Goldrick, 2010). In fact, nearly half of
community college students who are between 16-24 years old are employed (NCES, 2011) and
many community college students have to work in order to fund their college education (Bailey
et al, 2004).
BARRIERS & FACILITATORS TO
ACHIEVING COMMUNITY COLLEGE
GOALS IN MISSISSIPPI

In order to better understand the barriers and facilitators faced by women students enrolled in
Mississippi community colleges as they seek to meet their educational goals, researchers at the
Social Science Research Center (SSRC) were commissioned by the Womens Foundation of
Mississippi to conduct the Community College Completion Project. The multimethods project
used the Ecological Model (Glanz, Rimer & NCI, 2005) as a framework for exploring barriers and
facilitators to women students college completion across five factors associated with
matriculation at two-year institutions (Bailey, Jenkins & Leinbach, 2005; Burdman, 2005;
Lotkowski, Robbins & Noeth, 2004; Rath, Rock & Laferriere, 2013; Smith, 2009; Wassmer,
Moore & Shulock, 2004).
In this document, we first detail the Ecological Model and the five factors used to frame the
Community College Completion Project in the Methods section. In the Methods section, we also
present the complete methodology used to conduct the project, including participant
recruitment procedures. Next, we present our findings in the Results section from focus groups


and surveys administered to participants at six community colleges selected for inclusion in the
project by the Womens Foundation of Mississippi. Finally, in the Summary &
Recommendations section, we offer recommendations for enhancing women students
community college experience based on our findings. All data in this report is presented in the
aggregate, and the names of individual participants and the community colleges they attend
have been changed to help preserve participants confidentiality.

THE WOMENS FOUNDATION
OF MISSISSIPPI

The Womens Foundation of Mississippi is the
only grantmaking organization in Mississippi
entirely dedicated to funding programs that
improve the lives of women and girls statewide
(WF, 2013). The Womens Foundationwith support from local and national organizations
such as the Walmart Foundation and the David and Lucile Packard Foundationis a statewide
grantmaking foundation that funds nonprofit organizations, statewide conferences, and
cutting-edge research and policy-scans on issues affecting the health and well-being of women
and girls in the state. In 2013, the Womens Foundation of Mississippi commissioned
researchers at the Social Science Research Center of Mississippi State University to conduct the
Community College Completion Project.

COMMUNITY COLLEGE COMPLETION PROJECT:
EVALUATION COMPONENTS

The purpose of the Community College Completion Project is to inform the Womens
Foundation of Mississippi and other national, state, and community stakeholders on barriers
and facilitators associated with womens completion of community college. The evaluation
project has two main components: 1) a 23-item survey; and 2) focus group sessions. This report
summarizes the results of the Community College Completion Project evaluation conducted on
behalf of the Womens Foundation of Mississippi by researchers at the Social Science Research
Center of Mississippi State University. Methods, results, and recommendations for future
consideration are discussed below.


METHODS

THEORETICAL BACKGROUND

Given the complexity of multilevel factors that impact the completion of community college
among students, we chose the Ecological Model as the theoretical model to frame the project
(Glanz, Rimer & National Cancer Institute, 2005).

This theoretical model includes five multilevel
and reciprocal factors that shape individual behaviors: 1) individual factors; 2) interpersonal
factors; 3) community factors; 4) organizational
factors; and 5) policy factors (see Table 1).
We collected data to assess how the Ecological
Models multilevel and reciprocal factors
constrain and promote the completion of
community college among resource-limited,
non-traditional, and other women students.
The Ecological Models five factors include:

INDIVIDUAL FACTORS include variables
such as race/ethnicity, gender, age, and
family socioeconomic status. In the
present study, variables also included grade
point average (GPA), employment status,
parents educational attainment (Bailey,
Jenkins & Leinbach, 2005; Prspero &
Vohra-Gupta 2007); effort-outcome gap
(Greene, Marti & McClenney, 2008) and
academic preparedness for college
(Boswell, 2002; Fernandez et al, 2008; Rath,
Rock & Laferriere, 2013; Wassmer, Moore & Shulock, 2004); academic-related skills (time
management, study skills, etc.) (Lotkowski, Robbins & Noeth, 2004); first in family to attend
college/lack of role models (Fernandez et al, 2008; Prspero & Vohra-Gupta, 2007; Smith,
2009); age of enrolled, full-time enrollment, continuous attendance (e.g., number of times
and duration that community college has been interrupted) (Bailey, Jenkins & Leinbach,
2005); Wassmer, Moore & Shulock, 2004); self-efficacy related to completing community
Table 1. Ecological Model: Five factors that constrain/promote
the completion of community college among resource-limited,
female students
Concept Definition
Individual
Factors
Individual characteristics that influence
behavior (e.g., knowledge, attitudes, beliefs,
practices) that constrain/promote community
college completion
Interpersonal
Factors
Interpersonal processes and primary groups
(e.g., family, friends, peers) that provide
social identity, support, and role definition
that constrain/promote community college
completion
Community
Factors
Community-level social networks, cultural
norms that constrain/promote community
college completion
Organizational
Factors
Rules, regulations, policies, and
organizational structures that
constrain/promote community college
completion
Policy Factors Local, state, federal policies that regulate
actions that constrain/promote community
college completion
Adapted from: Glanz K, Rimer BK, National Cancer Institute. 2005.


college and to academic self-confidence (Bailey, Jenkins & Leinbach, 2005; Lotkowski,
Robbins & Noeth, 2004); aspirations of earning a bachelors degree, an associates degree,
or certificate (Bailey, Jenkins & Leinbach, 2005); beliefs regarding importance of higher
education to achieve career/life goals (Lotkowski, Robbins & Noeth, 2004); debt aversion
(Burdman, 2005; Dowd & Coury, 2006); and competing obligations (e.g., children/other
dependents, work duties) (Bailey, Jenkins & Leinbach, 2005; Rath, Rock & Laferriere, 2013;
Wassmer, Moore & Shulock, 2004).

INTERPERSONAL FACTORS include interpersonal processes and primary groups (family,
friends, and peers) that provide social identity, support, and role definition. In the present
study, variables include family/peer norms regarding importance of a college education
(Smith, 2009); family/peers educational attainment (Lotkowski, Robbins & Noeth, 2004);
whether family/peers serve as trusted sources of college/career advice (Alford, 2000;
Fernandez et al, 2008; Smith, 2009).

COMMUNITY FACTORS include variables that can exert uncontrollable influences
(Wassmer, Moore & Shulock, 2004: 659) on community college completion that may differ
in rural areas as compared to urban areas, such as local employment opportunities for
students, high-speed Internet access, transportation barriers (distance traveled to college,
lack of public transit), and expense, availability, and quality of local childcare services
(Wassmer, Moore & Shulock, 2004).

ORGANIZATIONAL FACTORS include rules, regulations, policies, and organizational
structures that constrain or promote particular behaviors and/or outcomes. In the present
study, variables include rules, regulations, policies, and organizational structures that
constrain or promote community college completion, such as the colleges culture of
completion, wherein the goal of completion is given high priority among the faculty, staff
and administration (Wassmer, Moore & Shulock, 2004: 654); available and engaged
faculty/staff (Brock, 2010; Lotkowski, Robbins & Noeth, 2004); higher ratios of part-time
faculty (e.g., lack of office space, fewer PhD-level faculty) (Eagan & Jaeger, 2009; Jacoby,
2006); online classes (Aragon & Johnson, 2008; Jenkins, 2012); remedial education
(Bettinger & Long, 2009; Brock, 2010); student support services (e.g., structured academic
advising) (Brock, 2010; Fernandez et al, 2008; Lotkowski, Robbins & Noeth, 2004); financial
aid and advising (Brock, 2010); childcare services (Wassmer, Moore & Shulock, 2004); highly
structured programs with limited bureaucratic obstacles (Scott-Clayton, 2011).

POLICY FACTORS include local, state, and federal policies that regulate or support actions
that constrain or promote particular behaviors and/or outcomes. In the present study,
variables include local, state, and federal policies that regulate/support actions that


constrain or promote the completion of community college. Variables include making
federal- and state-level loan programs more attractive and efficient (Burdman, 2005: 1);
making more grant money available for low-income and first-generation students (ibid);
aligning high school graduation requirements with state-level standards and with college
admissions requirements (Boswell, 2002).

STUDY PROCEDURES

We administered surveys to 65 women students at six community colleges across Mississippi,
followed by focus group discussions at each respective college. The Womens Foundation of
Mississippi selected the institutions for inclusion in the project, which included but were not
limited to community colleges in Mississippi participating in the U.S. Department of Labor
TAACCCT program. Eligible participants had to be enrolled at the specific community college
where each focus group was conducted and had to be 18 years of age or above. Participants
included but were not limited to women students who were dually enrolled in Adult Basic
Education/GED and Workforce, Career and Technical Education programs.

We also sought to recruit women students who varied across age, race/ethnicity, relationship
status, and whether they had dependents (e.g., children). Participant completed a 23-question
survey prior to participating in the focus group discussion conducted at their college. All
participants contributed to their discussion without prompting, and the focus group sessions
typically lasted one hour and forty minutes. Each participant received a $20 gift card for taking
part in the study. Data collection and analyses were conducted between October 2013 and
February 2014. The study was funded by the Womens Foundation of Mississippi, and the
protocol was approved by the Institutional Review Board of Mississippi State University and by
the Mississippi Association for Community and Junior Colleges.

ANALYSIS 1:
QUANTITATIVE SURVEY

The 23-question survey used multiple-choice, fill-in-the blank, and yes/no responses to collect
sociodemographic data (age, race/ethnicity, etc.) and data on college courses. DEFINING
TRADITIONAL VS NON-TRADITIONAL STUDENTS. In the present study, participants were
categorized as either traditional or non-traditional students based on age at anticipated
matriculation from community collegewhich is calculated at a standard rate of 150% time
(i.e., three years) (CHE, 2014; U.S. Dept of Education, 2014b). Participants were categorized as
traditional students if they enrolled in community college directly after graduating from high


school (at the approximate age of 18 years old) and, therefore, were expected to matriculate
from community college at the approximate age of 21 years old. Thus, participants who were
18-21 years old on the day they participated in the study were categorized as traditional
students. Participants who were 22 years of age or older on the day they participated in the
study were categorized as non-traditional students. QUANTITATIVE ANALYSIS. We conducted
descriptive analyses (i.e., frequencies) using SPSS 21.0 to describe the sample (N=65) and
compare the responses of traditional students to those of non-traditional students.
QUANTITATIVE DOMAINS & RESULTS. We organized the quantitative results into four domains:

DOMAIN 1: Sociodemographic Variables
DOMAIN 2: High School-Related Variables
DOMAIN 3: College-Related Variables
DOMAIN 4: Time Commitments

ANALYSIS 2:
QUALITATIVE FOCUS GROUPS

APPLIED QUALITATIVE RESEARCH: BACKGROUND. The purpose of collecting and analyzing
qualitative datathrough, for example, focus group discussionsis to better understand the
unique and personal experiences of participants. As Rabiee has noted, The uniqueness of a
focus group is its ability to generate data based on the synergy of the group interaction (2003:
656). Due to their interactive nature, focus groups are typically capped at 6-8 participants.
However, given that we anticipated that it would be difficult to recruit college students to
participate in the focus group sessions, we capped each focus group at a maximum of 12
participants.

TRANSCRIPTION, CODING & INTERPRETING THE QUALITATIVE DATA. The focus groups were
transcribed verbatim by our team of coders and personal identifiers were removed. Then, in an
iterative process, our coders identified themes deductively to develop the initial coding
scheme, using the Ecological Models five multilevel and reciprocal factors as our theoretical
framework. Next we used an inductive approach to expand the themes, identify new themes
that emerged from reviewing the qualitative data, and refine the coding scheme. Finally, the
team used the coding scheme to organize the qualitative data into the final set of nine themes
(discussed below). Disagreements between which transcriptions best fit into which themes
were resolved by discussion.

Bailey has observed that although [t]ranscribing appears to be a straightforward technical
task it actually is a complex act that involves judgements about what level of detail to choose


(e.g. omitting non-verbal dimensions of interaction), data interpretation (e.g. distinguishing I
dont, no from I dont know) and data representation (e.g. representing the verbalization
hwarryuhh as How are you?) (2008: 127). When undertaking such acts as data
interpretation and representation, researchers must make decisions as to whether to present
text in its naturalized formi.e., verbatim text left just as the transcriber has
heard/interpreted and transcribed itor adjust transcriptions. Indeed, this is a difficult
decision given that a number of tangibles and intangibles complicates the transcribers task
including recording quality, background noise, overlapping talk, accents, and colloquial styles of
speech, and knowledge of (or lack of knowledge of) local context.

During this complicated process, it is important that researchers make decisions in a manner
that shows respect for participants words and intentions (Oliver et al, 2005: 1273). Indeed,
naturalized transcription could be seen as disrespectful if the participant would have written
the words differently or perceived their grammar more accurately than portrayed in naturalized
text" (ibid). This is important consideration, complicated by the fact that most individuals code
switch from informal speech to more formal or Standard English based on the context in which
communication is occurring. In the present study, we have made minor revisions to some
transcriptions in order to ensure that we are respectful of the many great women who gave of
their energy and time to take part in the study. We have also added a word or phrase in order
to clarify a quotation. Finally, we have removed personal identifiers and have assigned each
community college its own unique code, which we discuss below.

UNIQUE NUMERIC CODES FOR EACH COLLEGE. Each community college was randomly assigned
its own unique numeric code from a set of coded that ranged from 1 to 6. In order to assign
codes to each college, we wrote the name of the college on separate sheets of paper, which
were then folded and placed in a bowl. We assigned a unique numeric code from 1 to 6 to each
college based on the chronological order in which its name was randomly withdrawn from the
bowl. When presenting qualitative results, we included the assigned community college code
based on where the participant was enrolled. We abbreviated community college to CC for
these codes, which range from CC1 to CC6 and appear in brackets following quotations.

QUALITATIVE ANALYSIS. The focus groups were transcribed verbatim by our team of coders
and personal identifiers were removed. Then, in an iterative process, our coders identified
themes deductively to develop the initial coding scheme. Next we used an inductive approach
to expand the themes, identify new themes, and refine the coding scheme. Finally, we used the
coding scheme to organize the qualitative data into themes. QUALITATIVE THEMES. We
organized the general qualitative results into nine major themes:


THEME 1: Gendered Norm Expectations for Women
THEME 2: Family Attitudes Towards Higher Education
THEME 3: Time Management
THEME 4: Financial Aid
THEME 5: College Preparedness
THEME 6: Appeal of Two-Year Institutions
THEME 7: Campus Facilities
THEME 8: Community College Faculty & Staff
THEME 9: Restrictions & Regulations of Community Colleges

ANALYSIS 3:
COMPARING TRADITIONAL

TRADITIONAL VS NON-TRADITIONAL STUDENTS: QUALITATIVE DOMAINS. In order to compare
traditional students to non-traditional students, we also organized the qualitative results into
five domains on which the two groups of students differed substantively. We organized these
qualitative results into five domains:

DOMAIN 1: Effect of Taking Time Off From College
DOMAIN 2: Stressors
DOMAIN 3: Perceived Barriers to College Completion
DOMAIN 4: Impact of Family/Friends on College Goals
DOMAIN 5: Extracurricular Involvement


SURVEY: AGGREGATED RESULTS

DOMAIN 1:
SOCIODEMOGRAPHIC VARIABLES AMONG
TRADITIONAL VS NON-TRADITIONAL STUDENTS

As Table 2 indicates, participants (N=65) ranged in age from 18-60 years old. The sample was
relatively equal across race/ethnicity: 52.3% (n=34) were white, 46.2% (n=30) were African
American and 1.5% (n=1) self-reported as other. As mentioned previously, participants who
were 18-21 years old on the day they participated in the study were categorized as traditional
students. Participants who were 22 years of age or older on the day they participated in the
study were categorized as non-traditional students. Among the total sample of 65 participants,
81.5% (n=53) were traditional students and 18.5% (n=12) were non-traditional students.

Among the entire sample, 15.6% (n=10) reported a spouse/live-in partner and 17.2% (n=11)
reported children. As expected, non-traditional students were more likely to report a
spouse/partner and children than were traditional students. For example, 33.3% (n=4) of non-
traditional students reported a spouse/partner as compared to 11.5% (n=6) of traditional
students. Likewise, 75% (n=9) of non-traditional students reported children as compared to
3.8% (n=2) of traditional students. Among the subsample of 11 participants who reported
children, 44.4% (n=4) reported that their children did not require childcare, 44.4% (n=4)
reported that their children attend a childcare center located off-campus, 22.2% (n=2) reported
that their children were cared for by family or at someones home, and 11.1% (n=1) reported
that she had not been able to find adequate or affordable childcare in the current college term.

Participants were asked to indicate all sources of financial support received during their current
college term. We chose to collect this information this way because many students use multiple
sources of support to fund their college educations. In the present student, 75.4% (n=49) of
participants reported that they were receiving grants and scholarships (Pell grants, etc.), 21.5%
(n=14) reported self-support, 20% (n=13) reported support from a parent or spouse/partner.
10.8% (n=7) reported student loan support (FAFSA, etc.), 3.1% (n=2) reported military service
benefits, and no participants reported employer contributions.


Table 2. Comparison of sociodemographic variables among traditional and non-traditional
students

Sample
(N=65)

% (n)
Traditional
Students
(n=53)
% (n)
Non-Traditional
Students
(n=12)
% (n)
Race/ethnicity
White, Non-Hispanic
Black / African American
Other

52.3 (34)
46.2 (30)
1.5 (1)

49.1 (26)
50.9 (27)

66.7 (8)
25.0 (3)
8.3 (1)
Age range*
1821*
2225
2630
3135
3640
41
(*Matriculation in standard time of 150% = traditional students)

81.5 (53)
4.6 (3)
3.1 (2)
4.6 (3)

6.2 (4)

100 (53)

25.0 (3)
16.7 (2)
25.0 (3)

33.3 (4)
Spouse / live-in partner
Yes
No

15.6 (10)
84.4 (54)

11.5 (6)
88.5 (46)

33.3 (4)
66.7 (8)
Children
Yes
No

17.2 (11)
82.8 (53)

3.8 (2)
96.2 (50)

75.0 (9)
25.0 (3)
If YES: Describe your childcare situation this term
My children attend childcare center at this college
My children attend off-campus childcare center
My children are cared for by family or at someones home
I have not been able to find adequate or affordable childcare
My children do not require childcare

44.4 (4)
22.2 (2)
11.1 (1)
44.4 (4)

22.2 (2)

22.2 (2)
22.2 (2)
11.1 (1)
44.4 (4)
Serving / served in military
Yes
No

100 (64)

100 (52)

100 (12)
Health insurance
Yes
No
Dont know

59.4 (38)
37.5 (24)
3.1 (2)

59.6 (31)
36.5 (19)
3.8 (2)

58.3 (7)
41.7 (5)

If YES: Who is paying your health insurance this term
Self
Parent, spouse/partner
Employer
Military service benefits

12.5 (5)
75.0 (30)
10.0 (4)
2.5 (1)

8.8 (3)
82.4 (28)
5.9 (2)
2.9 (1)

33.3 (2)
33.3 (2)
33.3 (2)

DOMAIN 2:
HIGH SCHOOL-RELATED VARIABLE AMONG

As Table 3 indicates, 87.7% (n=57) of participants reported that the highest degree or certificate
they had earned to date was a high school diploma/GED, while 12.3% (n=8) reported they had
earned a career/technical certificate (3.1%; n=2), an associate degree (6.2%; n=4), a bachelor


degree (1.5%; n=1), or a masters or above (1.5%; n=1). Over 90% (n=48) of traditional students
reported that their highest degree earned was a high school diploma/GED, compared to 75%
(n=9) of non-traditional students. In contrast, when asked to report the highest degree or
certificate participants planned to earn, 21.9% (n=14) reported that they were seeking a
bachelor degree, (1.5%; n=1), 21.9% (n=14) were seeking a masters degree, 18.8% (n=12)
were seeking a PhD or MD, 14.1% (n=9) were seeking an associate degree in Applied Science
(AAS), 12.5% (n=8) were seeking an associate degree in Art (AA), and 7.8% (n=5) were seeking a
career/technical certificate. It is interesting that non-traditional students were more likely to
report that their ultimate academic goal was a Bachelors of Art or Science, while traditional
students were more likely to report that their ultimate academic goal was a Masters of Art or
Science (33.3% and 25%, respectively).

Forty-four participants (67.7%) reported that one or more immediate family members had
attended at least some college. These participants were then asked to identify all college
attendees in their family using the following response categories: mother, father, sibling,
spouse/partner. The participants were instructed to check all responses that applied, and
therefore, each participant could check a maximum of four responses. Responses from
traditional students (n=36) and non-traditional students (n=8) varied considerably among this
subsample who reported that at least one family member had attended college. Among the 36
traditional students in this subsample, 83.8% (n=31) reported that a mother had attended
college, 82.6% (n=19) that a father had attended college, 78.8% (n=26) that at least one sibling
had attended college, and 66.7% (n=2) that a spouse/partner had attended college. Among the
8 non-traditional students in this subsample, 16.2% (n=6) reported that a mother had attended
college, 17.4% (n=4) that a father had attended college, 21.2% (n=7) that at least one sibling
had attended college, and 33.3% (n=1) that a spouse/partner had attended college.

