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Course-taking patterns of Latina community college students: On the transfer path
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Course-taking patterns of Latina community college students: On the transfer path
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Content
COURSE-TAKING PATTERNS OF LATINA COMMUNITY
COLLEGE STUDENTS: ON THE TRANSFER PATH
by
Jaime Lester
A Thesis Presented to the
FACULTY OF THE GRADUATE SCHOOL
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
MASTER OF EDUCATION
(POSTSECONDARY ADMINISTRATION AND STUDENT AFFAIRS)
December 2003
Copyright 2003 Jaime Lester
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UMI Number: 1420379
INFORMATION TO USERS
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®
UMI
UMI Microform 1420379
Copyright 2004 by ProQuest Information and Learning Company.
All rights reserved. This microform edition is protected against
unauthorized copying under Title 17, United States Code.
ProQuest Information and Learning Company
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University of Southern California
Rossier School of Education
Los Angeles, California 90089-4031
This thesis written by:
3 o a r n t Leb-W
under the discretion of his/her Thesis Committee
and approved by all members of the Committee,
has been presented to and accepted by the Faculty
of the Rossier School of Education in partial
fulfillment of the requirements for the degree of
Master of:
Dean
Thesis Committee
son Cfaai:
£lt '7 L J ^
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TABLE OF CONTENTS
Abstract ............................................. ........ i
List of Tables and Figures................................... .......................... vi
CHAPTER 1: THE PROBLEM AND ITS UNDERLYING FRAMEWORK. 1
BACKGROUND OF THE PROBLEM............................................ .............. 2
Purpose of the Study... .......................................... . 3
Research Questions............................................................................................... 4
Hypothesis........................................... ............................................................ 4
Significance of the Problem................................................................................. 4
Definition of Terms.... ....................................... ....... 5
Organization of the Study .... ................................................................ . 6
CHAPTER 2: REVIEW OF THE LITERATURE ..... . 7
Introduction............................................................................................................ 7
History of the Community Colleges....................................... ............................ 7
Research on Women in the Community Colleges...................................... 8
Latino/Latina Enrolment in the Community Colleges........ ..... ....... 9
Research on Community College Student Transfer..................................... 12
Complexities of Transfer 15
Research.. ..........................................................
Latino/Latina Transfer Patterns in the Community Colleges.................... 16
CHAPTER 3: RESEARCH METHODOLOGY.. .... 19
Introduction. ........................... 19
Research Questions........ ...... 19
Research Design ...... 19
Population and Sample................. ................................................................. 20
Instrumentation... ..... ................ . 21
Data Collection.............................. ................... ........ 22
Data Analysis.......................................................................... . 22
CHAPTER 4: FINDINGS .................. 24
CHAPTER 5: DISCUSSION.. ..... ................ ............................................. 38
ii
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Conclusions ..... 43
Recommendations. ...... 42
References.. ...... 45
Appendixes ..... 51
A. Intersegmental General Education Transfer Curriculum.............................. 51
B. Intersegmental General Education Transfer Curriculum for Math and
English Courses....... ........................ 53
iii
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LIST OF TABLES AND FIGURES
Table Page
1. Percentage of Latino Enrollment in 2000 1
2. Transfer Rates 2000 3
3. Means and Standard Deviations for Aspirations 27
4. Total Number, Participation and Success Ratios for Transfer Level, 28-
Remedial, and Occupational Courses by Gender and Ethnicity 29
5. Number of Students Who Are on the Transfer Path 36
6. Means and Standard Deviations for Course Completion 36
Figure_____________________________________________________________ Page
1. Ethnicity and Gender of TRUCCS Sample 25
2. Degree Aspirations by Ethnicity and Gender 26
iv
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ABSTRACT
The Los Angeles Community District’s population is highly saturated with
Latino/Latina students. Despite high enrollment and aspirations to transfer,
Latinos/Latinas transfer at rates well below national averages. Using transcripts from
the entire history of a student’s enrollment, Latina students’ course enrollment
patterns were categorized into three separate enrollment patterns: transfer path,
remedial, or occupational. Results indicate that Latinas are not enrolling in transfer
level courses at the same rate as their Caucasian peers. In addition, Latinas have
lower course completion rates than Caucasians. A subsample of Latinas who are on
the transfer path, however, are enrolling and completing transfer level courses at the
same rates as Caucasians.
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CHAPTER 1
Background and Overview
Community colleges across the nation are reporting high enrollment rates of
underrepresented minorities, specifically Latino/Latina students. National figures
indicate a disproportionate number of Latinos/Latinas concentrated in the community
colleges. The Latino/Latina enrollment population of 2-year colleges in the United
States is 11.1% and 6.3% at the 4-year universities (CPEC, 2000; LACCD, 2001). In
the Los Angeles Community College District (LACCD), with a high population of
Latino/Latinas in the surrounding population, 45.9% of the community population is
Latino/Latina compared to 24.5% in the California State System. Los Angeles County
has a little over 9.5 million residents with 44.6% of the population reporting a
Hispanic or Latino origin (Census, 2000). The LACCD resides in the Los Angeles
County and serves the surrounding population which has increasing numbers of
people of Hispanic or Latino heritage. It is no surprise that the LACCD experiences
high rates of Latino/Latina enrollment. However, the Latinos/Latinas are primarily
entering the higher education system at the community college rather than the four-
year institutions as illustrated in Table 1.
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National 2-
year Colleges
LACCD National 4-
year Colleges
California
State System
Percentage of
Latino/Latina
Enrollment
11.1 45.9 6.3 24.5
Percentage of
Female
Enrollment
51 58 55.4 57.8
Percentage of
Latina
Enrollment
6 24.7 9.7 12
Table 1: Percentage of Latino Enrollment in 2000
Source: Los Angeles Community College District, National Center for Education
Statistics
As indicated in Table 1, women and Latinas are also disproportionately
represented in community colleges. Female enrollment in the LACCD is reported at
58% compared to 55.4% in national 4-year colleges that includes state colleges and
research universities (CPEC, 2000; LACCD, 2001). Latinas make-up approximately
half of the female enrollment in the LACCD but only 32.4% of the total Los Angeles
population (Census, 2002). The disproportionate representation of Latinos/Latinas in
the community colleges is a concern when considering the outcomes of educational
attainment between ethnic groups.
Background of the Problem
Latino/Latinas, despite their high enrollment rates, do not transfer to four-year
institutions at the same rate as their peers. Even more perplexing is the low transfer
rates despite the high aspirations of the Latino/Latina population. It is estimated that
between 70-75% of the Latino/Latina students aspire to a four-year degree (Nora &
Rendon, 1990). Currently, estimates indicate that only 2-5% of all Latino/Latina
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students in the LACCD transfer to four-year institutions each year (LACCD, 2000).
National figures, although difficult to estimate due to a lack of longitudinal data and a
consistent definition of transfer, estimate that 19% of all students and 18.1% who
enter community colleges transfer within a six-year period (Bradbum & Hurst, 2001).
Transfer Rates
National Transfer Rates 19%
National Female Transfer
Rates
18.1%
Latino/Latinas Transfer Rates
in LACCD
2.7%
Table 2: Transfer Rates 2000
Source: Los Angeles Community College District, National Center for Education
Statistics
Community colleges are the gateway institutions for many Latino/Latina
students as illustrated in the population demographics. Latinos/Latinas, however, are
not transferring at a significant rate. In addition, there is little research on females and
underrepresented minority transfer rates and current research focuses on transfer as an
outcome ignoring the semester-by-semester course-taking process. This paper
examines the course taking patterns of a group of Latino/Latina students in the
LACCD identifying the patterns of transferable level, remedial, and occupational
courses providing a complete description of how many students are on the path to
transfer.
Purpose of the Study
The purpose of this study is to identify and compare the course taking patterns
of a group of Latinas in the Los Angeles Community College District postulating that
many of the women are enrolling in non-transferable courses as classified by the
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Intersegmental General Education Transfer Curriculum (IGETC) model. IGETC is a
California statewide articulation agreement between the community colleges and
California State four-year universities including English, Math, Science, and
Humanities courses.
Research Questions
1. What are the enrollment patterns of Latinas in the Los Angeles
Community College District?
2. Are the courses in which Latinas enroll transferable to the University of
California or California States system according to the statewide
(IGETC) model?
Hypotheses
1. Latinas are enrolling in non-transferable courses in a greater proportion
than their White counterparts.