Table 3. High school educational attainment, college degree aspirations, and related variables
among traditional and non-traditional students

Sample
(N=65)

% (n)
Traditional
Students
(n=53)
% (n)
Non-Traditional
Students
(n=12)
% (n)
Highest degree or certificate earned to date
High School diploma / GED
Career / Technical Certificate
Associate
Bachelor
Masters, PhD, MD

87.7 (57)
3.1 (2)
6.2 (4)
1.5 (1)
1.5 (1)

90.6 (48)
1.9 (1)
7.5 (4)

75.0 (9)
8.3 (1)

8.3 (1)
8.3 (1)
Highest degree or certificate you plan to earn
Associate of Art (AA)
Associate of Applied Science (AAS)
Career / Technical Certificate
Bachelors degree (BA, BS)
Masters degree (MA, MS)

12.5 (8)
14.1 (9)
7.8 (5)
21.9 (14)
21.9 (14)

13.5 (7)
13.5 (7)
5.8 (3)
19.2 (10)
25.0 (13)

8.3 (1)
16.7 (2)
16.7 (2)
33.3 (4)
8.3 (1)


PhD or MD
Other
18.8 (12)
3.1 (2)
21.2 (11)
1.9 (1)
8.3 (1)
8.3 (1)
Courses taken during high school
College courses (dual credit)
College Prep courses
Career / Technical courses
Advanced Placement (AP) courses
Honors courses
Did not take any of the courses listed above

100 (7)
93.3 (14)
80.8 (21)
94.7 (18)
91.7 (11)
75.0 (15)

6.7 (1)
19.2 (5)
5.3 (1)
8.3 (1)
25.0 (5)
Enrolled in college immediately after high school
Yes
No

86.2 (56)
13.8 (9)

94.3 (50)
5.7 (3)

50.0 (6)
50.0 (6)
Family member(s) attended some college
Yes
No

67.7 (44)
32.3 (21)

67.9 (36)
32.1 (17)

66.7 (8)
33.3 (4)
If YES: Which family member(s) attended some college
Mother
Father
Sibling
Spouse/partner

83.8 (31)
82.6 (19)
78.8 (26)
66.7 (2)

16.2 (6)
17.4 (4)
21.2 (7)
33.3 (1)

DOMAIN 3:
COLLEGE-RELATED VARIABLES AMONG

As Table 4 indicates, 89.2% (n=58) of participants reported that their current college was the
first college they have ever attended. Non-traditional students were nearly twice as likely to
have begun college elsewhere as compared to traditional students (16.7% and 9.4%,
respectively). Non-traditional students were slightly more likely to report that this was their
first term at their current college as compared to traditional students (33.3% and 30.2%,
respectively). More than 98% of participants were enrolled fulltime (n=59) and it is noteworthy
that enrollment status differed only slightly among traditional and non-traditional students
(100% and 91.7%, respectively). Nearly 46% of participants were enrolled in 1316 credit hours,
and 37.7% were enrolled in 17 or more credit hours. The number of hours in which participants
were enrolled differed very little among traditional and non-traditional students.

In terms of GPA, 3.7% (n=2) of participants reported a 4.0 GPA, 27.8% (n=15) reported a 3.93.5
GPA, 27.8% (n=15) reported a 3.43.0 GPA, 35.2% (n=19) reported a 2.92.5 GPA, and 5.6%
(n=3) reported a GPA of less than 2.5. Traditional and non-traditional students were relatively
matched across each of these GPA categories with two exceptions. In terms of the 3.93.5 GPA
category, more non-traditional students reported a GPA of 3.93.5 as compared to traditional
students (44.4% and 24.4%, respectively). Approximately 17% (n=11) of participants had
dropped out of college for any period of time. As expected, considerably more non-traditional


students in this subsample had dropped out at some time as compared to traditional students
(58.3% and 7.5%, respectively). Non-traditional students were also more likely to have dropped
out for 3 or more years.

Just over 28% (n=18) of participants had enrolled in remedial courses at their current college,
and this percentage was relatively equal for traditional and non- traditional students. Among
the subsample of students who had enrolled in remedial courses, 72.7% (n=8) had enrolled in
one English remedial course and 82.4% (n=14) had enrolled in one Math remedial course. It is
interesting that 88.9% of traditional students in the subsample reported that they had enrolled
in one English remedial course, as compared to no non-traditional students. Although the
differences are less dramatic, it is also interesting that 75% of non-traditional students in the
subsample reported that they had enrolled in one Math remedial course, as compared to 66.7%
of traditional students.

Nearly 57% (n=37) of participants had enrolled in online courses at their current college, with
66.7% of non-traditional students reporting this action as compared to 54.7% of traditional
students. Among the subsample of students who had enrolled in online courses, 40% (n=14)
had taken one online course to date, 22.9% (n=8) had taken two online courses, and 37.1%
(n=13) had taken three or more online courses. As expected, among the subsample of
participants who had taken online courses, 57.1% of non-traditional students reported that
they had enrolled in three or more online courses as compared to 32.2% of traditional students.

Table 4. Comparison of college-related variables among traditional and non-traditional students

Sample
(N=65)

% (n)
Traditional
Students
(n=53)
% (n)
Non-Traditional
Students
(n=12)
% (n)
Is this college the first college you have ever attended
Yes (began college here)
No (began college elsewhere)

89.2 (58)
10.8 (7)

90.6 (48)
9.4 (5)

83.3 (10)
16.7 (2)
First term at this college
Yes
No

30.8 (20)
69.2 (45)

30.2 (16)
69.8 (37)

33.3 (4)
66.7 (8)
Current enrollment status
Full time
Part time

98.3 (59)
1.7 (1)

100 (48)

91.7 (11)
8.3 (1)
Number of TOTAL credit hours enrolled in this term
9 credit hours
12 credit hours
1316 credit hours
17 credit hours

1.6 (1)
14.8 (9)
45.9 (28)
37.7 (23)

11.8 (6)
47.1 (24)
41.2 (21)

10.0 (1)
30.0 (3)
40.0 (4)
20.0 (2)
Current college GPA
4.0 GPA
3.93.5 GPA
3.43.0 GPA

3.7 (2)
27.8 (15)
27.8 (15)

4.4 (2)
24.4 (11)
28.9 (13)

44.4 (4)
22.2 (2)


2.92.5 GPA
<2.5 GPA
35.2 (19)
5.6 (3)
35.6 (16)
6.7 (3)
33.3 (3)

Ever dropped out of college for any period of time
Yes
No

16.9 (11)
83.1 (54)

7.5 (4)
92.5 (49)

58.3 (7)
41.7 (5)
If YES: How long did you drop out of college
1 semester
1 year (two consecutive semesters)
1.5 years
2 years
3 years

20.0 (2)
20.0 (2)
10.0 (1)
20.0 (2)
30.0 (3)

25.0 (1)
25.0 (1)
25.0 (1)
25.0 (1)

16.7 (1)
16.7 (1)

16.7 (1)
50.0 (3)
Ever enrolled in remedial courses at this college
Yes
No

28.1 (18)
71.9 (46)

26.9 (14)
73.1 (38)

33.3 (4)
66.7 (8)
If YES: How many remedial courses have you enrolled
in at this college
1 English remedial course
1 Math remedial course
2 English remedial courses
2 Math remedial courses

72.7 (8)
68.8 (11)
27.3 (3)
31.3 (5)

88.9 (8)
66.7 (8)
11.1 (1)
33/3 (4)

75.0 (3)
100 (2)
25.0 (1)
If YES: How many remedial courses have you passed
at this college
1 English remedial course
1 Math remedial course
2 English remedial courses
2 Math remedial courses

81.8 (9)
82.4 (14)
18.2 (2)
17.6 (3)

88.9 (8)
84.6 (11)
11.1 (1)
15.4 (2)

50.0 (1)
75.0 (3)
50.0 (1)
25.0 (1)
Ever enrolled in online courses at this college
Yes
No

56.9 (37)
43.1 (28)

54.7 (29)
45.3 (24)

66.7 (8)
33.3 (4)
If YES: How many online courses have you enrolled
in at this college
1 online course
2 online courses
3 online courses

40.0 (14)
22.9 (8)
37.1 (13)

46.4 (13)
21.4 (6)
32.2 (9)

14.3 (1)
28.6 (2)
57.1 (4)
If YES: How many online courses have you passed
at this college
0 online courses
1 online course
2 online courses
3 online courses

12.9 (4)
32.3 (10)
25.8 (8)
29.0 (9)

8.3 (2)
41.7 (10)
16.7 (4)
33.3 (8)

28.6 (2)

57.1 (4)
14.3 (1)
Involved in extracurricular activities*
None
1 group
2 groups
3 groups
(*Service organizations, faith-based organizations, social clubs, etc)

21.7 (10)
37.0 (17)
28.3 (13)
13.0 (6)

21.6 (8)
32.4 (12)
29.7 (11)
16.2 (6)

22.2 (2)
55.6 (5)
22.2 (2)


DOMAIN 4:
TIME COMMITMENTS AMONG TRADITIONAL

As Table 5 indicates, 47.2% (n=5) of non-traditional students reported that they typically
worked 30 hours per week or more, as compared to only 7.7% (n=4) of traditional students. As
expected, 54.5% (n=6) of non-traditional students also reported that they typically spent 30 or
more hours per week caring for dependents, as compared to 4.2% (n=2) of traditional students.
In addition, 54.5% (n=6) of non-traditional students reported that they typically spent 1-10
hours per week commuting to and from class, as compared to 39.6% (n=21) of traditional
students. In contrast, 45.3% (n=24) of traditional students typically spent 1-10 hours per week
engaged in extracurricular activities, as compared to 27.3% (n=3) non-traditional students.

Table 5. Comparison of self-reported time commitments in a typical week among traditional and
non-traditional students (N=65)

Traditional Students (n=53)
0
hours
% (n)
1-10
hours
% (n)
11-20
hours
% (n)
21-30
hours
% (n)
30
hours
% (n)
In a typical 7-day week, about how many
hours do you spend:
Working on-campus
Working off campus
Caring for dependents (children, etc.)
Commuting to and from class
Extracurricular activities

64.2 (34)
51.9 (27)
76.0 (38)
47.2 (25)
37.7 (20)

20.8 (11)
9.6 (5)
10.0 (5)
39.6 (21)
45.3 (24)

7.5 (4)
17.3 (9)
10.0 (5)
13.2 (7)
13.2 (7)

5.7 (3)
15.4 (8)

3.8 (2)

1.9 (1)
5.8 (3)
4.0 (2)

Non-Traditional Students (n=12)
0
hours
% (n)
1-10
hours
% (n)
11-20
hours
% (n)
21-30
hours
% (n)
30
hours
% (n)
In a typical 7-day week, about how many
hours do you spend:
Working on-campus
Working off campus
Caring for dependents (children, etc.)
Commuting to and from class
Extracurricular activities

58.3 (7)

45.5 (5)
36.4 (4)
63.6 (7)

8.3 (1)
44.4 (4)

54.5 (6)
27.3 (3)

8.3 (1)
33.3 (3)

9.1 (1)

25.0 (3)
22.2 (2)
54.5 (6)

9.1 (1)


FOCUS GROUPS: AGGREGATED RESULTS

THEME 1:
GENDERED NORM EXPECTATIONS FOR WOMEN

I feel like in todays generation, a lot of young women are becoming
pregnant at an early age. Its either go to college or stay at home and take
care of babies. Which would you choose? [CC4]

Gendered norm expectations are culture-specific sets of attitudes and behaviors that
individuals are socialized to consider appropriate for those of a particular sex (Bonvillain, 2001;
Crooks & Baur, 2013). It has been argued that contemporary U.S. women live in a post-feminist
society in which men and women are social, political, and economic equals (Jayson, 2011; see
also Autor & Wasserman, 2013) and wherein gendered norm expectations exert little influence
on womens educational and career choices. Others hold that gendered norm expectations
continue to exert powerful influences on womens major life choices (Goudreau, 2011)
including their career aspirations and choices in achieving their higher education goals (CGO,
2012; Mollborn, 2010).

In the present study, we found that gendered norms directly influenced a number of
participants attitudes towards pursuing higher education as well as their abilities to achieve
their community college goalsparticularly among women with spouses/partners and women
with dependent children. As the headline in a recent article from the Washington Post
declared, Todays typical college students often juggle work, children and bills with
coursework (Johnson, 2013). This juggling usually comes with costs for women students who
have dependent children. For example, a number of mothers in our study expressed guilt about
feeling that your children may think youre kind of neglecting them [CC1].

Other participants found that being enrolled in community college necessitated that they
(re)negotiate the gender roles and expectations of their family members and partners, as well
as their own internalized expectations. As one participant put it, When you have kids, society
tells you [that] you need to stay at home with the kids Instead of listening to other peoples
opinionsdo what you want to do [CC3]. We also found thatmore indirectlya number of
participants reported that taking courses in traditional male-dominated fields made it necessary


for them to (re)negotiate gendered norm expectations among their male classmates and (in
one case, an instructor).

In order to balance family responsibilities and academic commitments and ultimately succeed
in community college, women studentsparticularly those with spouses and/or children
reported that they had to learn to adjust to (although not necessarily condone or accept)
traditional gendered norm expectations and values that society often places upon them.

INDIVIDUAL FACTORS played a significant part in how participants viewed their own gendered
norm expectations and social responsibilities. These included competing obligations related to
caring for children, partners, or other dependents, as well as employment responsibilities
(Bailey, Jenkins & Leinbach, 2005; Rath, Rock & Laferriere, 2013; Wassmer, Moore & Shulock,
2004). Many participants experienced guilt due to their own perceptions of societys
expectations of them, such as not spending adequate time with their families. In response to
the question, What kept you from doing your best in school?, one participant responded:

My kid. I mean, you know, not being able to get him on the bus and having to leave. We had
an accident today. He fell and hurt himself, and I just worriedOf course my child absolutely
comes firstId go through hell and high water for my son. But I still need to be here [in
college]. [CC1]

This statement is an example of how individual views regarding the role and responsibilities of
being a mother can serve to undermine or hinder commitment to college completion among
women students when internalized and societal gendered norm expectations conflict with their
academic responsibilities. Another participant expressed deep regret that she did not have time
to spend at her childs school to support his academic pursuits. She remarked that she missed
the valuable me stuff [CC1] that she gained by spending quality time with her child at his
school functions. Other participants agreed that they struggled with balancing time spent with
their children and time spent on their academic obligations. As a participant stated:

Having a child in school, you feel like you need to be involved in their school too. But yet you
have your own school [that] you have to be involved in. So your children may think youre
kind of neglecting them and their fun stuff because you cant always be there. [CC1]

In contrast, while admitting that with kids and other responsibilities at home, its gonna be
hard [CC5] to be enrolled in college, some participants adopted a determined can-do attitude
in juggling domestic/childcare responsibilities and academic obligations. Beliefs regarding the


importance of higher education to achieve career/life goals is associated with enhancing
students progress in community college (Lotkowski, Robbins & Noeth, 2004):

Youve got to have your mind sethave your mind set to finish school. I think that [is] cause
women often are the ones more in charge of the children. If they have children, they need to
make sure that they have a support system. [CC2]

Many participants noted that they rely on family members and friends in their support network
to help them meet their everyday domestic/childcare responsibilities and to serve as sounding
boards when the participants felt overwhelmed. Those who adopted this attitude reported that
they were able to use those in their support network to keep them motivated and on the track
to college completion success:

Ill finally graduate in MayHave somebody to help guide your way: your family, your
spouse, or anybody. Dont just have your advisors. You need somebody. Without the person
that Im with, I wouldnt be able to do it. You need a rock and stone to fall back on. [CC4]

When asked what advice they would give women who were preparing for college, many
participants focused on the importance of setting personal goals. This is not surprising given
that self-efficacy has been linked to completing ones community college and to academic self-
confidence (Bailey, Jenkins & Leinbach, 2005; Lotkowski, Robbins & Noeth, 2004). A CC4
participant believed that the most important factor was to believe in yourself and know that
you can do it [CC4] while a CC5 participant echoed her sentiments, Be determined on what
you want to do, set goals for yourself, and motivate yourself too [CC5]. Another participant
cautioned that outside employment should not get in the way of college completion: If you
have a job, dont let your job overrule your school [goals] because there will always be a way for
you to go [CC4]. Previous research suggests that community college students have more
characteristics that might compromise their ability to succeed in college, including later age of
enrolled in college and part-time attendance are associated with achieving ones college goals
(Bailey, Jenkins & Leinbach, 2005: 2). However, a CC4 participant who had re-entered college
much later in life said that age should not keep women away from school:

I had to overcome the fact of my ageDont let that be a factor to not enter college. Even if
you dropped out, you can still go back. I was enrolled here forty-two years ago. I said, Oh
my gosh, how can a sixty-year-old woman enter back into college? But she can! [CC4]

Her belief was reflected by other non-traditional students who also felt that being more mature
on entering community college had important advantages. For example, non-traditional


students stated that being older allowed them to stay more focused on their academic goals
even when family and employment responsibilities competed for their attentions.

INTERPERSONAL FACTORS challenged participants to reflect on how gendered norm
expectations regarding the proper role of women as spouses/partners and mothers may
determine whether they pursue or continue a college career:

When you have kids, society tells you [that] you need to stay at home with the kids, so you
put that [college] on the back burner. No one knows exactly whats best except you. Instead
of listening to other peoples opinions, or what statistics tell you, do what you want to do.
Thats best. [CC3]

One participant shared that when she married shortly after graduating from high school,
everyone assumed she would not enroll in college or discouraged her from doing so because
she would never make it [CC5] in community college due to the fact that she would have to
juggle attending college, working to earn a living, and adjusting to being married.

In contrast, participants noted that gendered norm expectations for men as husbands/partners
and fathersespecially when it comes to child-rearingwere much less constraining. One
participant remarked that two of her female friends had to take time off from college following
the births of their children and noted wryly: I dont know a single man whos had to sit out a
semester or two because of children [CC1]. After acknowledging that women students often
have to drop out of college to take care of their children, another commented that men dont
have that problem [CC3].

Participants reported that expectations that spouses/partners held regarding routine
household responsibilities and childrearing also constrained women students ability to devote
adequate time to college coursework. One participant remarked, Even though Im a student
too, I still have to wash clothes, do dishes, and cook dinner for three other people, and that can
be a hindrance to my school work [CC4]. Another acknowledged that everybody has
responsibilities but believed that married women with children have more responsibility
placed on them:

You are expected to perform. You knowget the food cooked, get the laundry done, get the
house cleaned, take care of the kids. Go to the reading fair [at your childs school]. Go to the
ball game. Get your homework done. Youre expected to do more. Its hard. [CC1]


Finally, some participants enrolled in male-dominated courses reported that they faced barriers
related to gender stereotyping. One participant noted that I understand its a male dominated
field and that when she enrolled, I didnt think I was gonna come in here and get flowers.
But, as she explained, I was not the first girl thats ever done this. Male students attitudes
towards her presence in the classroom sometimes added extra pressure to the academic
environment. As she explained, I know, like its cool or whatever, or you may think its neat.
But dont just gawk at me like Im some three-legged personjust treat me like everybody
else [CC1].

Faculty members attitudes towards the presence of women students in male-dominated
courses also sometimes added extra pressure to the academic environment. As another
participant recounted: I have this blueprint thats part of my final, but I didnt know that a two-
by-four [piece of lumber] is really one-and-a-half by three-and-a-half after its planed and
dried. When she received her assignment back from the instructor and asked him to explain,
Why is this wrong? She was embarrassed when, instead of explaining the issue to her, he
laughed at me. She concluded to her other focus group members that little stuff like that
[CC1] can be discouraging for women students.

THEME 2:
FAMILY ATTITUDES TOWARDS HIGHER EDUCATION

Its not always quite like what your parents say its like. Times change. [CC4]

Family attitudes towards higher education exert strong influences on the community college
experiences of women students. INTERPERSONAL FACTORS such as the educational
attainment of parents, spouses, and partners as well as familial beliefs regarding the
importance of a college education impacted how participants viewed their own roles and
responsibilities as college students (Smith, 2009). Of the 65 women who participated in the six
focus groups, 32% were first generation college students (n=21). Thirty-seven indicated that
their mothers had enrolled in college for some period of time, and 23 said their fathers had
done so. Participants also reported that a siblings, peers, and family friends were also
important role models for them when it came to pursuing higher education (Fernandez et al,
2008; Prspero & Vohra-Gupta, 2007; Smith, 2009). According to participants, many parents
who had not experienced college themselves adopted a dont be like me approach. Other
parents who did not grasp the importance of pursuing higher education goals chose to
encourage their daughters to maintain lifestyles with which they had become accustomed.
Both beliefs seemed to garner stressors among this sample of first generation college students:


My mom didnt go [to college]. My daddy didnt go. So, it kind of makes me feel like I have
to. I cant stop where they stopped. I have to go on and keep on and show them thatyou
knowI can do it. [CC3]

And:

They [family members] make comments like, Why do you have to talk so intelligently? Why
cant you talk where we understand it? It makes me feel bad because I feel like Im doing
something good for my life [by going to college]. Im not trying to down them at all. Theyre
successful in their own way. But they make me feel bad for wanting to be successful in my
own way. [CC1]

Another first generation participant remarked that her parents didnt value the importance of
higher education when they were younger, but her mother had changed her viewpoint over the
years:

It [college enrollment] wasnt important to them [parents]. Finishing high school was more
important than going to college. But, she [mother] always told us growing up thatyou
knowDont follow in our footsteps just because we stopped, keep going. It shows that
you can do better than us. [CC3]

One participant said she didnt want to dishonor her mother by attending college [CC5]. A
business owner without a college degree, the mother had often asked her daughter why she
was pursuing higher education and had pushed her daughter to follow her own career path
instead. Another said her parents finally came around [CC1] to the idea of her re-entering
college after she had taken some time off. One participant shared that her mother felt that
attending college was a waste of time and had continually shot down the idea of going to
college [CC2]. Her mothers negative attitude towards getting a college education had pushed
her to seek support from friends. In fact, a number of participants indicated that while parents
could be supportive in theory, it was often friends and co-workers who offered the most
consistent hands-on and emotional support as they pursued their academic and career goals.
One participant remarked that her parents had been big supporters as far as anything
scholastic goes, but as far as actually helping me with work and everything, [its] just other
students [CC5].