2. Latinas enrollment patterns reflect many non-transferable courses,
remedial, and occupational courses compared to Caucasian males and
females.
Significance of the Problem
Research regarding transfer rates has consistently focused on outcomes. This
study takes a different view by identifying the courses in which students enroll and
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successfully complete on a semester-by-semester basis. Student enrollment patterns
allow for an identification of student behaviors linking student aspirations to course-
taking behaviors. The current research on transfer does not investigate the course-
taking patterns of students and why students with high aspirations to transfer do not
complete the act of transfer. Understanding the course-taking behaviors will allow
community colleges to identify students who aspire to transfer but who do not enroll
and complete courses that lead to the act of transfer.
Definition of Terms
IGETC -Intersegmental General Education Transfer Curriculum (IGETC) is a
statewide articulation agreement between the California Community Colleges, the
California State, and the University of California schools. (See Appendix A)
Latino - Male students who identify as Mexican, Mexican-American/Chicano,
and Other Latino/Hispanic on the TRUCCS survey. A generic term referring to all
males and females of Hispanic, Mexican, or Latin origins.
Latina - Females students who identify as Mexican, Mexican-
American/Chicano, and Other Latino/Hispanic on the TRUCCS survey.
Caucasian - Students who identify as Caucasian/White on the TRUCCS
survey.
Transfer -Enrollment at a four-year institution AFTER completing courses at a
community college.
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Transfer-Ready — The successful completion of the transfer requirements as
defined by the IGETC model
Transfer Path - Students who are consistently enrolled and completing courses
in the IGETC model.
Remedial - Courses that are defined as remedial by the Los Angeles
Community College district. The content of remedial courses is below college level.
Organization of the Study
Chapter 1 of the study has presented the introduction, the statement of the
problem, the purpose of the study, the questions to be answered, the research
hypotheses, the significance of the study, and the definitions of terms.
Chapter 2 is a review of relevant literature. It addresses the following topics:
history of community colleges, research on women in community colleges,
Latino/Latina enrollment in community colleges, research on community college
student transfer, complexities of transfer research, and Latino/Latina transfer patterns
in the community colleges.
Chapter 3 presents the methodology used in the study, including the research
design; population and sampling procedure; and the instruments and their selection or
development, together with information on validity and reliability. Each of these
sections concludes with a rationale, including strengths and limitations of the design
elements. The chapter goes on to describe the procedures for data collection and the
plan for data analysis.
6
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Chapter 4 presents the results of the study.
Chapter 5 discusses and analyzes the results, culminating in conclusions and
recommendations.
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CHAPTER 2
REVIEW OF THE LITERATURE
History o f Community Colleges
Community colleges were established in the early 1900’s to provide vocational
opportunities for the general population (Townsend, 2001). Open enrollment and low
tuition costs allowed students of all ages, ethnicity groups, and socioeconomic status
to enroll in the community colleges. Later, as community colleges began to expand
their mission, community colleges created transfer programs alongside the vocational
courses. Today, community colleges serve as the “gateway” into higher education for
many underrepresented minorities and the vocational programs play a crucial role in
workforce preparation (Dougherty, 2001; Rendon & Nora, 1987).
California, with the establishment of junior colleges (later renamed community
colleges) in 1921, mimics and exacerbates the national trend in community colleges
by providing zero tuition costs with nominal fess in 108 institutions spread throughout
the state. Each community college serves the local community with courses that are
specific to the needs of the surrounding community. The population characteristics at
each California community college varies as do the course offering. Community
colleges offer courses that fulfill the articulation agreements established with the
surrounding four-year institutions (Ignash & Townsend, 2001). California has also
established a statewide articulation agreement between the California community
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colleges, the California State Universities, and the University of California named the
Intersegmental General Education Transfer Curriculum (IGETC). Each community
college targets the surrounding population providing useful courses that can easily
translate to vocational occupations or articulation transfer agreements with the four-
year universities.
Open access has presented community colleges with many challenges. The
academic K-12 preparation of the population, the cost of providing many courses and
the decrease in state funding places pressure on the limited resources of each
community college. Community colleges are also providing more remedial courses tp
bring students’ basic skills up to college level (Shaw, 2001). Similar to the K-12
system, community colleges are becoming increasingly responsible for measuring
success (Lannan, 2001). As institutions, which are primarily funded by the state,
politicians and tax-payers are placing increase interest on accountability. Retention to
an Associate’s Degree or vocational certificate and transfer to four-year institutions
are the major measures of community colleges success. The rates of retention and
transfer in Los Angeles are quite low. Approximately, 3to 5% of community college
students transfer to a four-year institution (LACCD, 2001). Community colleges
appear to be at a crisis with decreasing financial support and low measures of success.