Another interpersonal factor that served as a primary influence on the participants choice to
attend college was their parents views towards the importance of a college education (Smith,
2009). Some participants struggled with trying to please their parents at the expense of their


own goals and dreams, while others accepted the paths that had been outlined for them by
their parents. As one participant put it, I guess you can say its kind of a tradition. Everybody in
my family goes here [to CC4] [CC4]. Another participant said she was expected [CC5] to
attend CC5 because her mother was employed at the college. But when they followed their
parents directives, some participants felt disappointed in the choices that were made on their
behalf, which speaks to whether family, peers, and even family friends were available to serve
as trusted sources of college advice (Alford, 2000; Fernandez et al, 2008; Smith, 2009).

A CC6 participant noted that, I kinda went where my parents wanted me to go because of the
money, and then I regretted it the whole first semester. It took me awhile; I cried every night
[CC6]. Still others accepted advice from parents and chose not to question the validity of their
views: My mom attended a junior college and wanted me to attend a junior college too for my
first year because its cheaper, and you learn a lot better than at a university your first year
[CC6]. Participants also acknowledged that their parents personal dreams were not necessarily
shared by them. As a CC3 participant explained:

When I was [initially] wanting to be a nursethats what she [mother] always wanted to
dobut she joined the military to support my grandma. When I would tell her that I wanted
to be a nurse, I could see that she was happy, but at the same time it was a her dream
type of thing. [CC3]

The educational attainment of spouses and partners also influenced how participants felt about
their own desires to pursue higher education. At least one participant noted that a lot of times
if your spouse has no college education, they hold that resentment too [CC1]. Conversely,
another maintained that her husband (who did not have a college degree) recognized the need
for her to succeed in the classroom and had been very supportive:

My husband is a big helpHes been there for me through all of it. I couldnt do it by myself.
He took on a lot of responsibilities at home, like now the nights that I work til 10 or 11
oclock, I come home to a clean house and dinner cooked. [CC5]

It was also noteworthy that many participants who had children said their children were an
important source of support in achieving their academic and career goals. One participant said
her young child loves that Mama goes to college [CC1] while another said her son asks me
every day what [grades] I made today[CC1]. Such positive feedback from their children helped
to ease participants frustrations when academic and job responsibilities limited their time
spent with their children.


Research suggests that INDIVIDUAL FACTORSincluding views about finances and debt
aversionare important influences on students decisions to pursue higher education
(Burdman, 2005; Dowd & Coury, 2006). However, we found that that issues related to finances
more accurately fell under INTERPERSONAL FACTORS. According to participants, many family
members discouraged these individuals from enrolling in college because their family members
felt the persons time could be better spent on earning a living rather than on academics. One
participant reported that her parent warned her that, Once you start making money when
youre off from college, youre going to miss that money when you go back [CC3]. Another said
her parents just didnt agree with me not having a full-time job trying to support my kid [CC1].

Finally, POLICY FACTORS regarding parental views as well as participants own personal views
towards government assistance programs such as Temporary Assistance for Needy Families
(TANF) and the Supplemental Nutrition Assistance Program (SNAP) influenced whether or not
some were willing to apply for assistance. For example, one single mother expressed that she
had struggled with applying for much needed assistance because her parents strongly
disapproved of her doing so: My parents didnt want to see me getting help from the
government, but at the same time, its only gonna be two years of my life. I need help, and then
I can work [CC1]. Another participant said she had struggled with applying for childcare
assistance because she didnt want the community saying she was just doing that for the
government money [CC1]. She believed that the stigma that is often attached to teen mothers
accepting assistance kept her from actually applying and only within the last two months did
she do so. In response, one participant said, Its a huge difference between needing it and
abusing it. I mean, you need it, [so] take advantage [CC1] of the opportunity to receive
necessary assistance.

THEME 3:
TIME MANAGEMENT

You have your work responsibilities; you have your school responsibilities;
and then you have your home responsibilities. And theres not a lot of time to
get it all done. So just the fact that you are a woman in school is stressful.
[CC5]

For non-traditional and traditional women students, time management among competing
obligations (home, school, employment) hinders academic performance. Issues related to time
management crossed all five Ecological Model factors.


INDIVIDUAL FACTORS played a large role in participants time management. As in previous
research, most participants in the present study reported challenges to balancing college, work,
and family (Bailey, Jenkins & Leinbach, 2005; Rath, Rock & Laferriere, 2013; Wassmer, Moore &
Shulock, 2004). Some participants attributed personal habits (e.g., procrastination) to their
trouble completing college assignments in an efficient manner. Others shared that the amount
of time they spent on-campus (including in the classroom, library, etc.)which was up to nine
hours a day in some programskept them from working at a job or other activity in which they
placed value. One participant, who said she had enjoyed being a Sunday school teacher before
enrolling in community college, stated that she had to stop teaching because there were things
I had to give up to be a student [CC5].

Many participants reported that they had to work in order to pay for tuition and other fees at
their community college. Yet they also reported that the necessity to work decreased valuable
study time and could result in lower grades. As one participant stated, Youre wondering if you
need to focus on your school workor work so you can go to school. Its a struggle [CC4].
Working often took a physical and emotional toll on participants, especially when it took away
valuable time from studying or completing college assignments. As one participant said, Im
working three jobs and in school full-time somy attentionits in four or five other places at
the same time because I constantly have a million things running through my mind [CC1].
Several participants cited stress from the necessity to juggle the demand of their workplace
with the demand of being in college as the cause of health problems. A participant hospitalized
for stress-related causes cautioned:

Dont let stress overcome you, because it will kill you.I was working two jobs, going to
school, and planning a wedding. I thought everything was fine and that it wasnt bothering
me. It will catch up with you sooner or later. [CC4]

Balancing the demands of community college with caring for the physical and emotional needs
of dependentsincluding children, spouses/partners, and elders, was noted by many
participants to be particularly demanding. One participant observed:

I take care of my grandmother. I live with her because shes sickyou wanna be there for
them, but then again youre also still young.you work two jobs too. And then you dont
wanna study after all that. [CC5]


Another participant whose mother had health issues explained:

I had to study, but my mama didnt want to hear it. Well, she wanted me to study, but I
had to do this and that for her. It was stressful because every time I got comfortable and
tried to study, she started calling my name. [CC3]

Many participants with children indicated that they were enrolled in community college in
order to improve their financial position, and therefore, better support their children.
However, most of these parents indicated that attending community college while raising a
child was extremely stressful, exhausting, and overwhelming. One participant summarized the
feelings of her fellow parents this way: Youre trying to prepare [for school], pay rent, pay for
school, and provide for a child, so its kind of hard [CC4]. Participants wanted to be involved in
their childrens livesincluding supporting their children academicallywhile still needing to
make time for their own studies. But with limited time to delegate between many pressing
obligations, participants were often forced to reevaluate their priorities. One participant shared
the primary source of her stress, saying:

Taking care of my two children and my husbandIm sitting there studying and they come in
asking, Mom, what are you doing?, and say things like, All you ever do is study. Well,
Mama is in school too. Even though Im a student too, I still have to wash clothes, do dishes,
and cook dinner for three other people, and that can be a hindrance to my schoolwork. [CC4]

Other participants shared their feelings of guilt about spending less time with their children
because they were studying for school in hopes of giving their children better futures.

Having a child in school, you feel like you need to be involved in their school but yet you have
your own school you have to be involved in. So your child may think youre kind of neglecting
them and their fun stuff because you cant always be there. [CC1]

Extracurricular involvement also required some participants to balance their time between
activities. Many participants depended on these activities for financial and social support.
Participants who played sports at community college for scholarships were often overwhelmed
with the pressure to maintain the minimum GPA for athletes while performing well in their
sport. As one student athlete shared: It physically and mentally drains you [CC5]. A participant
on athletic scholarship noted that I have to [athletic activity omitted] to keep my scholarship or
I cant go to school herePlus, I have to have my job to pay for my car and my insurance and
food and gas and all that [CC5].


Another participant on athletic scholarship discussed the pressures of balancing intensive
practice sessions and other athletic obligations with her academic obligations:

[Ive got] five AM workouts every day, and then practice for two or three hours in the
afternoon, and then you have to miss school and miss class timeyou might be out two or
three days for tournaments, and you come back and you have a test due. [CC5]

Day-to-day household chores also interfered with participants academic obligations as they
attempted to maintain order in their busy lives. Many participants recognized that if they did
not take responsibility for their children and homes, then vital household tasks would remain
incomplete. As one participant put it: Laundry doesnt wash itself [CC5].

INTERPERSONAL FACTORS contributing to participants time management issues include
societal expectations for womens duties and levels of spouse/partner involvement in
participants daily lives. Participants who juggle busy schedules noted both feeling social
pressure to complete a broad spectrum of tasks and feeling negative judgment if they did not
spend enough time on certain household tasks. A CC4 participant claimed she had lost weight
due to the amount of stress she felt, adding that there are a lot of people that are criticizing
and judging you when youre trying to do everything [CC4] at home while also trying to do well
at community college. Another participant spoke about her resentment toward societys
expectations of her as a woman:

I think just overall, for women in general, its harder because we are expected to do more at
home. You have your work responsibilities; you have your school responsibilities; and then
you have your home responsibilities. And theres not a lot of time to get it all done. So just
the fact that you are a woman in school is stressful. Finances, child care: Its all compounded
on us. And I dont mean to sound like Im male-bashing or anything like that, but really they
have it made. They come home, they eat, they go to bed. Thats not how it is for us. We have
all these responsibilities at home and other places, so its just double hard on us. [CC5]

Other participants agreed that they felt the pressure of expectations with statements such as,
Its just more responsibility thats placed on you [as a woman], and you are expected to
perform [CC5]. Additionally, participants with children indicated that they were also expected
to spend time being involved in their childrens academics and engaged with their childrens
schools. A parent shared that she was concerned not only the hygiene part of making sure
your kids are bathed and smell goodbut doing all the stuff and trying to keep up with what
theyre doing [CC1] at school. Another parent noted:


Homework and lunch, dinner, PTA meetings, karate, and brush your teeth. Im lucky if my
son gets in the tub every night. [I constantly have to ask my son], Did you change your
underwear? Did you brush your teeth? Its exhaustingit really is. [CC1]

Among participants with spouses/partners, it was evident that a partners involvement
impacted the amount of stress an individual woman felt related to time management and
balancing work, family, and community college. Although some participants reported that their
spouses/partners assisted in financially and emotionally supporting them, others noted that
their spouses/partners were discouraging, unhelpful, added emotional stress, or were
completely unavailable. Although one participant appreciated that her spouse contributed to
the family financially, she noted, Sometimes I would like for him to change a Pamper or give
[the kids] a bath [CC1]. Several participants with spouses/partners indicated that their partners
were an added emotional burden. One participant shared that her spouse did not understand
why his wife stayed so busy juggling housework, childcare, and coursework until he himself
enrolled in college. She noted that since his first classes began, hes gone quiet [CC1] about
her staying so busy. In contrast, one participant cited her husband as a barrier to performing
well in college, saying:

If you have a spouse, fianc, thats just like having two kids. Because he wants the same
attention and time as the babyyou cant leave him out. Most of them say the mom plays a
bigger role. Youre gonna have to do more than the man anyway [If partners] they feel like
youre not giving them enough timethey make you feel bad about itThen, if youre
[feeling] low-down and stressed out, that really will bother you. So thats gonna also affect
your grades. [CC1]

COMMUNITY FACTORS influencing participants ability to manage their time included the time
they spend commuting to work or class and the resources available where they live (Wassmer,
Moore & Shulock, 2004). Participants who work far from their community college reported that
this could have a negative impact on their coursework. As a participant observed, When I get
off work, Im tiredI dont want to do my homework, because I work forty minutes away, even
though its due the next day [CC2]. Those participants who live off-campus also noted that a
lack of high-speed Internet access and other resources inhibited their ability to study and to
complete assignments on time. Indeed, lack of a high-speed Internet service at home can be
debilitating, particularly for participants taking a large number of online courses.

Participants also attributed ORGANIZATIONAL FACTORS to their issues with time management.
Primarily, participants expressed that some instructors assigned unfair amounts of coursework,
which resulted in the participants having inadequate time to complete assignments. Whether


grading too harshly, not giving enough notice before due dates, or assigning too much work for
one class, participants felt that some instructors were not sympathetic to students needs. For
example, one participant said, I feel like some teachers think their class is more important than
others [CC2]. Another participant noted that she struggled to balance her time between all her
classes so she could perform well in each. However, other participants reported that their
instructors understood and empathized with the many demands on participants time. In
particular, one participant shared multiple stories of times she had to leave class to pick her
child up from daycare, and indicated that her instructors were very understanding. She added
that half the time my kids are with me in class, and her instructors allow the children to be
present as long as theyre not disturbing [CC1] anyone. Clearly, instructors had a direct
influence on the amount of stress participants felt from time commitments, and participants
were extremely appreciative of instructors who were willing to consider participants individual
circumstances.

THEME 4:
FINANCIAL AID

The financial aid office here is fine, but I think with the financial aid in
general, theres more they [policymakers] could do. [CC4]

The complexities of obtaining and maintaining financial aid can serve as barriers to women
students completion of community college. Each year, the U.S. Department of Education
awards approximately 15 million students upwards of $150 billion dollars in grants, work-study
funds, and low interest loans (U.S. Dept of Education, 2014c). To receive funds, students must
complete the Free Application for Federal Student Aid (FAFSA) form. Additionally, state-
supported financial aid, such as the Mississippi Tuition Assistance Grant (MTAG) as well as
private scholarships are available to qualifying students in the community college system. The
community college financial aid office is often the first point of contact for discussing any
aspect of financing a college education. Eighty-six percent of participants (n=56) in the present
study reported that they were receiving some form of financial aid at the time of the focus
group. Of those 56 participants, a majority reported times when they felt stressed, confused
and frustrated with either the FAFSA application process, the community college financial aid
office which administers the aid, or both.

Participants lack of institutional knowledge regarding federal, state, local, and private funding
opportunities and their confusion after receiving aid were INDIVIDUAL FACTORS that
constrained community college completion and contributed to participants stress. One said


the whole process was overwhelming: I started the application, but it was so complicated that
I didnt understand anything they [high school counselors] were saying, so I just threw my loan
sheet away [CC3]. Others said they didnt give up, but were forced to learn it on my own and
to figure it out as you go [CC5]. After obtaining financial aid during her freshman year, one
participant remarked she was still unclear about the details, saying, I dont even know what it
still is. Like I know what financial aid is, but I have no clue about anything that goes with it.
FAFSA? Whatever [CC5]. Another said that even though a cousin had helped her initially, she
still was frustrated with the time taken up in the application process:

When I had to fill it [the FAFSA form] out this past summer to come back here, I had to call
FAFSA all the time. I had to call the IRS office. I had to go everywhere. I figured it out on my
own. [CC5]

In contrast, INTERPERSONAL FACTORS seemed to affect participants more positively. Those
who had someone to help them explore funding options and help them navigate the
application process prior to enrollment expressed less frustration with seeking financial aid.
Personal interactions with high school counselors, teachers and coaches served the dual
purpose of informing and engaging students in the application process. In addition, as discussed
in Theme 2, the importance of family members, peers, and family friends in serving as trusted
sources of college adviceincluding financial aid advicewas important to participants (Alford,
2000; Fernandez et al, 2008; Smith, 2009). Participants noted that counselors who did more
than a one-time financial aid presentation were very helpful in easing the confusion and
frustration over the FAFSA application process. One participant noted that a counselor at her
high school began the information process early and even invited parents to participate: She
always took aside students to make sure they applied for financial aid in college. She started
teaching us how [to apply] our 11th grade year, so by our 12th grade year, we knew how [CC3].
Similarly, others participants remarked that they had counselors who would come around
every so often with information about financial aid as a constant reminder to the students, and
one credited her ROTC instructors for valuable assistance: They really helped and went out of
their way to make sure we had the means to survive [CC4].

ORGANIZATIONAL FACTORS. Many participants reported that the real frustration and
confusion associated with financial aid came after their FAFSA application was completed. As
one participant stated, Actually applying for it [financial aid] is easy. Its once you get here [to
college]thats when the trouble starts [CC5]. Given the importance high-quality financial aid
advisement to achieving ones community college goals (Brock, 2010) it is not surprising that
discussions revolving around financial aid issues dominated much of the conversation in each
focus group. In fact, participants from five of the six community colleges expressed


dissatisfaction with their financial aid offices. Participants cited a lack of communication skills,
incompetency in subject matter, disorganization, and rudeness among staff as organizational
factors that restricted them from receiving optimal benefits (Brock, 2010; Lotkowski, Robbins &
Noeth, 2004). A number of participants recalled encounters with financial aid staff in which
they almost missed opportunities to receive scholarship money for their high ACT scores:
Ive been paying for college since it [enrollment] started, and the woman [financial aid staff]
was like, Oh what is this? We must not have seen itThats not fair to me that youre
withholding me from the scholarship, and they do stuff like that all the time. [CC1]

I got a scholarship for my ACT, and I had no clue. They didnt even alert me to the fact that I
got accepted [to college]. I had to go to the office less than a month before classes started,
and Im like I need to know because nobody [from financial aid] sent me a letter or
anything. And they were like, Well what was your ACT score? So I told them what my ACT
score was, and theyre like, Oh yeah, of course. [CC5]

Because the availability of financial aid was a primary determinant in whether many women
students attended college, participants believed that financial aid officers should be extremely
knowledgeable of the myriad of tuition payment options such as federal and state student
loans, grants, scholarships and work study. As one participant noted:

Youre financial aid, and youre in this business. Why dont you know every single scholarship
out there that might be able to help me? And they absolutely left me drowning in the water.
They absolutely gave me no help whatsoeverMaybe they are understaffed and dont have
enough people, but somebody needs to be providing ideas on more scholarships and more
money for people. [CC1]

Participants acknowledged that financial aid officers were often overworked, but they still
believed the officers should be accountable for providing financial aid options, requirements,
and deadlines to students in need of assistance. As one frustrated participant noted, If people
[students] knew the answer to the question, they wouldnt be coming to them [financial aid
staff] [CC3].

Another role of a financial aid officer is to monitor students academic progress. Federal
regulations require that the financial aid office make sure each student receiving financial
assistance at that particular community college is making Satisfactory Academic Progress (SAP)
toward completion of a degree. Failing to do so, may result in a student losing eligibility for aid
(U.S. Dept of Education, 2014b). At least two participants said they had lost scholarships and


were not notified by their financial aid office. A CC1 participant recounted that she had
received an academic scholarship to cover tuition as a freshman, but because she dropped
below the required 3.0 GPA, she lost the scholarship at the beginning of her sophomore year.

While acknowledging that she should have kept up with it [her grades], this CC1 participant
said, I figure if something big comes up, they [financial aid staff] would let me now. Turns out I
come back this semester, and theyre like, You dont have the scholarship; you have to pay
[tuition] [CC1]. In a similar instance at the same college, another participant said she was
checking her financial aid status two days before the spring semester started and realized she
had been placed on academic probation: I feel like they should notify youbut they dont. Like
if youre not keeping up with stuff like that, and a lot of people dont know how to access stuff
like that [CC1].

In order to maintain eligibility for financial aid, FAFSA must be completed prior to each
academic school year. Students must submit the most recent federal income tax returns, bank
statements, and records of untaxed income among other requirements (U.S. Dept of Education,
2014b). Although financial aid officers are charged with assisting in this process, some
participants said they were uncertain of what they needed to complete their application form.
One said she was told by financial aid staff that everything was in order, only to be told just
days before the new term began that her application was missing required IRS information
which she then had to travel to another city to obtain:

They only told me because I went in there [to the office] with another question. They had
made no effort to call me, email me, or anything about any of this. So if I hadnt gone there
that day, I wouldnt be in school right now. [CC5]

Inaccessibility of financial aid staff was another source of frustration for participants. For
example, participants frequently reported that they did not know the preferred protocol for
contacting their financial aid office. Many recalled times when they were told by financial aid
staff to email or phone if they had questions, but when they actually tried to follow-through
neither query would receive an answered from staff. The general consensus was that face-to-
face encounters with financial aid staff were preferred over phone calls and emails, but often
specific financial aid deadlines had passed by the time they reached an actual person:

I know its a big load, but it takes forever. If you call, you get voicemail. If you come up here,
you get Such and such isnt here right now. They say the best way to get to them is through
email, but Ive emailed plenty of times, but Ive never gotten answered back. [CC3]


POLICY FACTORS. When asked to name the one thing that surprised them most about their
overall college experience, three participants cited the limitations of financial aid programs.
(Burdman, 2005). One participant said one of her high school teachers told her if she applied
for a federal grant, she would be going to school for free [CC3] only to realize the money she
received did not cover the majority of her expenses. For example, the maximum Pell Grant
award is $5,645 per award year (U.S. Dept of Education, 2014c). Another participant added that
she was surprised that FAFSA doesnt last long enough to get a degree [CC5]. Similar
sentiments were echoed by nine additional participants.

In 2012, Congress made changes to the Pell Grant program, most notably reducing the number
of semesters a student may receive funding from 18 to 12 semesters (Kingkade, 2012). Summer
school is also excluded from Pell Grant eligibility. Given that 65% of community college students
maintain jobs and often attend college part time, it becomes harder for them to complete
college within the 12-semester time frame (Bradley, 2013). These POLICY FACTORS are barriers
to completion. When first notified of her eligibility to receive a Pell Grant, a participant shared
that her initial reaction was this is so much money! [CC5]. But she soon realized that receiving
these grants also has limitations:

So what about my degree? Thats more than the semesters that Im allowed to get financial
aid. Where does that put me? If Im still in the same situationI still have to work two jobs
plus go to college. How am I gonna be able to pay [for college]? I guess Im gonna have to
get a loan instead of using my financial aid because its gonna run out eventually. [CC5]

One participant noted that she was forced to pay her tuition and college expenses out-of-
pocket due to the Pell Grant limitations: I dont get any more [financial aid] because Ive
already used up the maximum hours, but Im not through [with college]. You know, I still have to
keep going, but now theres no aid there to help [CC5]. Another participant expressed concerns
that she may be facing a similar situation: You know financial aid ends next semester, and I
cant finish thenI dont want more bills and loansso I wont be able to come back because it
[financial aid] cuts off [CC5].

In terms of POLICY FACTORS, it is important to note that the Pell Grant program may be
changed in the near future, given that Congress will be focused on reauthorization of the Higher
Education Act (HEA) in 2014. The American Association of Community Colleges (AACC) and the
Association of Community College Trustees (ACCT) have recommended reinstating year-round
Pell Grant eligibility and increasing the semester limit to 14 semesters (Bumphus & Brown,
2013). There is also concern that Congress may consider a cap on the number of remedial


courses that a student can take using Pell Grant funds (Bradley, 2013). Given that students do
not typically receive college credits for remedial courses, women students could be negatively
impacted by such changes to the Pell Grant program. Although Congress may be a long way
from reauthorizing HEA, at least one participant was aware of these possible changes and
expressed concern for future women students, saying, If they [freshmen] have to have that
beginning English or beginning math, that financial aid is not gonna pay for it. So, I mean, thats
just a bigger hindrance [CC5] to community college completion.

Finally, participants expressed that financial aid availability was a primary POLICY FACTOR
influencing their ability to effectively manage their community college experience. Participants
reported that if more financial aid were available, students would feel less pressure to work
while attending community college. As one participant noted, Financial aid goes by your
parents income [CC4] even if parents contribute little to no financial support towards the
students college education. Participants who received little or no financial aid due to their
parents income were frustrated that they had to work in order to support themselves as well
as to pay for tuition and other college-related fees. For women students in this situation, being
able to concentrate their energies on achieving their community college goals seemed a luxury
they could not afford. These results suggest that making federal- and state-level loan programs
more attractive and efficient and making more grant money available for low-income and
first-generation students (Burdman, 2005: 1) would enhance women students access to
community college.

THEME 5:
COLLEGE PREPAREDNESS

I feel like high school is kind of focused on getting you out of high school, but
they dont focus on what youre going to do afterwards. We have AP classes
at my high school, but it still does nothing compared to college. Theyre just
worried about getting you out of high school with good grades to make
themselves look good. Im a first-generation college student, and my mom
didnt know anything about [applying for college]. So I had no guidance, and
when I would ask my [high school] counselors for help, they would say,
Thats your responsibility. [CC1]

Many participants in the present study reported thatdue to a lack of social and academic
skillsthey felt inadequately prepared for the transition from high school to community college
(Boswell, 2002; Fernandez et al, 2008; Rath, Rock & Laferriere, 2013; Wassmer, Moore &


Shulock, 2004; Lotkowski, Robbins & Noeth, 2004). When asked to assign a letter grade to their
high school based on how well the high school had prepared the participant for the academic
rigors of community college, the average grade was D+. Some participants cited INDIVIDUAL
FACTORS for their difficult transition into community college, especially poor study skills
(Lotkowski, Robbins & Noeth, 2004). For instance, one participant recounted that, although she
didnt really have study habits andgood grades in high school, she had learned while
enrolled in community college that you really have to get study habits and learn what you
need to do, or youll just fail [CC5].

Another participant noted, I didnt have very good studying skills while I was in high school
I had to really learn to develop them once in college [CC1]. A participant who had been
homeschooled shared, I had never had to study before, I had never had to write a paper that
was demanding before, so pretty much [I] had no preparation whatsoever [CC5]. These quotes
illustrate that a lack of good study habits necessary to succeed at community college can make
the transition into higher education more difficult.

INTERPERSONAL FACTORS also influenced college preparedness among women students.
Participants shared instances in which family had both helped and hurt them as they learned
about community college eligibility and the financial aid application process. Relatives and
friends who previously attended college had offered advice to some participants well before
they even entered high school. For instance, one participant stated, I only know about
[financial aid] because my mom is a college graduate [CC5], while other participants received
advice and assistance with the application process from a friends family member, [CC5] a
brother, cousin, etc., who had previously attended college and/or were college graduates.

In contrast, some participants felt impeded by the influence of their family members while in
high school. One participant observed that attending college wasnt that important to them,
you know. Finishing high school was more important than going to college [CC3]. Some parents
of first-generation college students reported that parents and/or other family members actively
discouraged their children from enrolling in community college because they did not think
college was worth it [CC6] or that college would be a waste of time [CC6] in the long run
(Smith, 2009). However, this participant recounted that although her parent had kind of shot
down the idea of going to college, she had friends to support me in my endeavors [CC6] to
enroll in community college. Another participant noted, Im a first generation college student,
and my mom didnt know anything about [applying for college] [CC1].


Personal interactions with high school faculty and staff also exerted influence over participants
preparedness for college and their decisions to ultimately enroll in community college.
Guidance counselors, staff mentors, coaches, and teachers sometimes took personal interest in
students and exposed them to the idea of pursuing higher education. One participant said that
her Government teacher helped students fill out their financial aid packet in her classroom, and
another participant noted that her teacher had students complete career readiness reports
that helped students focus on their post-graduate goals [CC4]. As discussed in Themes 2 and 5,
the importance of family members, peers, and family friends in serving as trusted sources of
college advicein this case related to completing college applicationswas also important to
participants (Alford, 2000; Fernandez et al, 2008; Smith, 2009).

ORGANIZATIONAL FACTORS at the high school level were the most-cited reasons that
participants did not feel academically prepared to enter community college. The focus group
results particularly centered on lack of helpfulness of high school guidance counselors and
availability of college preparation courses as limiting factors to community college
preparedness. Although some participants believed that their guidance counselors had been
helpful, many felt that their high school guidance counselors could have done more to help
prepare them for college. Participants often attributed counselors unhelpfulness to an
unbalanced student-to-counselor ratio, saying that they likely would have received more
guidance if there had been more counselors available in their high schools. For example, a
participant who had attended two different high schools stated that she preferred the smaller
high school environment because one counselor to twenty-five students is better than one
counselor to three hundred students. So at the other [high] school we got more attention than
we did at that larger school [CC5]. Another participant said she wished her counselors
couldve just met with us one-on-one, sat us down [and] gave us the timeso we wouldve
been prepared [CC6] for community college.

Another issue raised by participants was that high school guidance counselors focused primarily
on high school graduation rather than college preparedness. As a participant observed:

I feel like high school is kind of focused on getting you out of high school, but they dont
focus on what youre going to do afterwards. We have AP classes at my high school, but it
still does nothing compared to college. Theyre just worried about getting you out of high
school with good grades to make themselves look good. Im a first-generation college
student, and my mom didnt know anything about [applying for college]. So I had no
guidance, and when I would ask my [high school] counselors for help, they would say, Thats
your responsibility. Theyre not really focused on scholarships or grants or anything after
high school; theyre only focused on then, there and now. [CC1]


Several non-traditional students observed that Advanced Placement (AP) courses and college
preparation courses were not available when they were in high school. One non-traditional
participant articulated her frustrations with feeling unprepared for community college:

As a non-traditional [student], you know, those of us who were way back in the stone age
in high schoolwe didnt have advanced classes. So really nothing prepared us for
[college] We were spoon fed [in high school]. You didnt have to study, I never took books
homeyou get here [community college] and the first semester is eye opening. Forty-two
years ago, there was no preparation for collegeit was more focus on graduating high
school. [But guidance counselors] couldve informed [us] that college was the next step.
Also, to show that there were scholarships and assistance [available]. It wouldve been so
much help to have had someone come along and say, This is available to you. [CC4]

Participants also felt that their guidance counselors often focused primarily on their fellow high
school students with the highest GPAs, rather than offering guidance to students with lower
GPAs. Participants indicated that if they did not have high GPAs in high school, they felt that
their guidance counselors were focused on graduating them rather than preparing them for
college. As one participant put it, I feel like the counselor we had focused more on the top five
of the class rather than the class in generalwe [others] didnt really matter [CC5]. Other
participants agreed that guidance counselors at their high schools couldve been more open to
the ones that didnt have the 4.0 GPA [CC4]. Participants felt that The ones with the higher
GPAs[counselors] pretty much focus on them because they feel like theyre really going to
succeed and theyre going to excel [CC4]. A participant who had experienced this first-hand
shared that her guidance counselor did not give her individual attention because I didnt have
a good ACT score, I wasnt top 5 in the class, I wasnt ready for a four-year university [CC5].
Rather than assume students with lower GPAs only want to graduate from high school and not
continue to college, participants indicated that they would have liked to have high school
guidance counselors who helped them explore the possibility of attending college.

And finally, among all six community colleges included in this study, participants noted that
they would have felt better prepared for the challenges of community college had they
experienced more rigorous academic standards during high school. Although they had
performed well in high school, many participants were surprised to realize upon entry into
community college that their high schools academic standards had left them unprepared for
the rigors of college coursework. Participants observed that the amount of studying due in
high school was nothing compared to college [CC1] and felt that they kind of spoon-fed you
[CC5] in high school. Others reported that their coursework in high school was just a whole
bunch of memory tests [CC1] and as a consequence, we didnt learn how to actually study,


just memorize what the teacher wanted us to know [CC2]. It is also noteworthy that
participants who had been exempted from particular exams in high school due to their high
grades, shared that this practice actually hurt them early in their college careers. They reported
that because of this practice, they had less opportunity to develop essential test-taking skills
before entering community college.

POLICY FACTORS. Vocational, AP, and college preparation courses were among those programs
that enhanced students feelings of college preparedness. Vocational education prepares
students for specific trades following high school graduation. Multiple participants noted that
their vocational courses had helped prepare them not only for vocational careers beyond high
school, but for community college as well. They credited their vocational courses with teaching
them practical skills like writing research papers and applying for financial aid that were able to
directly transfer to their college experience. Advanced Placement (AP) courses are accelerated
classes in which students take a national exam at the end of the course to assess the students
comprehension of topics covered. One participant who took AP classes in high school said,
What I learned from high school really helped me when I first got [to community college]
especially my first semesterbecause I previously had learned about what I was going to be
takingI felt prepared [for community college] [CC2]. College preparation courseswhich are
specifically intended to prepare students for the academic rigor of collegeare similar to AP
courses and are often more difficult than regular high school courses. A participant who was
required to take college preparation courses in order to graduate from her high school said the
courses introduce you into what its going to be like [CC4] to take courses in college, which
can be an asset during the academic transition for high school to college.

Another participant took part in the U.S. Department of Educations Upward Bound program in
high school. Upward Bound is particularly geared to serve high school student from low-
resource families and those in which neither parent holds a bachelors degree. Upward Bound
allowed the participant to experience college life first-hand by providing her the opportunity to
live on-campus and take classes. According to the participant, this experience made me feel
more prepared when I came to college [CC2]. Enhancing policyand delegating additional
fundsto support programs such as Upward Bound and to support vocation education, AP,
college preparation courses could help women students become more socially and
academically prepared for the challenges of community college.


THEME 6:
APPEAL OF TWO-YEAR INSTITUTIONS

What I like about [this campus] personallythe average age of community
college [students] here is 27. And its because a lot of people have been out in
the work force, theyve been married, theyve had kids, and so its an older
population. But I think a lot of us, we came here because we can get our
degree faster than if we go to a four-year college. And I [will] get my degree
one year earlier to make almost the same amount of money. [CC1]

The community college experience is attractive to many women students because of its
flexibility, diverse options, and ability to accommodate womens lifestyles and career goals.
In the present study, women students reported that they chose to attend community college in
lieu of a four-year institution for a number of reasons, including available and engaged
faculty/staff (Brock, 2010; Lotkowski, Robbins & Noeth, 2004) and availability of online classes
(Aragon & Johnson, 2008; Jenkins, 2012). Participants also reported that they chose to attend
community college based on geographic convenience and affordability. In particular, non-
traditional students with children may not have the desire or resources to move their families
to a more distant university. Participants in the present study offered insights on why they were
attracted to the community college experience and how their individual community colleges
met their unique needs.

For non-traditional women students, the ability to accommodate scheduling and financial
needs were important INDIVIDUAL FACTORS that contributed to the appeal of community
colleges. For both non-traditional and traditional women students alike, flexible admission
requirements that allowed students with a variety of GPA levels to enroll in community colleges
were particularly attractive. In addition, participants who had delayed entry into college directly
from high school and/or had to interrupt their college careers due to personal or financial
reasons were also attracted to what they perceived as less academic and financial pressures at
their community college as compared to what they might face at a four-year institution. One
participant whose medical issues caused her to take a six-year hiatus from college said she was
afraid she wasnt going to make it academically upon entering community college, but at the
end I was successful [CC4]. Other participants viewed community college as a fast and
affordable way to obtain a degree to further their careers without necessarily spending
additional time in a four-year university:


[I want] to actually get the associates degree so that no matter what, I have something to
fall back on. If I cant [be successful] in a four-year college and if something comes up
sickness or whateverthen I would always have something to fall back on. [CC5]

I want a job in business management, and every business has a manager. If theres two
people [applying] for a position [and] one of them has got a degree, maybe thatll help some
[with getting the job] without having to go to some four-year or eight-year [degree
program]. I dont have time for it. [CC5]

Other participants who had delayed entry into college for various reasons shared stories of
insecurity when they initially arrived at college and eventually finding support from peers and
instructors. A participant said that, once she arrived at community college, she found the
support she needed so that she reached a point where I believed that I can achieve [a degree]
and be successfulat first I did not [CC4]. A mature non-traditional participant said that
enrolling in community college taught her that you arent ever too old to go to school [CC4].
Additionally, some participants indicated that they did not feel emotionally, physically, or
academically ready for a four-year university, so community college served as an excellent
next step [CC3] in their academic careers. A participant said she simply didnt make the
grades to go to a four-year university, [CC5] but that the skills she was now acquiring in
community college would allow her to achieve her educational goals. Another participant
whose ultimate goal was to transfer to a four-year university shared her rationale for enrolling
in community college:

The reason that I chose [a particular community college] is because I didnt feel quite
comfortable going straight to a university for four years right after I just finished high
school. I feel like going to a community college is getting your feet wet first, then diving in to
a university for two years and being done. [CC2]

COMMUNITY FACTORS. Geographic proximity of the two-year institution to the participants
homes was a key community factor that influenced participants decision to attend community
college. Many participants indicated that they had grown up with the assumption that they
would attend the local community college because they wanted to remain close to family.
Attending college close to home allowed participants to save money on transportation costs
while remaining in the familiarity of their hometowns. As one participant said, I have a lot of
family not far from here. Its [community college] inexpensive, as far as taking the basic classes
that I neededthats why [community college] was a good choice [CC2]. Another participant
said she chose to attend her community college based on geographic location because I went


to high school [here], so its convenient. I work here too [CC4]. A different participant shared
her reasoning for choosing community college rather than a four-year university:

If I wanted to go to a four-year college, I cant pick up everything I have andmove to
Hattiesburg [to attend the University of Southern Mississippi] or Starkville [to attend
Mississippi State University]I cant afford that drive every week. It would probably be the
location more than anything. Id rather pick up and leave to go find a career than to pick up
and leave and be in debt more than what I am. [CC1]

ORGANIZATIONAL FACTORS contributing to the attraction of community college for women
students include the costs of tuition and other fees, availability of online classes, and
perception that faculty and staff were more accessible and engaged at two-year institutions as
compared to four-year institutions. For example, many participants reported that faculty were
willing to work with students when students were faced with difficult personal circumstances.
As one participant recounted:

One of the most beautiful things is that the instructors meet you right where you are. They
look at that [a students situation] and accommodate to that. It is the most supportive thing
here that I have ever seen. Every one of my instructors has considered where you are and
whats going on with you. [CC4]

Other participants added that their instructors were easy to accesswhether through email or
office hourswhen participants needed help with personal or academic problems. As one
participant said, If you have a problem, or theres a situation at home, go talk to your
instructors. All of the instructors here are very helpful and will do anything. You just have to talk
to them [CC4]. Some participants who had entered community college planning to end their
education after receiving certification or an associates degree decided to pursue a bachelors
degree after graduation because of interactions with faculty and staff:

At the beginning I was kind of leaning towards the certificatejust to get out and be done
with it and be able to go to work. But [we have] counselors here that you can talk to and
teachers who are actually willing to sit down and talk to you. Now Im taking my academics
for the associates [degree] and planning to go to [a four-year university] for business. [CC1]

When I first started, I had planned on getting the associates degree and being done,
but now Im pretty sure Im going to transfer on and get a bachelors degree. [CC4]


I had really just planned on getting an associates degree, and just kind of being here,
but the teachers really help prepare you and motivate you to go on to the next level. It
can be challenging, especially when youre working, but they do try and make sure that
you get in. [CC4]

Participants also reported that staff members who were employed as counselors and academic
advisors were helpful when participants experienced personal problems. One participant
recalled that when she went into labor during finals week, the community college
administration worked with her to schedule alternate exam times. Other participants shared
times in which the disability office had accommodated their needs. One participant voiced what
a community college experience meant to her, saying:

I feel like thats what we get out of community collegethe help we need, hands on. I feel
like at a university you wont be so lucky. Thats why I came to a community college because
I was gonna get that help that I needed. [CC6]

Another attractive quality of community college is scheduling flexibility in the form of online
courses. While not all students felt positively about online courses, many participants preferred
to attend classes online rather than attend in-person in a traditional classroom setting because
of the scheduling convenience they offer. With online courses, students could learn at their
own pace and access the class when it was convenient for them. This was particularly important
for working students, as scheduling flexibility provided them with the opportunity to earn a
degree or credential at their own pace. As one participant said of online classes, I liked them a
lot because I can do it on my own time [CC6].

Finally, the lower tuition cost and other fees of a two-year institution as compared to a four-
year institution were appealing to participants. Even if they planned to attend a four-year
college eventually, participants noted that they could save money in the long-run by completing
their basic courses at a community college before transferring to a four-year university. As one
student put it, Its [community college] a lot cheaper than going straight to a university [CC6].
Another participant shared that community college was attractive to her because her family
lived thirty minutes from her community college and because of scholarships with the [athletic
program omitted], which makes [community college] affordable [CC2].

A third participant said her mother encouraged her to pursue an associates degree before
attending a four-year university because its cheaper and you learn a lot better [at a
community college] than at a university your first year [CC2]. Participants also noted that some
community colleges offered specialized scholarships particularly designed for non-traditional


students. A participant observed that her college offers a scholarship for people who are non-
traditional students, because that seems to be the biggest issuefinances [CC3]. Another
participant at CC3 added that her institution has a scholarship program that helps single
parents pay for tuition and books.