Research on Women in Community Colleges
Research on women and gender in community colleges has traditionally
focused on administration. Several comprehensive articles report the success of female
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presidents in the community college environment (DiCroce, 2001; lablonski, 2000).
Analysis indicates that women administrators in the community colleges occupy the
president positions at a higher rate than the four-year institutions (DiCroce, 2001).
There is little research, however, on female students in the community colleges and
even less on female underrepresented minorities. The current research on female
students in the community college is sparse with few articles addressing the success of
community college students as new and re-entry students, transfer behavior, and
retention (Dycus & Newlon, 1995; Kraemer, 1995; Laden & Turner, 1995; L. Rendon
& Mathews, 1993; Rodriguez, 2000; Weissman, Bulkowski, & Jumisko, 1999).
Gender continues to be a demographic variable and not included in the detailed
analysis (Swigart, 2000). Considering that a large portion of the community colleges
in California are populated by Caucasian and minority women, the lack of research
creates an absence of research assisted decision-making in the community colleges.
Latino/Latina Enrollment in Community Colleges
Researchers have postulated that Latinos/Latinas enroll in community colleges
due to cultural, environmental, and financial reasons (Fry, 2002; Laden, 1999; Rendon
& Mathews, 1989). In the LACCD, an overwhelming 45.9% of the student population
is Latino with a Latino enrollment population of 25% in the California State
Universities. Fry (2002) found that attachment to community and low socioeconomic
status are the primary reasons for Latino student enrollment in community colleges.
Latinos are more likely to be part-time students, desire to live near or with their
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families, and are often academically unprepared in comparison to other ethnic groups
(Fry, 2002; Laden, 1999). In addition, minority students are more likely to be first
generation college students, older, female, and from a low socioeconomic status
(Laden, 1999). Community colleges attract Latinos by providing low tuition and
evening classes allowing students to stay near the home and maintain a full-time job
(Fry, 2002). The characteristics of Latinos and the structure of the community colleges
is a causal relationship leading to a high population of Latino enrollment.
Cultural gender roles continue the mix of factors that contribute the prevalence
of Latina enrollment in community colleges. Parental influence and support has been
found to influence the success of Latina student retention and persistence in college
(Fry, 2002; Laden, 1999). Many daughters are not encouraged to move out of the
parental home or to challenge parental decisions (Nieves-Squires, 1993). Without the
support of the parents, traditionally aged Latinas find it more difficult to attend
institutions far from the family home. Similarly, adult Latina students are more likely
to have domestic responsibilities and a lack of family support in attending college
(Nieves-Squires, 1993). If the Latina student does attend college, the conflicting
demands and contradictory roles in the academic and home environment make it more
difficult for Latina students to retain in college. Other factors contributing to high
Latina enrollment in community colleges include the prevalence of Latina's with full
time employment, lack of academic preparation, and difficulty with a competitive and
vocal classroom environment (Nieves-Squires, 1993). All these factors make the
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community college attractive with locations near home, flexible and non-intensive
class schedules, low tuition cost, and remedial classes.
Many Hispanic attitudes and values are at odds with the “traditional” four-year
university culture. In Hispanic cultures, general beliefs surrounding communication,
interpersonal relationships, and sex roles differ significantly from the university
culture (Melendez & Petrovich, 1989). Within the Hispanic culture, Melendez and
Petrovich (1989) noted that it is a sign of disrespect to challenge someone’s opinions
or debate issues. Latino students are less likely to ask questions or debate the
comments and curriculum of the lecturer. Notably, Latino students tend to feel “out of
place,” homesick, and lonely. Astin (1997), identified a matrix of variables that
increase retention surrounding the idea that students who become involved in college
activities are more likely to complete a degree. Although Astin’s involvement theory
is based on research in 4-year institutions, it is clear that Latino students suffer from
high drop-out rates, difficulty persisting in college, and low matriculation in the
LACCD (LACCD, 2000). The lack of Latino student involvement in the community
college and the feeling of being “out of place” is possibly a contributing factor to the
low retention and persistence rates of Latino students in the community colleges.