THEME 7:
CAMPUS FACILITIES

If you go out in the girls dorm parking lot where its kind of far off, I dont
feel as safe because its not as lit up. [CC4]

ORGANIZATIONAL FACTORS including the quality and availability of campus facilities such as
parking, infirmaries, childcare, dormitories, Internet availability, and cafeteria services
contribute to student satisfaction childcare services (Wassmer, Moore & Shulock, 2004).
Although some organizational factors equally impacted participants, childcare was a greater
concern for non-traditional participants, whereas dormitories and Internet availability more
heavily impacted students who did not have children.
Parking shortages and related problems were noted by participants from four of the six
community colleges. At CC2, participants reported that parking near the womens dormitory
was extremely inadequate, especially as compared to that near the mens dormitory. The
parking shortage at this college meant that some women students had to park far away from
their dormitories and walk across campus after dark. One participant stated:
It really is bad because, like, if you wanna park by your dorm, you need to get here on
Sunday around four oclock. Because if you make it here [at] six or eight [PM], youre gonna
have to park all the way down by [location omitted] or in the other parking lot and walk
across campus. And then sometimes getting here at nightlike she said, I dont wanna walk
across campus late at night by myself, then if you call the campus security theyre not gonna
answer the phone to come. [CC2]
The lack of parking at CC2 contributed to increased parking fines and risk of accidents. It is also
important to note that inadequate parking is as important an issue for commuter students as it
is for students who live on-campus. A participant at CC5 specifically mentioned a need for more
parking near classes. Failure to provide adequate parking to students contributed to decreased
student satisfaction.
Infirmary care. Participants observed that infirmary care is lacking at some community colleges.
Indeed, the absence of infirmary care services at some colleges was a major concern of some


students based on their feedback, as it was generally linked to potential economic and
emotional hardship. A participant at CC6 observed that this was the one thing she would
change at her community college, while another participant added that she had to drive to
another town just to see a doctor. Some participants at community colleges without infirmaries
were also student athletes. At CC2 an ambulance is called for emergencies, the cost of which is
then billed to the student. According to one participant, students were told during orientation
at her community college that if you do get sick, you have to go to the hospital [CC2]. This
community college also prohibited Resident Assistants (RAs) from providing resources to
dormitory students for even minor issues. As a participant who was an RA observed:
My boss told me were not even allowed to give them [residents] Band-Aids anymore. I
always feel so bad for them [the students]. They ask me if I have some aspirin, and even
though I do sometimes, I say no because I dont want to get fired. [CC2]
Interestingly, it was more common for community colleges to have fitness centers for exercise
than health centers where students could receive basic health care.
Childcare in particular was a primary concern for participants with young children. Some
community colleges offered daycare services on campus. However, participants noted that
many of these on-campus childcare centers accepted more children of faculty and staff than of
students. Participants also reported that on-campus daycare was often too expensive for
students to afford. As one participant noted, By us going to school over here I thought maybe
it would be free or they would give us a discount [CC1]. When a participant reported that
daycare for the semester at CC1 cost approximately $2,000, it prompted another participant to
observe that the college should be here to help the students be able to go to college and know
that their child is taken care of. Why are you [the college] going to charge them $2,000 extra
dollars? [CC1]. Another participant from CC1 thought that on-campus daycare should be free
for students.
Space is extremely limited at the on-campus childcare center at CC5, which prompted one
participant to say, Weve gotwhat3,000 students enrolled and they take 20 kids? So yeah,
it needs to be expanded [CC5]. At a community college where there was no on-campus
childcare, two participants thought it would be a beneficial addition. As one explained,
education students looking for hands-on experience could benefit from working at an on-
campus childcare center because a lot of people have kids here [CC3]. Greater access to on-
campus childcare would contribute to alleviating an important stressor among women students
who are parents, which was summed up by a participant this way:
I think, so far, the single most important thing for women would be childcare thats
affordable. You know we want good care for our children. We cant always afford to pay


what its worth. Our children are the most valuable thing we have. And we should be able to
pay, but we dont have the money for itaffordable childcare would be excellent. [CC1]
For participants who lived on-campus, dorm facilities are extremely important. In addition to
the safety concerns engendered by poor lighting in dorm parking lots, major concerns centered
around inadequate Internet access and faulty fire alarms. Participants also noted that a lack of
access to on-site cooking facilities at some community colleges was a burden. In terms of the
poor lighting in dorm parking lots, a participant at CC4 said, If you go out in the girls dorms
parking lot where its kind of far off, I dont feel as safe because its not as lit up [CC4]. Internet
availability came up as a major facilities concern for one participant, who shared that the
Internet service rarely worked in the womens dorm. According to the participant, Im serious
their Internet is awesome in the guys dorms. You could sit outside the building and get perfect
connection while as for the girls dorms, you never have Internet [CC1]. This problem
prevented her from doing her online homework, because there is also a campus curfew and a
male dorm curfew. This participants experience highlights inequality in Internet facilities
available to women students as compared to their male counterparts at CC1 that were similar
to the lack of adequate parking facilities at CC2. Participants at CC1 reported that faulty fire
alarms left students conflicted about how they should respond when fire alarms go off
throughout the day or week. A participant stated:
Well, it got to the point where they [fire alarms] were going off ten times a day and we had
to just turn the sound off in the alarms because they just kept going off. Nobody knew if we
actually had a fire or not at that point, and it never got fixed. [CC1]
Another participant added, [A]t that point, what if there actually was a fire? Ok, whatever,
were not coming out [CC1] because they think it is yet another false alarm. Finally,
participants at CC3 noted that the stove is not available for students to use in their dorm, which
was a cause for complaints among these women students.
Cafeteria services and meal plans. A number of participants mentioned that cafeteria services
were lacking in quality. One participant thought expanding our cafeteria a little bit [CC6]
would be the one thing she would change about her community college. Several participants at
CC2 were dissatisfied with the quality of the food in the cafeteria. One student complained of
the lack of variety and the cleanliness of the cafeteria, calling it dirty [CC2]. Another
participant noted that as a vegetarian, I dont eat half the crap that they have in there [CC2]
and would appreciate more food choice options at her colleges cafeteria. Other participants
stated that they would like their cafeterias to have healthier food optionssuch as fresh
fruitsmore readily available in their cafeteria. The cafeteria is the only place to eat on the CC2
campus, and students who live in the dorms must also have a meal plan. Meal plans were also


mandatory at CC3 and CC5. At both of these community colleges, participants mentioned that
the meal plans were extremely costly ($1000 and over $700, respectively), which was a financial
burden for students. Adequate cafeteria facilities are especially important to students who live
on campus, and participants felt strongly that having a better cafeteria experience would
enhance their community college experience.
THEME 8:
COMMUNITY COLLEGE FACULTY & STAFF

If you can see the teacher really loves what they are talking about and they
enjoy going to work, youll enjoy coming to class. They may not be the
funniest teacher, or the easiest teacher, but if theyre willing to work with
you and theyre passionate about what theyre teaching, then it makes it
easier for you. [CC3]

For Theme 8, we found that comments among participants not only often overlapped
INTERPERSONAL and ORGANIZATIONAL FACTORS, but also touched on issues presented in
Theme 6. Previous research indicates that the quality and engagement of faculty and staff
influences students progress in community college (Brock, 2010; Lotkowski, Robbins & Noeth,
2004) as does the quality of student support services (e.g., structured academic advising)
(Brock, 2010; Fernandez et al, 2008; Lotkowski, Robbins & Noeth, 2004); and financial aid and
advising services (Brock, 2010). In the present study, participants also discussed how services in
the form of campus security personnel and disability counselors influenced the quality of their
community college experience. Scott-Clayton (2011) suggests that highly structured programs
with limited bureaucratic obstacles enhance students progress in community college. This
seemed to be particularly accurate in terms of the quality and engagement of academic
counselors/advisors at a number of the community colleges in the studysome of whom were
reported to be excellent at facilitating students completion of their community colleges goals,
while other caused unnecessary delays when they give me classes that they know dont go
towards my major [CC1].

Instructors. Regarding instructors, participants talked ideologically about what makes a good
instructor. Participants reported that INTERPERSONAL FACTORS such as attitude, passion for
their subject, a comprehensive knowledge of the subject, and being approachable were
important attributes of high-quality instructors. As one participant put it, I think the teacher
has to love what they do in order to be a great teacher [CC3]. Several participants at different
colleges mentioned having an instructor who is willing to work with you [CC3] [CC5] [CC6] as
extremely important to their community college experience. Good instructors were thought to


be involved and approachable, and a number of participants reported that their instructors
achieved these high goals and aided student performance. As one participant shared, she felt
that her instructors want us to excel. They are helping us to succeed [CC4].

A participant in a class where a number of students had dropped out after the first test recalled
that her instructor said of her remaining classmates, Ok, these are the people who really
wanted to take this course and really wanted to learn something. Im going to try my best to
help yall pass this class [CC3]. Other CC3 participants agreed with a fellow participants
statement:

If you can see the teacher really loves what they are talking about and they enjoy going to
work, youll enjoy coming to class. They may not be the funniest teacher, or the easiest
teacher, but if theyre willing to work with you and theyre passionate about what theyre
teaching, then it makes it easier for you. [CC3]

At CC4, participants also shared positives comments about their instructors:

Theyll take the time and listen to you, not only just as a group, but as an individual as well.
Theyll work with you specifically and break things down for you so you can understand it.
If you have a problem in a math class, the instructor wont point you out specifically, but
theyll present it as a problem to the entire class and say to come see them after class if you
didnt understand it. Theyll work with you, which I think is really remarkable. [CC4]

One of the things I see with the instructors is that they have focused on the main goal
which is getting us educated. Were in here to learn and theyre seeing that were getting
what we need here because thats why were here. Were here to get a degree. They want
us to excel. Theyre helping us to succeed. [CC4]

Financial Aid Staff. The helpfulness and professionalism of staff in financial aid offices is vital to
having a positive community college experience. However, only participants at CC4 shared
positive experiences about interacting with their community colleges financial aid staff. One
participant noted, The financial aid office is helpful to me [CC4] and another added, If you
have a problem, you can go directly to them [CC4]. In contrast to these positive reflections by
CC4 participants, the word rude was used to describe financial aid staff a total of nine times
at three other community colleges (CC2, CC3, CC5), and participants at two community colleges
said a total of twelve times that they did not like the financial aid staffs attitude (CC2, CC3).
According to participants at some colleges, financial aid staff were not adequately accessible.


Although participants at CC3 had been told by financial aid staff that it was best to get to them
through email [CC3], participants reported that their emails to financial aid staff were rarely
answered in a timely manner and that staff were sometimes unavailable for help. One
participant clarified, They [financial aid staff] say the best way to get to them is through email,
but Ive emailed plenty of times, [and] Ive never gotten answered back [CC3]. Another
participant in the same focus group added caustically, They [financial aid staff] cant be too
busy because theyre never in there [the financial aid office] [CC3]. A participant at another
community college simply stated, They [financial aid staff] are not helpful at all [CC2].

The perceived quality of staff communication and professional skills were a large part of the
problem participants had with financial aid staff. One participant said that the financial aid staff
gave her the run around[CC6] about her financial aid. Participants commonly said that they
had to visit the financial aid office repeatedly. A participant remarked that they should tell you
at one time everything that you need instead of getting one thing, and then going to get it, and
then coming back. Thats really frustrating [CC5]. One participant questioned the quality of her
financial aid staffs job skills, saying:

I dont think they have enough skill for what they do because you should be able toif this is
your jobsomeone should be able to ask you every question in the book and you should be
able to answer it. [CC3]

Another participant added, I dont think any of them in there [the financial aid office] are
certified to be in there [CC3]. At a community college where participants reported low-
performing financial aid staff, a participant offered that professional development training
could be a solution. She said, They [financial aid staff] need professional development. They
need a professional development class that teaches [how to] communicate, you know, just
work ethics [CC5].

Academic Advisors/Counselors. Participants offered more feedback about their experiences
with academic advisors than with instructors. Participants reported various problems related to
academic advising and academic advisors/counselors helpfulness in resolving these problems.
Students with learning and/or physical disabilities were treated well by advisor and counselor
staff according to participants at both CC1 and CC5. As one participant put it, As far as
anything that had to do with me being disabled, they took very good care of me [CC5].
Participants at CC1 who specifically mentioned the high quality work of one staff member said
things like, Shell send a letter to your instructors and shes a really good advocate [CC1].


In contrast to the positive feedback reported by participants with learning and/or physical
disabilities, participants perceptions that their academic advisors were helpful and engaged
were far more mixed. In fact, it was quite common for participants to report that they did not
know who their academic advisors were. Few participants reported that their college advisors
were performing in a satisfactory manner when it came to advising students on how to
efficiently move towards matriculation or otherwise achieve their community college goals in a
timely manner. Although one participant praised her advisor, saying, I know thatwith my
particular advisorthey have a degree plan that is already laid out. They have what you need,
when you need it and how you need it every step of the way. They guide you the way that you
need to go [CC4], others did not report positive experiences. Several CC2 participants reported
that academic advisors expected students to use the registration system without assistance
from staff, which could be difficult and time-consuming. For example, Its kind of difficult for
me [to register], and they [academic advisors] have a way easier system, anyway [CC2].
Similarly, another participant indicated that students need additional help navigating some
logistics of community college. As one CC2 participant put it:

Sometimes it feels like [academic advisors/counselors] are not out to actually help us. We
cant do everything ourselves. I know they want us to be independent, and learn to do things
for yourself, but there are some things you need help with. [CC2]

Another CC2 participant added, I feel like they [academic advisors/counselors] should help us
more with our schedules. The first semester, theyll do it for you, but the next semester they just
give you a list of codes and say, This is what you need [CC2]. A third participant from CC2
suggested that using the registration system should be a part of orientation:

Im my own counselor. Ive gotten to the point to where I wont even go to the counselors
office anymore, and [instead I] do my own schedule. That was something I had to learn. You
dont just go into their [registration] system and know how to use it. They write your name,
give you the code, and tell you to go do it, but you have no idea how to do it. They should
make that a part of orientation class. [CC2]

Although a CC1 participant reported that she had received a semester-by-semester schedule of
coursework necessary to complete her degree, another participant in the same focus group
said she would prefer actually talking to an advisor about the classes she was required to take.
This participant noted that she would like academic counselors to be actually willing to sit
down and talk to you and [tell you] what you need to do [CC1]. Another CC1 participant
discussed how she liked her academic advisorswho were also her instructorsbut felt that
they were not well-qualified to serve as academic advisors. As she put it, her instructors know


their [subjects omitted], but good Lord, they dont know how to sign you up for classes [CC1].
She continued, I think, as far as the [programs omitted] go, maybe you should be assigned to a
legitimate counselor or something rather than just your instructor [CC1].

An ORGANIZATIONAL FACTOR hindering women students abilities to achieve their community
college goals was reported by CC1 participants to occur among counselors at their college.
Participants reported that counselors would knowingly register students for classes they did not
need to graduate. How counselors differed from academic advisors at CC1 was not fully
explained by the participants, but a power differential between the two categories of staff was
noted. For example, participants reported that counselors had override capabilities whereas
academic advisors did not. Three CC1 participants reported that this power differential
between counselors and academic advisors had negatively impacted them when it make to
registering for courses. The situation was explained by one participant this way:

Youre assigned an advisor based on your major and your last namedepending on what
your major is. But I was at my advisors yesterday to ask him for help signing up with a class
and he couldnt do it because it doesnt have any overrides. So Im required to go see the
counselor. Yet the counselor has signed me up for so many classes that arent necessary
[and] that have required me to stay here extra semesters. And Im not the only student that I
know of to have this situation. [CC1]

In response to this statement, two other CC1 participants added, Im one of those. Another
participant added:

They give me classes that they know dont go toward my major, and theyre like, Why dont
you stay here longer? I feel like theyre trying to pocket money off of me instead of letting
me get my education. Because then youre paying for more tuition and for classes that you
dont need. [CC1]

Based on decisions made by academic counselors, many participants reported that they had
taken courses that they did not need to complete their majors. Participants were disturbed that
this had unnecessarily extended their time in community college. Participants indicated that the
additional credits can lead students to exceed the number of semesters covered by financial
aid, even if the classes do not contribute to their academic goals. As one participant stated,
The longer they try to keep you here, thats less money you get at a more expensive institution
and when you get your bachelors, if youre going to go that way [CC1].

Participants at CC2 also reported that counselors knowingly register students for classes that
did not count towards the students degrees. A CC2 participant recalled, They [academic
counselors] basically gave a friend of mine a list of stuff [classes] that she needed, but she ended
up needing a lot more credits than what they gave her. Now, she wont graduate in December
because of that. [CC2]. Another CC2 participant put it this way:


Sometimes, when you go to the counselor and take the classes they told you to take, you get
frustrated when you go back and they said you forgot about this or that. Its like, Why didnt
you tell me that the first time?, because its towards the end [of the semester] and I cant
graduate. You [counselors] wouldnt help me, but your job is to help me. [CC2]

Another CC2 participant commented:

Some of our counselors are really good. Some of them dont really know what they are
doing. Youve got to know who to go to. If you go to the wrong one, they will keep you here
[in college]. There are people who have been here two or three extra semesters and have to
try and make up classes to graduate. [CC2]

Security Personnel. When participants mentioned security personnel on their college
campuses, reactions were very mixed. While participants attending some community colleges
(CC6, CC4) unanimously expressed feeling safe on their campuses, participants attending
other community colleges (CC1, CC2, CC3, CC5) did not. Participants at CC6 shared that campus
security personnel were exceptionally present and involved at their community college. For
example CC6 participants provided feedback such as, I feel safe. Weve gotta lot of police on
duty all the timetheyre everywhere [CC6], and I had a problem last year, and campus police
made sure that I was content and satisfied. I mean, theyre really nice [CC6]. A CC4 participant
praised campus security by saying, I have a night class, and every night I go [to class] I see
campus police patrolling, which makes me feel a lot safer [CC4]. Another CC4 participant in the
same focus group added, There were two incidents on this campus, and the response time was
so quick. They [security officers] moved on it and took care of the problem [CC4].

However, a number of participants reported that their interactions with campus security had
been much less positive. One participant said that campus security at her community college
were constantly on [harassing] people [CC2]. Although she acknowledged that this made the
campus feel like its safe, she also noted that I feel like they [campus security] go way too far
overboard [CC2]. Participants at CC2 also reported that campus security did not maintain
proper personal boundaries with women students. As one participant remarked, They flirt with
you way too much. Its too many of them that flirt [CC2]. Her fellow focus group member
agreed that campus security can be a little flirtatious [CC2] at their community college.
Interestingly, when a CC2 participant recounted an incident she witnessed in which she felt that
security staff engaging in unnecessary harassment of another student, she also brought up the
benefits of having female security officers on her campus:


One time I witnessed a campus police officer sit there, check out a girl across the way in the
courtyard, and drive the golf cart all the way over to the girl just to find out if she had
anything wrong going on with her. He asked her if she had her I.D. just to talk to her. They
[campus security] try and find something wrong with you. Its not like they automatically see
it. I can say that I am glad that we have female officers now. We only [have] two, but its
better than having none. [CC2]

Although high involvement of campus security was considered to have both positive benefits
and negative consequences that varied across community colleges, low involvement of campus
security was consistently viewed negatively by participants. One participant said security
officers are always in their office [CC3] rather than patrolling the campus, even as another
participant in the same focus group observed that these police officers are way better than the
security guys we had last semester [CC3]. When asked about the availability of campus security
to escort women students across campusparticularly at nighta participant retorted, Its
really more about if you can find them [CC5]. Another participant in the same focus group
added that it is, indeed, difficult to locate campus security when you need them because they
may not be in their car at all or [they may] be asleep in their car [CC5]. Not surprisingly,
community colleges with campus security personnel whom participants viewed as more
involved and professional received more positive comments from participants than did
community colleges where campus security personnel were deemed unavailable and/or
unprofessional.

THEME 9:
RESTRICTIONS & REGULATIONS OF COMMUNITY COLLEGES

Just make it [remedial coursework] more valuable to us, give us credit for it.
Like I said, if youre gonna take away from financial assistance then give me
some credit for it. Make it worth my while. [CC5]

In the present study, a majority of participants reported that ORGANIZATIONAL FACTORS in
the form of requirements and regulations impacted the quality of their higher education
experience. Although some rules and regulations seemed to make sense to participants (e.g.,
remedial coursework), others seemed arbitrarily imposed by individual community colleges.
The latter often were associated with increased financial burdens to students. Chief among
these were regulations related to orientation, regulations regarding how the need for remedial
coursework is determined, arbitrary campus rules (mandatory curfews for students), and
requirements related to the purchase of textbooks and/or eBooksespecially for students who
were financial aid recipients.


Orientation. Orientation was required at three of the community colleges and recommended at
the remaining three colleges. A number of participants reported that orientation was not useful
in helping them adjust to the college environment. This critique was particularly levied against
community colleges that charged what participants consider to be high fees (up to $100) to
watch pre-taped online orientation videos. One participant reported that her college charges
you $100 for it [orientation]to go watch a YouTube video [CC1]. Another participant added,
If you dont do it [watch the video], they still take it [the $100 fee] [CC1]. Participants required
to enroll in orientation classes reported more positive attitudes towards classroom-based
orientation than did others. However, a number of these participants noted that classroom-
based orientation could also be improved. As one participant put it, I just feel like it
[orientation] should be more activeget us hyped about the college experience, and then help
us out with our classes [CC3]. Although it was noted that there were benefits to incoming
students to seeing the campus before classes began, some participants wanted orientation to
be more interactiveespecially by providing more opportunities to meet staff, faculty, and
current students.
Remedial Coursework. Campus-based policies for requiring students to take remedial
coursework varied across the six community colleges. Offering no degree credit for remedial
coursework is not a universal policy among community colleges in the U.S. (Shults, 2001). In
the present study, campus policies regarding remedial coursework credits varied across the six
community colleges. According to the information we were able to locate on each community
colleges websites, only one community college (CC2) grants both course credit and degree
credit for remedial coursework. The remaining five community colleges (CC1, CC3CC6) varied
across whether they offered credit for remedial coursework, although none allowed remedial
coursework to count toward a degree.
According to most participants, the system for determining a students need for remedial
coursework is primarily based on the students ACT scores. At some institutions, an additional
placement test is combined with other measures (ACT scores, high school GPA) to determine a
students need for remedial coursework. Participants who reported that their institutions
placed them in remedial classes based only on their ACT scores (e.g., participants at CC3, CC4,
and CC5) often expressed a desire that their community college implement placement testing.
For example, participants at CC1 reported that placement testing at their college allowed
students to use these test scores in lieu of ACT scores to indicate their need for remedial
coursework. A CC1 participant noted that they made me take a [placement] test and I scored
higher on the test and I got to skip three classes completely. I only had to take one English
[class] [CC1]. And a CC3 participant discussed her views on the necessity of remedial
coursework for some students, as well as her rationale for foregoing remedial classes herself:


Its [remedial coursework] good for some. It should be an option. You should take a
placement test where they could put you in these classes if they see you need [remedial
coursework]. But if you feel like youre advanced enough to go there [take a regular
course]thats what I did. I knew that [remediation] was going to hinder [delay] me [in
college], and I wouldve been here forever. I signed some papers telling them [registrar staff]
I didnt want to take them [remedial courses]. [CC3]
Most participants agreed with the CC3 participant quoted above that remedial classes were
necessary and beneficial for some students. As one stated, I think they are a good thing for
certain students. Like, if you know nothing about math, you need to take that. Really, I think it
depends on the student [CC3]. A CC4 participant observed that Remedial math really did help
me [CC4]. A CC2 participant contributed:
I took a remedial English course. It was helpful because you cant just jump into a [English]
Comp One class because there are things they [instructors] expect you to know
automatically when you get there. There are things they are not going to teach you, and
that remedial class is whats going to get you ready for that class. [CC2]
However, many participants also believed that the decision to opt-out of remedial classes
should be available to all community college students. Indeed, a number of participants
questioned the value and fairness of being required to take remedial classes that are expensive
yet offer no credit towards their college degree or certification goal. Other participants felt that
remedial courses should be offered at discounted rates and/or should be allotted partial credit.
As a participant expressed, Just make it [remedial courses] more valuable to us, give us credit
for it. Like I said, if youre gonna take away from financial assistance, then give me some credit
for it. Make it worth my while [CC5]. Concerns about the ability of the ACT to effectively access
a persons need for remediation were also voiced:
Not every person can do ten math problems in ten minutes. Some people have reading
disorders and need a certain amount of time to read something. But you only have a small
amount of time [on the ACT], so you just fill in the blank with whatever. Im not saying that
the ACT is wrong, but sometimes standardized testing does affect individuals. It might not
always be 100% correct. [CC4]
Remedial classes were seen as an overall setback to completion of participants community
college goals and/or to transferring to a four-year institution. In particular, participants
expressed concerns of lost time spent in taking extra classes that were non-credit and the
financial burden imposed by taking remedial coursework.


Online Remedial Coursework. Although many participants appreciated the flexibility that
online courses offered (see Theme 6), several participants who reported that their community
colleges offered only online remedial math courses were bothered by the fact that math
instructors were not available for questions when they arose in real-time. A participant who
was a math tutor at her college believed that more students would be successful in remedial
math courses if they had in-person instruction rather than online instruction. She said, Just
being in-personit just clicks. They [remedial students] get it after that. Theres a reason why
some of these people are in Intermediate or Beginnings or Fundamentals. And they need
helptheyre not gonna just learn from a video [CC omitted].
Campus Rules (Mandatory Curfews, Visitation Hours & Meal Plans). Participants reported that
certain campus ruleswhich they perceived as arbitrarily imposed by some collegeslimited
the quality of the community college experience, particularly for women students who lived on
campus. Rules such as an 11:30 PM curfew, strict visitation hours, and mandatory meal plans
for women students who lived in residence halls contributed to participants feelings of loss of
autonomy. As a CC3 participant observed:
I didnt know we were going to be locked in [at night] and that we couldnt have visitors.
We can only sign in a certain number of visitors...We have three gates that are locked
around our dorms. They treat us like kids. [CC3]
Participants at three of the six community colleges reported that their colleges had mandatory
meal plans whichaccording to some participantscost several hundred dollars per semester.
Indeed, a participant noted that her required meal plan actually cost more than her dorm room.
Participants at CC2 reported that their community college charged fines for talking loudly, using
profanity, sitting in the cafeteria without eating, and violating the college dress code. These
rules prompted one participant to say, I dont understand why they enforce all of these rules
that involve money when were here trying to get an education, spending too much money
already [CC2]. Several participants also criticized how a lack of safe and convenient parking
can lead to ticketing at some colleges, though women students are often not designated
parking near their residence halls. Another CC2 participant who lived on-campus recounted
that women students receive tickets for parking in spaces that are not technically a parking
spot [CC2] while the mens dorm had adequate parking.
Textbooks & eBooks. The cost of textbooksincluding eBookswas one of the largest
concerns of participants across all six community colleges. Participants reported that students
who were dependent on financial aid to pay for textbooks were at a financial disadvantage
when colleges required financial aid recipients to buy textbooks at the campus bookstore.


According to participants, purchasing textbooks from campus bookstores is typically more
expensive than purchasing them online or at off-campus venues. One CC5 participant noted:
With the financial aid I hadthey helped me with the books, but with that I could only buy
them [textbooks] from the [CC5] bookstore. And its absolutely ridiculous because I could
find them on eBay at a fourth of the price. [CC5]
Additionally, participants commonly reported textbooks they were required to purchase were
never actually used in class. One participant summed up her frustrations this way: I paid a lot
of money for these books, and they never were opened. And that was frustrating because I
could have used that money for something else [CC5].
Electronic booksor eBookswere also cited as a problem for students. The most restrictive
policy for eBooks was imposed by CC3, where participants reported that students were
automatically charged for eBooks upon registration for each class. CC3 participants stated that
these eBook fees were non-refundable, and access to the eBooks expired when the semester
ended. One participant voiced, We should have an option for if we want an eBook or not, just
like we have the option to buy textbooks or not [CC3]. The cost of textbooks and eBooks as well
as campus-based policies associated with purchasing them were major sources of financial
frustration for participants. A CC1 participant reported that she spent $1,000, just this
semester, on books [CC1].
In response, another CC1 participant in the focus group chimed in that her fellow focus group
member had just hit on a sore point [CC1]. The second speaker continued: I think Ive spent
$2,000 on books, and it is just ridiculous to spend that much [CC1]. A CC3 participant shared, I
owe $600 because of eBooks. Just because of eBooks. My teachers have not once asked people
to look in their book [CC3]. A CC4 participant voiced her concern regarding textbook expenses:
I only got enough financial aid to pay for my tuition. I had to pay for my books and supplies
on my own. I dont work, and my parents checks go towards bills and such, so we didnt
really have much money to put on books. One of my books cost $300.00, and I have to have
seven books. [CC4]
In sum, participants felt that they had wasted their limited financial aid funds by being
obligated to purchase expensive textbooks and eBooks: 1) through their community colleges
bookstores that they could easily have secured at much lower cost online or at an off-campus
bookstore; 2) when the textbooks and eBooks were extremely under-utilized by particular
instructors; and/or 3) when eBooks expired at the end of the semester.


RESULTS: COMPARING TRADITIONAL VS
NON-TRADITIONAL STUDENTS

DOMAIN 1: EFFECT OF
TAKING TIME OFF FROM COLLEGE

Only 7.5% of traditional students had taken time off from community college as compared to
58.3% of non-traditional students. As Table 6 indicates, traditional students generally perceived
that taking a leave of absence from community college would hurt women because they would
be unlikely to return to college to complete their degrees. In an interesting contrast, non-
traditional students who had taken time off reported that their leave of absence from college
had been extremely beneficialas it often helped to prepare them mentally, financially, and
physically for the rigors of college.

Table 6. Domain 1Effect of taking time off from college.
Includes responses to the following questions: If you or any of your female friends have taken time off
from college, can you share some of your experiences? What is the most important reason you or other
women took time off from college? How did taking time off hurt you? What was good about taking time
off? What were the lessons learned from your experiences?
Traditional Students Non-Traditional Students
CC6: Its just my opinion, but I think it hurt them.
Moderator: It hurt them? How so?
CC6: She left to take up a CNA [Certified Nursing
Assistant] program. I felt like she couldve went ahead
and got a degree.
CC1: I graduated high school in May of 2011. I
had my baby in the following June and tried to
come back that August. At the same time my
best friendshe had cancer, but didnt know if
she was gonna die, and I dropped out of
college my first semester. And I took2011 off.
And I came back this past January, and Ive
been able to gather my own thoughts and
become my own person and get everything on
a routine with me and my baby and my life.

CC3: I can understand if you have a child; its a reason
that you cant go [to school]. For my best friend, there
wasnt any reason she took off that semester. She got
a job at [business omitted], and she started making
money. My stepfather told me that once you start
making money when youre off from college, youre
going to miss that money when you go back. Thats
probably why she didnt go back.
CC4: I took off for a semester, but it helped me.
Im becoming the person that I want to be, and
its helping me be successfulIm really
thankful for that. Once youre out, its hard to
catch up. Im not looking back; Im moving
forward.


CC6: I have a friend who left because of personal
reasons. But you know, shes never coming back, so it
hurt her.
CC4: I had to drop out because of life
situations. Now, Im able to come back and Im
ready. I wasnt ready back then. I should
have come on back, because now its a lot
harder for me, and I need [to finish my degree].
I needed that college education way back.
CC2: I graduated from high school a semester early
and I wasnt quite prepared to go [to college] the spring
semester of 2012. I didnt have anything, like my
financial situation, ready to go, so thats why I didnt go
right after I graduated.
CC5: When I had my second child, I just could
not manage my time between a newborn, a
teenager, full-time classes and a full-time job,
you know? So I had to stop for a whileI just
couldnt do it.
CC1: I had a friend that hada full ride to [four-year
university omitted] andfor a semester got up there
andher boyfriend was down here, and she decided
she didnt want to be away from her boyfriend and
stuffand thats fine. But now she just hasnt gone
back. She has no intentions of going back.
CC1: Wheres the boyfriend? Is he gone?
CC1: No, hes still there but now, like, you know, she
stays at home and cooks and cleans, and liketheres
nothing wrong with that if thats what makes you happy
then okbutI was kinda disappointed in her and the
fact and she had her opportunity and just pretty much
threw it away.
CC1: I was going to college while I was working
a full-time job nights, and I got a promotion at
the job. So I dropped out of college so I could
work during the day. And then I decided to
come back [to community college] when I
wanted another promotion at work that required
a degree that I could have gotten and finished
six years prior, but I didnt cause I
[had]dropped out. So now Im back and [doing]
so much better. I know what I wanna do, Im
focused, Im grown [laughs], much better than
when I first started out of high school.
CC5: My best friend got in a car accident, so she cant
walk, so she has to take off a semestershes terrified
shes gonna get set in her ways and not go back. So
shes scared about that.

CC1: A uniquely feminine problem, two of my
friends had to sit out [of college] because of
having babies. I dont know a single man whos
had to sit out a semester or two because of
children. And one of themshed hoped she
could have her baby after the final exam, and
she had it the day of or before. She missed [the
exam], I think she was not even able to finish
and it seemslike some kind of arrangement
should be made for somebody. I mean, she
might havetaken it in bed in the hospital.

DOMAIN 2: STRESSORS

All participants reported being stressed by coursework, finances, and/or balancing obligations,
but those obligations differed by traditional and non-traditional participants. As Table 7
indicates, traditional students were more likely to be stressed by social, extracurricular, and
academic factors, whereas non-traditional students were more likely to be stressed by
balancing work, financial, academics, and family factors. It is not surprising that traditional
students did not mention financial factors as major stressors, given that 92.5% of traditional
students were eligible for financial assistance, as compared to 75.0% of non-traditional
students.


That non-traditional students were considerably less likely to be eligible for financial aid is
interesting in light of the fact that non-traditional studentswho were often more likely to
have childrenwere also probably in need of extra financial assistance to offset childcare costs
while they attended college. Indeed, non-traditional students reported that childcare issues
were major stressors given that women were often working the second shift (taking primary
responsibility for the majority of childcare and housework even though they also worked
outside the home) (Hochschild, 2003) and had now taken on a third shift of being a successful
college student. One non-traditional student who is both a wife, mother, and student reported
that taking care of my two children and my husband is her greatest stressor. As she put it:

Im sitting there studying and they come in asking, Mom, what are you doing?, and say
things like, All you ever do is study. Well, Mama is in school too. Even though Im a student
too, I still have to wash clothes, do dishes, and cook dinner for three other people, and that
can be a hindrance to my school work. [CC4]

Table 7. Domain 2Stressors.
Includes responses to the following questions: Think about your activities inside/outside of college over
this semester as well as your last semester at this college. What hindered you from doing your best in
class? What are the biggest causes of stress for you personally as it relates to your course work?
CC6: I believe any student thats working with
sports and activities plus being a full-time student,
thats stressful.
CC1: I live on my ownIm working three jobs and
in school full-time so its been [stressful] because
my attention is in four or five other places at the
same timeI constantly have a million things
running through my mind.
CC3: All the professors seem to think theyre the
only class here at this college. Theyre like, I know
you have 50 other classes, but you should keep
mine as priority.
CC4: Having to work, trying to provide, make sure
that I have money to get to school and provide
books because I only get so much financial aid
so youre wondering if you need to focus on your
school workor work so you can go to school. Its
a struggle.
CC5: Having a job plus having an athletic
[scholarship], I have to do thisI have to dance to
keep my scholarship or I wont go to school here.
Plus I have to have my job to pay for my car and
my insurance and food and gas and all that. So
they expect me to do all my work, which is fine
thats the responsibility I took on.

CC4: Its stressful. Youre trying to prepare [for
school], pay rent, pay for school, and provide for a
child, so its kind of hard. When you dont have the
money to pay for the transportation, its hardlike
she saidits hard. Its hard to pay people to take
me to and from school, but I thank God every day
that I get back and forth from school. Some people
say that they cant help me, but I know theyll be
blessed by helping. Im not going to worry about it
because I know its going to get better. Its hard
sometimes, but its ok. I know I can make it. I have
confidence.


CC6: My biggest stress is studying for exams and
papers all at once, cramming it all in in a short
period of time when its due for different classes.

CC4: Taking care of my two children and my
husband Im sitting there studying and they come
in asking, Mom, what are you doing?, and say
things like, All you ever do is study. Well, Mama is
in school too. Even though Im a student too, I still
have to wash clothes, do dishes, and cook dinner
for three other people, and that can be a hindrance
to my school work.
CC3: I owe six hundred dollars because of
eBooksjust because of eBooks. I dont even
need eBooks. My teachers have not once asked
people to look in their book. Andthe thing about
eBooks is that once you get it, and if you drop the
class, theyre going to keep that one hundred
dollars.
CC1: My kidnot being able to get him on the bus,
having to leave. My child absolutely comes first. Id
go through hell and high water for my son, but I still
need to be here [at college]. And thats probably
been the hardest part.
CC4: School work is [my biggest stressor] because
all of my classes are back-to-back. Its really hard
for me because I dont have Internet at home. A lot
of it is Internet-based so I try to do all of the work at
school and its really stressful. A lot of my classes
are back-to-back so I dont really have much time.
CC1: Having a child in school, you feel like you
need to be involved in their school too, but yet you
have your own school you have to be involved in.
So your child may think youre kind of neglecting
them and their fun stuff because you cant always
be there.
CC2: Ive had to stay past midnight at work
sometimes, and when I get off or work, Im tired. I
dont want to do my homework because I work
forty minutes away, even though its due the next
day.
CC5: Currently, me and my husband have one car,
which is mine. My day consists of I wake up at four-
thirty [AM], I take him to [location omitted], I come
home, I get ready for school. I go to school, I get
out of school at eleven [AM] on Monday,
Wednesday, Friday, go into work at noon, work
from noon til eleven at night. Go home, cook
dinner, still gotta take care of the house, do
laundrythis, that, and the other. Go to bed at
twelve oclockone oclock in the morning. Turn
around [at] four-thirty in the morning the next day
for five days straight. Then I work eight-hour shifts
on Saturday and SundayI just die. But my
teachers dont care. Theyre like, Well, that sounds
like you have plenty of time.
CC6: Sometimes some friends, sometimes boys,
mostly not having that support that you need, trying
to figure outwhat you want to be, knowing if you
[are] in the right kind of classes or the wrong kind
of classes, and sometimes it just makes you want
to give up.

CC5: I think just overall, for women in general, its
harder because we are expected to do more at
home. You have your work responsibilities; you
have your school responsibilities; and then you
have your home responsibilities. And theres not a
lot of time to get it all done. So just the fact that you
are a woman in school is stressful. Finances, child
care: Its all compounded on us. And I dont mean
to sound like Im male-bashing or anything like that,
but really they have it made. They come home,
they eat, they go to bed. Thats not how it is for us.
We have all these responsibilities at home and
other places, so its just double hard on us.
CC2: I feel like some teachers think their class is
more important than others. They try to make it
seem like their class should be the number one
CC4: I have to say that last week I was in the
emergency room with a headache and chest pains
that I could not get rid of for an entire week. I would
come to school because I did not want to get cut


priority on your schedule.

out of classes Dont let stress overcome you
because it will kill you, I promise. It was shutting
my body down. I was working two jobs, going to
school, and planning a wedding. I thought
everything was fine and that it wasnt bothering me.
It will catch up with you sooner or laterTrying to
provide is a big stressor.
CC2: Laziness. Being tired. CC4: Some of the biggest stressors is money and
trying to get it. Ive lost weight from stress. Its a lot
of people that are criticizing and judging you when
youre trying to do everything. Once you have a
spouse, family, or just someone to help you, itll be
ok. The doctor told me that if I didnt quit letting
stress overtake me, I would be taken out of here
before the age of 30. Thats why I cant worry about
what people say. Life has knocked me down, but I
always get back up on my feet.

DOMAIN 3: PERCEIVED BARRIERS
TO COLLEGE COMPLETION

Table 8 details statistics for each of Mississippis fifteen community colleges. This data can be
found at Chronicle of Higher Education (2014) for each individual college listed in the table. We
have included this information as it provides an instructive overview of graduation rates,
expenditures per student, and other important information for all public two-year institutions
in Mississippi. It is also noteworthy that nationally and in Mississippi, a higher percentage of
women completed community college than men in 2010 (CHE, 2014). Nationally, 20.8% of
women students enrolled in community college graduated in 2010 compared to 19.9% of men
(CHE, 2014). In Mississippi, 26.2% of women enrolled in community college graduated
compared to 24.0% of men (CHE, 2014). For students in public two-year institutions, 150% time
(i.e., three years) also includes the time period from the date of initial enrollment to date of
graduation with an associates degree (CHE, 2014). These rates were set by the U.S. Senate and
House of Representatives in 2008 as the standards for each type of higher education institution
through the Higher Education Opportunity Act2008 (U.S. Dept of Education, 2014a).

Table 9 presents a comparison of quotes from traditional students and non-traditional students
regarding the perceived barriers to college completion. Traditional students were more likely to
report that the locus of control primarily responsible for women students general success in
college (e.g., maintaining good grades) was internal, and that matriculating on schedule was
due to intrinsic INDIVIDUAL FACTORS. In other words, traditional participants suggested that it
was individuals themselves who were to blame when women students failed to matriculate on


schedule or otherwise meet their community college completion goals. As one traditional
student put it, I feel like its an inner thingpeople dont continue because its not in them to
continue [CC6].

In contrast, non-traditional students reported that INTERPERSONAL FACTORS (e.g., family
responsibilities), ORGANIZATIONAL FACTORS (e.g., lack of affordable on-campus childcare),
and POLICY FACTORS (e.g., financial aid policies) were important influences on women
students general success in college and their ability to matriculate on schedule or otherwise
meet their community college completion goals. These results are interesting in light of the fact
thatat the national levelthe graduation rate of community college students in 150% in 2010
was 20.4%, as compared to 25.2% in Mississippi (CHE, 2014). The disparity in the national and
state-level matriculation rates indicates that Mississippi is doing comparatively well in terms of
matriculation among community college students.

Lower Rate Higher Rate

Table 8. Mississippi Public Colleges (2-year) Graduation Rates

Community College
Grad. rate in
150% time
(%)
Completions
per 100
students
(%)
Spending
per
completion
Student
aid per
recipient
Students
with Pell
Grants
(%)
Pearl River Community College 41.7 29.5 $42,212 $5,092 54.5
Meridian Community College 33.4 23.6 $35,306 $4,696 54.4
Copiah-Lincoln Community College 31.5 23.9 $45,178 $4,456 60.4
East Central Community College 31.0 19.5 $35,441 $1,341 55.0
Southwest Mississippi Community
College
26.9 21 $30,829 $5,038 63.2
Mississippi Gulf Coast Community
College Perkinston Campus
25.5 20.4 $38,968 $4,662 38.8
Jones County Junior College 24.7 19.6 $36,631 $5,083 49.6
Coahoma Community College 24.2 21.1 $70,199 $5,355 98.0
Itawamba Community College 23.8 20.6 $58,271 $4,386 66.7
Holmes Community College 22.8 13 $39,212 $3,791 56.6
Mississippi Delta Community College 21.6 18.3 $42,048 $4,530 84.4
Northeast Mississippi Community
College
21.2 16.2 $52,013 $4,716 57.0
East Mississippi Community College 20.8 12.2 $55,592 $7,807 68.6
Hinds Community College 19.4 15.7 $49,585 $4,092 88.1
Northwest Mississippi Community
College
15.6 13.5 $51,626 $3,975 57.6
Source: Chronicle of Higher Education (2014). Mississippi public colleges (2-year): Graduation Rates. Retrieved January 21,
2014 from: http://collegecompletion.chronicle.com/state/#state=ms&sector=public_two.


Table 9. Domain 3Perceived barriers to college completion.
Includes responses to the following questions: Across the country, community colleges serve nearly half
of the nations college students, but less than half of these students graduate or transfer to a four year
college within six years. Why do you suppose that is? Are there any barriers that are specific to women
students?
CC6: I think they [people] get comfortable. They
get a [high school] degree, and then they start
working. They get a job and they get accustomed
to making money. So, you know, they dont wanna
necessarily go back and struggle again and work
with going to school [college] when they trying to
pay bills.

CC5: Life happensPersonally, I have a medical
conditionI break [my] bones very easily, and Ive
broken eighty [bones] in the twenty years that Ive
been alive. Im not supposed to lift more than ten
pounds. [I]f something bad enough happened, I
would have to leave school. Ive heard of several
people that had to leavemy father includedleft
college to take care of his grandmother and never
was able to go back.
CC3: Half of the people that come out of high
school who come up here are here to party and for
their grant check. Thats it. Theyll go tosay youll
come to [CC3]. Youll drop out after [receiving]
your grant check. Then theyll go to [another
community college] and drop out after they get a
grant check. Thats probably the only reason
people come. It just gives them something to do.

CC4: Jobs and moneyI think thats the main issue
because people think women are supposed to be at
home taking care of the family and come second.
The husband just provides and works. Ive seen it
where the husband goes back to school while the
woman works full-time in hopes they can get a
better job. Some of it is what you choose. For
instance, some people may choose a job thats in
demand. Some choose something thats not in
demand. Im not saying thats a bad thing
Nowadays, the college degree is what the high
school education was forty or fifty years ago. My
instructor was telling us that when she was growing
up if you had a college degree, you had a job. Now,
it doesnt matter what your degree is. It matters how
long youve had the degree, how long youve
worked at that specific degree, and how long youve
worked with that degree. If youre a nurse, they
want to know how long youve had that nursing
degree, how long youve worked as a nurse, and
what is your nursing experience. They take all of
those factors into consideration.
CC2: It could be that community college is like a
test to see if college is for you. There are some
people here that just want to collect their financial
aid, and school doesnt matter to them. As soon as
they get their money, they dont care.
CC1: Where were [her family is] located. If I wanted
to go to a four-year college, I cant pick up
everything I have and need and move to
Hattiesburg or Starkville. I cant afford that drive
every week. Id rather pick up and leave to go find a
career than to pick up and leave and be in debt
more than what I am.


CC6: Lack of motivationsome women get tired.
And then so much stuff goes on in life every day
that some people just give up.

CC1: A teacher asked me not too long ago what
was I gonna do after I graduated. And, I mean, first
thing that came to my head came out of my mouth. I
graduate with an associates [degree], you know,
and if I can go to work with an associates, Im going
with an associates. Now if it come down to it that
they start hiring people with a higher education than
me and I lose my jobthen maybe I will go to
school and [further] my education. But if its not
required, I dont feel theres a need for me [to get a
bachelors degree] from the situation that Im in. And
I told her [that] once my kids get older, I might think
about going back to school or I may even go back to
school.
CC6: I feel like its an inner thingpeople dont
continue because its not in them to continue. Or
its just them, not so much of another persons
problemthey cant take it, so they dont do it.

CC1: Im gonna get my associates degreeI
graduate in May [of 2015]. Somebody had told me
that the first five or six years of your kids life is the
most important. Thats when they soak up all their
information and all their bonds with your close
family. So when I graduate, I think shell be three-
and-a-halfalmost 4 [years old]. So when she
starts being a little independent, then Im gonna go
back [to college] so I dont have to be there [with
her] all the time.

DOMAIN 4: IMPACT OF
FAMILY/FRIENDS ON COLLEGE GOALS

Table 10 presents a comparison of quotes from traditional students and non-traditional
students regarding the perceived impact of family/friends on college goals. Traditional students
were more likely to report that they were distracted from their college goals by the social
expectations of their college friends. For example, seven participants indicated that a number
of their classmates had enrolled in community college primarily to party rather than to learn.
However, traditional students were unlikely to report being responsible for dependent children
or aging/ill parents. Not surprisingly, non-traditional students were more likely to report that
they were distracted from their college goals by the physical and emotional demands of caring
for spouses and dependents (such as children and aging/ill parents), and by the demands of
being responsible for their own finances.


Table 10. Domain 4Impact of family/friends on college goals.
Includes responses to the following questions: For those of you who have children or other family
members that you take care of, what are the challenges of being a student AND having children or others
who are dependent on you? How have your family and friends hindered you in reaching your community
college goals?
CC2: [My mother] did not think that college was
worth it. She didnt go to college herself and
thought that it was a waste of time. Ive always
pictured myself going to college and being an
English major because Ive been writing poetry
ever since I was nine years old. Even though she
kind of shot down the idea of going to college, I still
had other people, mostly friends, to support me in
my endeavors.
CC1: If you have a spouse, fianc, its thats just
like having two kids. Because he wants the same
attention and time as the babyyou cant leave
him out. Most of them say the mom plays a bigger
role. Youre gonna have to do more than the man
anyway [If partners] they feel like youre not
giving them enough timethey make you feel bad
about itThen, if youre [feeling] low-down and
stressed out, that really will bother you. So thats
gonna also affect your grades.
CC1: Im going to school, and any time Im not here
Im at work. This coming up Thanksgiving week,
Im working every single day except for
Thanksgiving Day. Im working every chance I get.
And my friends haveI dont know if its so much
discouragedbut they kind of give me crap about
it. Because theyre like, We never see you. You
never come around. Like, whats the deal? they
think Im too good for them and Im like, Its not my
fault, I just dont have time. [By] the time I get home
I just wanna get a shower and go to sleep
CC5: Its just more responsibility, and I know
everybody has responsibilities, young and old both.
But if youre married, have kids, not married, have
kids, its just more responsibility thats placed on
you [as a woman], and you are expected to
perform. You know, get the food cooked, get the
laundry done, get the house cleaned, take care of
the kids, you know, go to the reading fair. Go to the
ball game, get your homework done, do this, you
knowyoure expected to do more. Its hard.
CC3: Me and my mom are very close. I know Ill sit
in her room for hours on end just talking to her
watching TV. Ill look down at the clock and go,
Oh, I should have been studying three hours ago.
CC1: Not only the hygiene part of making sure your
kids are bathed and smell good but doing all the
stuff and trying to keep up with what theyre doing
to still seem [emotionally] involved.
CC3: My dad is a distraction. A huge distraction.
Whenever I want to Im not going to say I want
tobut whenever Im supposed to be studying, he
has me doing something else, or hes talking to me.

CC5: Ive been gone [at college] what seems like
all day, and theres my kids and my husband
looking at me like, Spend time with me. [But] I
dont have time for you today, and after a few days
the guilt starts on you, and thats the problem I
havethe guilty feeling. They [husband/kids] ask
me something I say whateverI dont have time.
CC1: Im a first generation college student, and I
think Im the youngest in my entire family Just as
an example of how my family makes me feel in
being in college, all of my cousins that I grew up
withtheyre all married, engaged, and have
children.
CC1: Homework and lunch, dinner. PTA meetings.
Karate. And brush your teeth. Im lucky if my son
gets in the tub every night. Did you change your
underwear, did you brush your teeth? Its
exhausting. It really is. Especially by yourself,
because my ex-husband is gone. Hes been gone
for years and thats just the way things are.
CC3: I think its my brother. I love my little brother.
He has his homework and I have my homework. [If]
Im not done in thirty minutes, he is like, Lets play
a game now.
CC4: My stepmother, who is like a mother to me,
has a lot of health problems. Trying to take care of
her, to make sure she has all of her doctors
appointments set up, and trying to keep the house
clean, trying to make sure everything gets done


She has to go to the emergency room [often], [but]
a lot of times I'm in class, and we have to find
somebody else to take her.
CC3: When I was [initially] wanting to be a nurse
thats what she [mother] always wanted to dobut
she joined the military to support my grandma.
When I would tell her that I wanted to be a nurse, I
could see that she was happy, but at the same time
it was a her dream type of thing.
CC1: Half of the time my kids are with me, you
know. My teacher [lets them stay in class], as long
as theyre not disturbing. But one day my baby got
his lip busted at school, and I had to leave [class].
And [my teacher], she dont have kids, butshe
had mercy.
CC2: Some of my stress comes from family.
Sometimes, its too much. Your family expects you
to do well because you did really well in high
school. I think sometimes I push myself too much,
and Ill probably end up failing because of it.

CC1: Mine would be the sleep deprivation. A lot of
people talk about like when you have a kid, you
dont get sleep. But with my schedule, Ive learned
tocome to school [during the day], and I have my
afternoons with [my daughter]. And then I make
sure she goes to bed at eight-thirtynine-thirty
[PM], and then I stay up however long to study.
And then I wake up at five oclock the next day and
do it all over again.
CC3: My mama recently had surgery, so that was
around the time of fall break I had to study, but
my mama didnt want to hear it. Well, she wanted
me to study, but I had to do this and that for her. It
was stressful because every time I got comfortable
and tried to study she started calling my name.
CC1: My babys daddy helps, but he [also] works. I
mean, he dont understand the fact that just giving
me money, thats not helping. Sometimes I would
like for him to change a Pampers or give [the kids]
a bath. During the day, Im at school from 7 [AM] to
2:30 [PM]. From 3 to 10:30 [PM], Im at work. When
I come home, I gotta bathe, comb hair, [do]
homework.
CC6: At first I had some friends that, when they
see Im doing good in school, they try to discourage
me, and I pull myself away from people like that.

CC1: My parents didnt want to see me getting
[financial] help from the government. But at the
same time its only gonna be two years. Two years
of my life I need help, and then I can work and I
can help somebody else go through what Im going
through.

DOMAIN 5: EXTRACURRICULAR
INVOLVEMENT

As Table 11 indicates, traditional students were more likely to be involved in extracurricular
activities as compared to non-traditional students, who often reported that I just dont have
time for that. Traditional students involved in extracurricular activities reported that their
involvement in these activities was a double-edged sword in that it helped them socially at the
same time that it hurts them academically. Table 12 presents a comparison of quotes from
traditional students and non-traditional students regarding extracurricular involvement.


Table 11. Comparison of Percentage of Hours Per Week Spent on Extracurricular
Activities Among Traditional and Non-Traditional Students (N=65)

Student Type
0
hrs/wk
% (n)
1-10
hrs/wk
% (n)
11-20
hrs/wk
% (n)
21-30
hrs/wk
% (n)
Traditional Students (n=53) 37.7 (20) 45.3 (24) 13.2 (7) 3.8 (2)
Non-Traditional Students (n=12) 63.6 (7) 27.3 (3) 0 (0) 0 (0)

Table 12. Domain 5Extracurricular involvement.
Includes responses to the following questions: In the experiences of you and your female friends, how
does involvement in extracurricular activities help you succeed? How does involvement in these activities
hinder you?
CC3: It [extracurricular involvement] helps you. I
am a girl that tried out for every sport in my high
school because I love interacting with people like
that. I also like to get in as [many extracurricular
activities] as I can here. Thats a good thing that
builds up your rsumseeing that youre
involved. You might be the wallflower, but you can
say that you were involved with this program. So, I
think it gets your name out there and helps you. It
helps people who are shy come out and be social.
CC5: Well, the extracurricular stuffI cant be a
part of that. I dont have time, I mean. I cant
imaginethose that are in it [she directs words to
group]I dont know how you do it. Ive got this
and this and this and this, so theres just not
enough time to participate in extracurriculars,
period.

CC2: If youre in any extracurricular activitiesIm
a dancer here. Around the month of October here,
its midterms and marching contest season. We get
so overwhelmed with all of the stuff we have to do.
All of us are full-time students, so we have to go
back and take tests, write papers, and do projects.
I can honestly say that [dancing] has held me back
from doing my best, and Im overwhelmed with
everything I have to do.
CC1: Id love to do extracurriculars, but theres too
much at stake. I have too many responsibilities,
and if I get distracted or diverted [I] cannot go [to
community college] any longer than I am. It costs
too much. Too much is at stake. I wish I could, it
would be fun, but
CC6: It helps you succeed because like it keeps
you out of a lot of trouble
CC1: Who has the time?
CC3: Going back to the [topic of what is]
stressfulI think extracurricular activities are
helpful, but when you have to get so many points in
the semester for your grade, it plays into your
grade point average. But, you have classes that
are more important. Its difficult to juggle making
time for everything.
CC1: I dont do any extracurricular activities... I
played basketball in high school, and since Ive
been here I wanted to try [to play] some things
[sports], but they travel too far. And you know, [its
too far] for my family and my kids [and] my mom to
be with me.
CC5: It physically and mentally drains you. Like I
said you can you can be gone all weekend for a
tournament then you get home or back to the
dorms on Sunday night at two or three in the
morning youve got class at eight oclock on
Monday.
CC1: My sons got too many [extracurricular
activities] as it is. I dont have time to do anything
else.


DISCUSSION & RECOMMENDATIONS

DISCUSSION OF STUDY STRENGTHS
& LIMITATIONS

This study has several strengths and potential limitations. In terms of limitations, it was
conducted among a convenience sample composed of women students. Although nonrandom
sampling is regularly used to conduct qualitative research in the social and behavioral sciences,
care should be taken when generalizing the present results to other women students attending
community colleges in Mississippi and the U.S. In addition, individual responses are not
independent of one another and group dynamics can vary considerably during focus group
discussions (Chronic Poverty Research Centre, 2014: 59). Therefore, it may have been possible
in the present study that some participants in the present study felt peer pressure to agree with
one another on a certain topic or to abstain from commentary.
In terms of strengths, focus group responses have high face validity due to the clarity of the
context and detail of the discussion (ibid). In the present study, the depth of discussions was
enhanced due to high participation rates among participants (whom averaged 11 persons per
focus group discussion) and the length of the sessions (which averaged more than 1.5 hours per
discussion). Based on the results of the Community College Completion Project, we developed
the following twelve recommendations for consideration:

RECOMMENDATION 1:
ENSURE STUDENTS ARE PREPARED FOR
ACADEMIC RIGORS OF COMMUNITY COLLEGE

Many participants felt that their high schools did not challenge them academically, which
became an issue once they reached community college. In order to better prepare students for
the academic rigors of community college, high school curricula should increase the emphasis
on critical thinking and analytical skills rather than rote learning. With the implementation of
the Common Core State Standards, Mississippis K-12 curricula will have a concentration on
teaching students to analyze, conceptualize, and solve problems. State-level advocates in


Mississippi assert that implementing Common Core standards in the K-12 community is an
unprecedented opportunity to help all Mississippi students by equalizing student academic
outcomes, improving critical thinking skills and test-taking proficiency, and increasing college
preparedness among all Mississippi students (Parents Campaign, 2014). Mississippi is one of
45 states and the District of Columbia who have adopted Common Core. In spring 2015,
Mississippi will measure its students against these standards for the first time.

SUPPORTING QUOTES:
I feel like my teachers werent really challenging us in some of my classes in high school--you
just memorized things. In college, you have to study and apply thingsits not just
memorizing them. You have to really know what youre talking about and apply it. High
school is just a whole bunch of memory tests. [CC2]
I feel like high school kind of focuses on getting you out of high school, but they dont focus
on what youre going to do afterwards. Cause we have AP classes at my high school but it
still does nothing compared to college. [CC1]
I know some [high] schools offer actual college prep classes, but that wasnt a privilege my
high school had. Just like they require you to take an English or math class, a college prep
class for seniors would be very useful. [A] lot of people who go into college dont know a lot
of stuffbut only learn it when they get their foot in the door. [CC2]
When we were talking about what our high school could have done differently for mehigh
school didnt really prepare you for college. [CC5]

RECOMMENDATION 2:
ACTIVELY ENGAGE HIGH SCHOOL STUDENTS IN
COLLEGE APPLICATION PROCESS PRIOR TO SENIOR YEAR

Participants who reported that they had assistance from high school faculty and staff in
exploring the possibilities of attending collegeincluding financial aid opportunitiesfelt
better prepared to navigate the often overwhelming process of applying to community college
and securing financial aid. In addition to traditional college fairs, high school counselors and
other staff (ROTC, Vo-Tech Instructors, and faculty) could find creative ways to encourage and
inform students of college options. Such activities (e.g., resume writing, application
preparation, FAFSA completion, college website exploration, etc.) could begin prior to the
senior year of high school and could be incorporated into core curriculum courses.


For example, English teachers could reinforce writing and research skills by teaching students to
develop resumes and explore college websites. Math and economics teachers could
incorporate FAFSA-based financial planning into their lessons. Using this cross-curriculum
approach could facilitate college readiness for students who enter college directly from high
school and those who postpone college enrollment. This approach could expand the horizons
of students who think college is academically and/or financially out of their reach.

Several Mississippi school districtsincluding Rankin County and Madison Countyoffer half-
credit ACT prep classes in an effort to enable students to attend college (Ingram, 2014).
According to Madison County Superintendent Ronnie McGehee, We want to motivate them,
educate them and graduate them, and the ACT provides these options (Ingram, 2014). Rankin
County, Madison County and the Gulfport School Districts test all eleventh-graders on the ACT
at no cost to the student. Other school districtsincluding Starkville and Pearloffer the PLAN
(an ACT pre-test) to all tenth-graders.

SUPPORTING QUOTES:
Theyre [high school staff] just worried about getting you out of high school with good
grades to make themselves look goodnot really focusing on how youre gonna do in life
after high school. Like, Im a first-generation college student and my mom didnt know
anything about that [college]. So I had no guidance, and when I would ask my counselors for
help they would say, Thats your responsibility. Theyre not really focused on scholarships
or grants or anything after high school. Theyre only focused on then, there and now. It
[college] was a rude awakening. [CC1]

She [Vo-Tech instructor] always took aside students to make sure they applied for financial
aid in college. She started teaching us how [to apply in] our 11
th
grade year, so by our 12
th

grade year, we knew how. [CC3]
I really think that the ones [students] with the higher GPAsthey [high school counselors]
pretty much focus on them because they feel like theyre really going to succeed and theyre
going to excel. But with us with the low GPAs, [counselors say] Hey, dont worry about
them. But, Im going to tell you, its souls that have that lower GPAstheyre missing out
on us women thatwant the opportunity [college offers.] Counselors never met with us and
asked us anything. I just remember coming [here] to sign up for college, and I had no idea
about anythingnobody [in high school] told me anything. [CC1]
They couldve been more open to the ones that didnt have the 4.0 GPA or a 3.8 GPA [about
opportunities to go to college]. They couldve been more open and had more programs


available and showed you the direction. Because some peoplethey do better in college
than they do in high school. [CC4]
RECOMMENDATION 3:
INCREASE EFFORTS TO MOVE REMEDIAL STUDENTS
INTO COLLEGE-LEVEL COURSES

Since no college credit is given to students enrolled in remedial courses, many participants
believed the system should be revamped to allow them to maintain the developmental
assistance they need and receive college credit at the same time. Mississippis 15 community
colleges have recently adopted a plan that addresses these requests (Amy, 2014). In November
2013, the community colleges approved a plan to eliminate six remedial courses and realign
eight others. Beginning in fall 2014, many community college students who would have been
slated for remedial courses will now have the opportunity to take for-credit English
Composition I and College Algebra with the assistance of supporting tutoring labs.

SUPPORTING QUOTES:
Just make [remedial courses] more valuable to us, give us credit for it. Like I said, if youre
gonna take it away from financial assistance then give me some credit for it. Make it worth
my while. [CC5]
it would be helpful if these classes were free since you dont get any credit for it. [CC1]
Although [name omitted] had to take that [remedial course] twice, shes gotten no credit for
it, but [it] counted against her financial aid. [CC5]
Its the same amount of work [as a regular course], but you have nothing to show for it.
[CC1]
RECOMMENDATION 4:
IMPROVE THE COMMUNITY COLLEGE ORIENTATION PROCESS

Participants reported that the orientation process could be improved so that women students
feel better prepared for the academic and social environment of community college.
Participants indicated benefitting more from in-person versus online orientation programs and
reported that they needed assistance transitioning into college. One way to accomplish this
would be to implement a volunteer peer-mentoring program in which incoming women
students would be assigned second-year female peer mentors to assist them with transitioning
into college life. Mentors could augment the services of academic advisors by offering peer-to-


peer guidance on social and academic challenges facing women students in the first year of
community collegesuch as developing study skills, balancing school with competing
obligations, and navigating the campus. A volunteer peer-mentoring program would not only
benefit mentees, but could serve to build a mentors resume and help her gain valuable
leadership experience.

SUPPORTING QUOTES:
I felt like orientation should be interactive Get us hyped about the college experience, and
then help us out with our classes. OrientationI dont think its as important as having a
one on one [conversation], or getting to meet some college students to see how they like it.
[CC3]
You have to take orientation [at CC4]its a required freshman class. It was wonderful and a
good easy class. Growing up not 20 minutes away, I knew all about [CC4], but it
[orientation] helped me open my eyes to what else there was. Thats how I found the
program that Im in now. [CC4]
Its going to sound silly[but I think we should have] not like a seminar, but telling women
they can do it [go to college] even if they have a child at homeits not impossible for them.
[CC3]
Basically, [I would like] to know youre not the only one in that situation. [That] its going to
be ok because youre not the only one. [CC4]

RECOMMENDATION 5:
REMOVE RESTRICTIONS ON HOW STUDENTS PURCHASE
TEXTBOOKSINCLUDING eBOOKS

Participants believed that students should be allowed to purchase textbooks in the most
economically feasible manner, rather than be required by a particular community college to
purchase books in accordance with that institutions policy. Options should include buying new
or used textbooks, purchasing online or from the campus bookstore, using hardcopies or
eBooks, and renting or purchasing.

SUPPORTING QUOTES:
I owe six hundred dollars because of eBooksjust because of eBooks. I dont even need
eBooks. My teachers have not once asked people to look in their book. Andthe thing about


eBooks is that once you get it, and if you drop the class, theyre going to keep that one
hundred dollars. [CC3]
Thats more money on our part because we have to buy devices for eBooks that we are
automatically charged for whether we want it or not. [CC3]
The books are completely ridiculous. With the financial aid I hadit helped me with the
books but with that I could only buy them from the [CC5] bookstore. And its absolutely
ridiculous because I could find them on eBay at a fourth of the price. [CC5]
I think that would be efficient to have [some] where you can rent your book, like I know
[university omitted] does it: You put down a deposit and you get most of it back. If you do
have a class that doesnt use it [the book] youre not losing anything because you just put
down one deposit on these books. [CC1]

RECOMMENDATION 6:
OFFER INFORMATION SESSIONS PERIODICALLY
RATHER THAN ONE-TIME OPPORTUNITIES

Community colleges could periodically offer informational sessions on scholarship opportunities
and financial aid availability to women studentswith a special emphasis on training students
on how to maximize online searches. Community colleges could also offer more scholarship
opportunities for non-traditional women students.

SUPPORTING QUOTES:
The nursing program is full of non-traditional students. They say that a lot of universities
have a lot of scholarships for transfers. I think [CC3] should have a lot of scholarships for
single parents and non-traditional students. [CC3]
I knew college was gonna be expensive and I was told my whole life: Do good in high school
and youll get scholarships to help pay for college. But I never knew just how expensive it
was. Because not only do you have your tuition and room and board and meal ticket and
this and that. You have books and then supplies, and everything else. Theres so much more
than just what it says in the pamphlet for tuition. And its justI was nowhere near
expecting it [college] to be as expensive as it is. [CC1]
I remember last semester they had a financial aid meeting, but this semester they didnt
have it. So for people that are taking out [student] loans that really dont understand
the meaning behind itlike the percentage youre gonna have to pay back. I feel like


they should have meetings about [financial aid], because some people just dont understand
it. [CC2]

RECOMMENDATION 7:
EMPLOY HIGHLY TRAINED NON-STUDENT STAFF AS
FINANCIAL AID ADVISORS AND COUNSELORS

Participants believed that students should not be permitted to work in their community
colleges financial aid office or counseling center, given the sensitive nature of both these areas.
They felt that only highly trained and qualified staff should have knowledge of students private
financial records and/or health information. In addition to being highly knowledgeable,
participants requested that financial aid staff be respectful to students and be able to alert
students when they may be in danger of losing their financial aid.

SUPPORTING QUOTES:
Financial aid is horrible, horrible, horrible. You go into apply theyre so busy; there are so
many people they dont have time to explain. [Staff tells you], Oh theyll email you, theyll
email you. You get the email three weeks later. [Then staff say], Oh your deadline passed.
Its horrible. [CC1]
[Financial aid staff] are not qualified. I dont know what her degree was in. She just
transferred into Student Loans. Im sure she got training, but it just wasnt her area of
expertise. They [financial aid staff] are very rude and they talk downthey think that you
should already know the answer to the question. [CC3]
I got a scholarship for my ACT, and I had no clue. I had to go to the office less than a month
before classes startedbecause nobody sent me a letter or anything. If I had not spoken to
that one particular lady, I wouldnt have even gotten the scholarship for my ACT. [CC4]

I dont think that they should put people [students] in work study in the counseling center.
[CC5]

[A student worker] is not motivated, doesnt care if Im spending five grand to be here,
doesnt care about my money or my education. I just dont want to deal with that. [CC5]
I dont want to talk to a student [worker]. I want to talk to someone here to do what they
are supposed to be paid for. [CC3]


RECOMMENDATION 8:
IMPLEMENT CAMPUS-WIDE SUPPORT FORUMS
FOR WOMEN STUDENTS

In order to give women students a voice in their community college, participants felt that
Offices of Student Affairs could facilitate annual forums in which women students could
anonymously share their experiences, issues, and advice with one another. Following the
women-only student forums, designated delegates could present recorded responses and
conclusions to administrators for consideration.

SUPPORTING QUOTES:
[CC4 should] have a womens support group Its really helpful to get other peoples
opinions. A womens support group, [because] not all men and women have the same
problems. It can be after hoursjust something where you can talk and not have to worry
about someone going back and telling what you said. Just have an open thing where women
can come and talk[and learn] youre not the only one. [CC4]
[Administrators should] come in and listen to us like youre doing. Come in and listen to the
group because each one of us is bringing a different angle out. They need to hear that. [CC4]
I think [CC4] ought to have this [focus group] every yearevery semester, actually. This is
very helpful. [CC4]

RECOMMENDATION 9:
FACILITATE BETTER HEALTHCARE ACCESS
FOR WOMEN STUDENTS

Although we acknowledge that community colleges have limited healthcare budgets, we
suggest forming a bridge between campus and community health to allow women students
better access to healthcare services. For example, Copiah Lincoln Community College partners
with Kings Daughters Medical Center and with Region 8 Mental Health Services to provide
students with proximate healthcare.

SUPPORTING QUOTES:
We need an infirmary or something for when people get sick. [CC6]


I dont think we have a nurse at all. You have to go all the way to [city omitted]. They told us
[during orientation] that if you do get sick, you have to go to the hospital, [and] youre going
to get billed if its a real emergency and the ambulance has to come. [CC2]
Im an RA [Resident Assistant] and sometimes my residents will come to me with a
headache, a cut, or whatever. My boss told me were not even allowed to give them band-
aids anymore. I always feel so bad for them. They ask me if I have some aspirin, and even
though I do sometimes, I say no because I dont want to get fired. The closest place to go is
[city omitted], which is about 15 minutes away. [CC2]

RECOMMENDATION 10:
EXPAND AFFORDABLE ON-CAMPUS CHILDCARE
FOR WOMEN STUDENTS

Participants felt that affordable and high-quality childcare services for students with children
was lacking at most of the community colleges in the sample. Although childcare was often
available on-campus, the cost was so prohibitive that most students could not afford the high
fees. Indeed, many participants in the present study noted that only faculty and (some) staff
could afford on-campus childcare at their community college.

SUPPORTING QUOTES:
The single most important thing for women would be childcare thats affordable. You know
we want good care for our children. We cant always afford to pay what its worth. Our
children are the most valuable thing we have. And we should be able to pay but we dont
have the money for it. Affordable childcare would be excellent. [CC1]
I think a daycare would be an awesome thing. A lot of collegesand even high schools
have daycare. [CC3]
My high school had a daycare and it was open until every Friday. Thats a good way for the
elementary education people to have some hands-on practice. A lot of people have kids here
[at CC3]. [CC3]
Weve gotwhat3,000 students enrolled and they take 20 kids? So yeah, it needs to be
expanded. [CC5]
Most kids in the daycare are [children of] workers here and [of] teachers. I think maybe
theres only like five [children in daycare] that are actual students [kids]. [CC5]


RECOMMENDATION 11:
EXPAND EVENING CLASSES TO ACCOMMODATE
MORE STUDENTS

Additional evening classes should be offered to accommodate non-traditional students and
students who work during the day and/or have other obligations that impact class scheduling.

SUPPORTING QUOTES:
Maybe expand the schedule a little bitGive us some more options for night classes. If I had
had more options for night classes I probably wouldnt be taking as much onlineonline is
harder. And Id much rather be sitting in front of a teacher, so just expand the schedule.
[CC5]
expanding the schedule, like different times for the classes. Certain classes only have
certain times and days they can meet on, and some people just cant work around that
because they have such busy schedules. It would be easier to know thaton maybe like
three days out of the weekI could have all my classes and be able to work. [CC5]
I think specifically for women, they [administrators] need to be more accommodating for the
challenges that women do face. Child care, hours of needing to be [home]Im not saying
change the entire course framework because of women. But women have children, women
have jobs, and they have families to take care of outside of jobs. You cant expect a woman
to make straight As and come to class forty hours a weekthats not gonna happen with
everything that we do. [CC5]

RECOMMENDATION 12:
IMPROVE CAMPUS SECURITY FOR WOMEN STUDENTS

Although some community colleges offer exemplary safety measures for women students, we
suggest that community colleges with more safety breaches enforce campus security to ensure
the safety of women students. Suggestions include installing blue light emergency systems,
ensuring that security officers are always available and respondent to students who need
escorts at night, checking the security of womens residence halls, offering well-lit parking close
to campus and womens dorms, promoting a professional (i.e., non-flirtatious) relationship
between security officers and women students, and focusing on campus security rather than
student conduct (inappropriate language, dress code, etc.).


POSITIVE SUPPORTING QUOTES:
There were two incidents on this campus and the response time was so quick. They moved
on it and took care of the problem. The campus security went right to it and was very aware
of it. Im very thankful for that. [CC4]
I have a night class and every night I go [to class], I see campus police patrolling, which
makes me feel a lot safer. [CC4]
I feel safe. Weve gotta lot of police on duty all the timetheyre everywhere. [CC6]
NEGATIVE SUPPORTING QUOTES:
They said, If you ever dont feel safe going to your car, or walking to a class late at night,
well escort you, but they hardly ever answer the phone if you do call. Its disappointing that
they dont follow through with what they offer. [CC2]
I dont wanna walk across campus late at night by myself, then if you call the campus
security theyre not gonna answer the phone to come. [CC2]
I have a night class tonight that ends at 9:00. The school is not very well lit. The other night I
had to go back into the library and get a [student athlete] to walk me out because I was
scared to walk by myself. [CC3]
Ive had an incidentthere was a bunch of guys crowded around my car, I was the only car
out there so there was a light but it was dark There should be more security at night, I
think, around where they know classes are happening because we are womenif a couple
men come at me theres nothing that Im gonna be able to do. [CC5]
I nearly got hit in the parking lot last week and my friend tried to call the campus police
like ten or fifteen timesand they just werent there. [CC5]
I feel very safe around this campus. They keep areas lit up pretty well and they have
cameras. [But] if you go out in the girls dorm parking lot where its kind of far off, I dont
feel as safe because its not as lit up. [CC4]
[People] break into our dormsThey take a screwdriver, stick it in our door and just pop the
lock off Its that easy to break into our dorms. [CC1]
First offgoing in the parking lot before they put the light out there was terrifying. Like at
night by myself, Id get on the phone with my mom like, Ok, Im walking through the
parking lot, I dont know whos out here, its pitch black. There was an incident where there
was a male who was not even allowed on this campus because he was just arrested for
breaking into peoples cars. And he was in our dormitory and I called campus police and they
didnt come. And thats not the first time. They never come [even though] its their job. [CC1]


One time I witnessed a campus police officer sit there, check out a girl across the way in the
courtyard, and drive the golf cart all the way over to the girl... He asked her if she had her ID
just to talk to her. They [campus security] try and find something wrong with youits not
like they automatically see it. I can say that I am glad that we have female officers now. We
only have two, but its better than having none. [CC2]
Sometimes they [campus security] make comments that you have to think about what they
meansometimes they can be a little flirtatious. [CC2]


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APPENDIX A: SURVEY INSTRUMENT


APPENDIX B: FOCUS GROUP DISCUSSION GUIDE

COMMUNITY COLLEGE COMPLETION PROJECT
Kathleen Ragsdale, PhD (PI/PD)
Anne Buffington, BS (Co-PI)
STUDY PROTOCOL & DISCUSSION GUIDE

SCRIPT 1: INTRODUCTION
Hello, my name is _________ [MODERATOR] and I am a researcher at Mississippi State University. I am
here with _________ [note-taker(s)] and we are going to be getting your feedback today on issues that
make it more difficult for you to stay in school. We are collecting this information from women students
in community colleges across Mississippi to help us understand issues you face in achieving your college
goals. All the information you provide is confidential, and neither your name nor other information that
could identify you will be share with college administrators. Before we start our discussion, we would
like to pass around an individual profile sheet and ask you to take about five minutes to complete.
Please do not put your name anywhere on the profile sheet. [Staff will distribute a profile sheet to each
attendee. Staff will collect completed profile sheets and place them in a sealed manila envelope.]
SCRIPT 2: FOCUS GROUP INTRODUCTION
Thank you for filling out the profile sheets, and now lets begin our focus group discussion. As I
mentioned a few minutes ago, my name is _________ [MODERATOR] and I am a researcher at
Mississippi State University. I am here with _________ [note-taker(s)] and we are going to be getting
your feedback today on issues that make it more difficult for you to finish your degree or program. Ill be
the moderator for our discussion today and _________ will be our note-taker(s). We are conducting this
research to help us better understand issues facing women enrolled in community college. Please keep
in mind that all the information you provide is confidential, and neither your name nor other
information that could identify you will be share with college administrators. Your opinions, beliefs and
insights are very important to us. Since wed like to make sure that we will interpret this discussion
correctly, we will audio-record this focus group. Please remember that you do not have to answer any
questions that you do not want to answer, and that there are no right answers or wrong answers. Your
responses are confidential, and we will not share them with anyone outside the research team. Before
we get started today, Im going to first tell you about steps were taking to help maintain your
confidentiality. Then were going to go over the ground rules for our discussion.
SCRIPT 3: STEPS TO HELP TO MAINTAIN CONFIDENTIALITY
Maintaining confidentiality requires special steps during focus group discussions. For this reason, weve
come up with a series of steps were going to go over with you now and again at the end of our focus
group today.
1. Because we want to avoid using any participants name during the focus group, we have come up
with a name substitution system for each of you using a letter from the alphabet. [The MODERATOR
will hand out 1 LETTER to each participant.] So during the rest of this focus group, you are now


going to be known as [MS. A / MS. B] by the research team. And when you address or refer to
other participants today, please use their assigned LETTER names instead of their real names.
2. We want to assure you that everything you share in this focus group will be treated as confidential
by the research team.
3. We also want to acknowledge that the research team cannot promise that other participants in the
focus group will treat what is shared in this session as confidential.
4. We want to emphasize that participants should respect each others privacy and thatonce outside
the focus group settingparticipants should not reveal the identities of other participants nor
indicate who made specific comments during the focus group.
5. If any participant is uncomfortable and wishes to withdraw from the focus group, please let us know
now. [If a participant indicates she wishes to withdraw, the moderator will respectfully acknowledge
her right to do so and thank her for her time. The note-taker will then take the person to the side and
again thank her for her time. The moderator will redirect the focus group back to the session, taking
care to avoid personal commentary.]
6. At the end of the discussion, we will revisit STEPS 2-4 to remind everyone that participants should
respect each others privacy and thatonce the focus group is overparticipants should not reveal
the identities of other participants nor indicate who made specific comments during the session.
So if youre ready, lets begin!
SCRIPT 4: FOCUS GROUP DISCUSSION GUIDE
General Introduction:
Lets start with two or three words you would use to describe your college experience so far. What has
worked well for you? What has made the experience difficult? For you personally, what does a
community college education mean? What or who motivates you to further your education? (Probe:
parents, advisors, peers)

Preparation for College:
Sometimes we have to look at where we came from to understand where were going. Lets talk about
how high school prepared you for college.
How did your experiences in high school get you ready for college? Did anyone at your high school help
you learn about student financial aid? What kinds of things did they do to prepare you? (college
fairs/financial aid seminars). Could your high school have done anything better to prepare you for
college?
Entering Community College:
What was your primary reason for enrolling in this community college? (Probe: Earn Certificate and get a
good job; an associates degree and go on to a four-year college or university?)
In the beginning, what did you hope to get out of your community college experience? What kind of
results were you looking for (specific skill set, a job opportunity, transfer to four-year college or
university)? Have those expectations changed since you started? Please describe how they have
changed.
When you arrived on campus, did you feel you were prepared for the academic challenge of taking
college classes? Were you prepared for the differences between high school and college? (Probe: more
independence, social opportunities that might take you away from studying, more autonomy) Were you
prepared for the expenses of going to college? How so?


What types of freshmen orientation/acclimation activities were helpful? Did your college require that
you attend an orientation session prior to enrollment? Did you meet with your advisor to discuss your
course selection and major? How often have you met with your advisor since enrolling?
What advice would you give to women prepare for college?
Students sometimes have to take a semester or more off from college for different reasons: If you or
any of your female friends have taken time off from college, can you share some of your experiences?
What is the most important reason you or other women took time off from college? How did taking time
off hurt you? What was good about taking time off? What were the lessons learned from your
experiences? How can women students who have taken time off from college reconnect with school?
What can your college do to help women students come back?
Barriers and Challenges of the Community College Experience:
Think about your activities inside/outside of college over this semester as well as your last semester at
this college. What hindered you from doing your best in class?
What are the biggest causes of stress for you personally as it relates to your course work? (Probe: Time
management/Employment away from school/Child Care/Finances).
Lots of students participate in extra-curricular activities such as social organizations and service clubs,
while other students dont do this at all. In the experiences of you and your female friends, how does
involvement in extra-curricular activities help you succeed? How does involvement in these activities
hinder you?
Can you describe your relationship with faculty members/advisors? Do you have any interactions with
your instructors outside of the classroom? If so, what forms do these usually take? (Probe: Face-to-face
meetings during instructors office hours, emails, etc?) What is your favorite way to interact with your
instructors? (Probe: Face-to-face meetings during instructors office hours, email, etc.) How do you feel
about the amount of time your instructors are available for you?
What do you think makes a good instructor? What percentage of your instructors would you say are
employed part-time by the college?
Now lets think of other people in your life. Who supports your community college goals? Whom do you
consider as partners in achieving your community college goals? (Probe: Parents, spouse/partner,
friends.) How have your family and friends supported you?
For those of you who have children or other family members that you take care of, what are the
challenges of being a student AND having children or others who are dependent on you?
On the flip side, how have your family and friends hindered you in reaching your community college
goals? (Probe: Made you feel guilty about putting your college goals before family needs?)
Across the country, community colleges serve nearly half of the nations college students, but less than
half of these students graduate or transfer to a four year college within six years. Why do you suppose
that is? Are there any barriers that are specific to women students?


Research tells us that completion rates might be increased if three specific areas were improved:
Remedial Education, Student Support Services, and Financial Aid Services.
So in terms of Remedial Education Courseswhich are classes that stress the basics in math and
languagewe know that 42% of freshmen enrolled at community colleges across the nation have taken
at least one remedial reading, writing, or math course. Based on your experiences and those of your
female friends, can you tell us how such courses are or are not helpful to achieving your goals at
community college? (Probes: Outdated teaching methods? Too much memorization work? Curriculum
wasnt very challenges or inspiring? Instructor had low expectations for the class?) Can you describe a
time when you felt stress in completing one of these courses?
How could Remedial Education courses at your community college be enhanced? (Probes: Faster-
paced course? Shorter course? More challenging curricula that encourages critical/creature thinking or
thinking outside the box? Higher expectations from instructors?)
So in terms of Student Support Services: Based on your experiences and those of your female friends,
can you tell us how Student Support Services are or are not helpful to achieving your goals at
community college. (Probes: Academic Advising and/or Academic Resource Center? Academic Tutoring?
Counseling & Psychological Services? Health & Wellness Services?)
How could Student Support Services at your community college be enhanced? (Probes: Academic
Advising and/or Academic Resource Center? Counseling & Psychological Services? Health & Wellness
Services? Assist students in applying for admission to a four-year college or university?)
And in terms of Financial Aid Services: Based on your experiences and those of your female friends,
can you tell us how Financial Aid Services are or are not helpful to achieving your goals at community
college. (Probe: Not being informed of all the financial aid opportunities, overwhelming feeling)
How could Financial Aid Services at your community college be enhanced? (Probes: meeting with
financial counselors to discuss Free Application for Federal Student Aid, (FAFSA), regular informational
gatherings to make students aware of financial aid opportunities, assistance in obtaining financial
assistance for enrollment in four-year universities)
Before we leave this part of the discussion, lets look at the process of applying for financial aid. What
was it like for you? (Probe: Overwhelming, easy). What were the things that made applying for financial
aid seems difficult or overwhelming to you? What were the things that made it seem easy to you? Who
were the primary people who helped you with learning more and applying for financial aid? (Probe: high
school counselor, community college counselor, parent, friend.) How do you think your college could
make the process easier for students?
Your Community Colleges contributions to your success:
All of your thoughts expressed today will be helpful to your college. They want to make sure that
women students like you have the best opportunities to succeed. So before we leave today, I want you
to think back to your path thus far. What advice would you give to the community college
administrators to better prepare and encourage women students to achieve their academic and career
goals? If your college could do one thing to help more women students achieve their goals, what would
it be? If you could change one thing about your college, what would it be?
What has been the most surprising to you about your community college experience?


On a scale of A to F, how would you grade your community college experience?
On a scale of A to F, how would you grade your high school experience in terms of getting students
ready for community college?
Thats all our questions for today. Is there anything youd like to add to our discussion that we havent
gone over yet? OK, thanks so much for your time, and before we close the discussion, we want to re-
visit the steps to help maintain confidentiality.
SCRIPT 5: REVISITING STEPS TO HELP TO MAINTAIN CONFIDENTIALITY
As we talked about earlier, maintaining confidentiality requires special steps during focus group
discussions. For this reason:
First, we want to again assure you that everything you share in this focus group will be treated
as confidential by the research team.
Second, we want to acknowledge that the research team cannot promise that other participants
in the focus group will treat what is shared in the focus group as confidential.
Third, we want to emphasize that participants should respect each others privacy and that
once outside the focus group settingparticipants should not reveal the identities of other
participants nor indicate who made specific comments during the focus group.
Thank you very much for your time today. [End of Focus Group Session]


APPENDIX C: RECRUITMENT FLYER


RESOURCES & WEBSITES

ACT, Inc: http://www.act.org/about-us/whom-we-serve/
Center for Studies in Higher Education: http://cshe.berkeley.edu/
Chronicle of Higher Education: http:// chronicle.com/section/Home/5
Common Core: State Standards Initiative: http://www.corestandards.org/
Community College Research Center: http://ccrc.tc.columbia.edu/
Family and Children Research Unit, Social Science Research Center:
http://www.ssrc.msstate.edu/divisions/fcru/
Higher Education Opportunity Act - 2008:
http://www2.ed.gov/policy/highered/leg/hea08/index.html
IPEDS (Integrated Postsecondary Education Data System) Data Center:
http://nces.ed.gov/ipeds/datacenter/
MDRC: http://www.mdrc.org/about/about-mdrc-history
Mississippi Community College Board : http://www.sbcjc.cc.ms.us/
U.S. Department of Education/National Center for Education Statistics: http://nces.ed.gov/
Our Piece of the Pie, Inc: http://www.opp.org/
Social Science Research Center (SSRC): http://www.ssrc.msstate.edu/
Womens Foundation of Mississippi: http://www.womensfoundationms.org/

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