The low retention rates of Latino students have not gone unnoticed. Programs
have been developed around the country targeting high-risk minority students and
promoting transfer to a four-year institution. Successful programs have targeted
students during their K-12 education and created partnerships with two-year and four-
year institutions (Phillips, 1991). As Eaton (1988) discovered, programs must take a
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holistic approach providing access, a hospitable environment, minority faculty,
articulation agreements with four-year institutions, and high academic standards.
Rendon (1992) argues that programs also need to include encouragement from faculty
expressing “their sincere belief that we (minority students) are capable of learning and
can be taught to leam (61).” Other programs have targeted low-income and
underrepresented minority students during the summer before they enter the four-year
institution through “bridge” programs (Ackermann, 1991). Summer “bridge”
programs successfully socialize students into the university culture by providing an
opportunity to live on campus, take summer courses, and meet student peers. “Bridge”
programs have proven success in helping students transition to four-year universities
(Ackermann, 1991). Unfortunately, community college transfer students may not enter
a four-year university during the fall semester, thereby, excluding them from summer-
scheduled programs.
The research and literature regarding Latinos/Latinas in community colleges is
sparse and misleading. Many of the factors that have been isolated to explain the
prevalence of Latinos/Latinas in community college is racially bias and lacks a holistic
deconstructive view. Rather than addressing the policy concerns and societal and
institutional structures that contribute to high enrollment rates of Latinos/Latinas in
community colleges, the literature has implied that Latino culture prepares
Latinos/Latinas for the community colleges and not four-year institutions. It is not
within the scope of this particular paper to address the culture and societal concerns
but it must be pointed out that the literature may be misleading.
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Research on Community College Student Transfer
Research on community college student transfer has focused on transfer as an
outcome concentrated in two areas: the student-centered and institutional approach
(Pincus & DeCamp, 1989). The student-centered approach argues that students do not
have the motivation and study habits necessary to successfully transfer to a four-year
institution (Rendon & Mathews, 1989; Swigart, 2000). Students lack the academic
preparation, familiarity with higher educational systems, and financial pressures are
cited as the dominant reasons for the low transfer rates (McDonough, 1997; Rendon &
Mathews, 1989).
The student-centered argument does not the question the aspirations of
students. Studies have consistently found that students who enter community colleges
have high aspirations with approximately 72% indicating that transferring is very
important (Rendon & Nora, 1987). Other studies report similar results with a high of
74% of the students intending to receive a bachelor’s degree (Nora & Rendon, 1990).
Harbin (1997) surveyed recently transferred students and concluded that student
aspirations to transfer are the best predictors for student transfer. In a similar study
using C.R. Pace’s student development model, the quality of student effort has been
found to explain a large portion of variance in student transfer rates (Swigart, 2000).
When delineating among gender, female students had greater gains with growth and
learning through active participation in science-related activities or through active
social engagement suggesting that females have different means of social integration
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(Swigart, 2000). Aspirations and student effort are two of the factors that significantly
contribute to transfer behavior.
The institutional explanation places culpability on the community colleges
citing improper course schedules, lack of faculty involvement, insufficient information
regarding transfer requirements, and poor academic advising (Harbin, 1997; Nora &
Rendon, 1990; Rendon & Mathews, 1989). The institution does not provide the
necessary services, support, and courses required for students to transfer (Rendon &
Mathews, 1989). Institutions have also been cited for racism or not understanding the
cultural needs of underrepresented minority students including tracking minority
student who aspire to transfer to vocational courses (Rendon & Mathews, 1989).
Transfer has proven successful in several institutions when institutionals
prioritize transfer and develop clear articulation agreements. Morphew, Twombly, and
Wolf-Wendel (2001) conducted a case study of two community colleges with an
unprecedented articulation agreement with a elite four-year, private institution. The
analysis revealed that four factors aided in successfully increasing student transfer
rates: (1) a win-win situation where all institutions benefit, (2) articulation agreements
and faculty involvement, (3) personal attention and communication between the
institutions, and (4) programs involving faculty and staff assisting the transfer students
(Morphew et ah, 2001). Swigart (2000) concluded that student satisfaction with an
institution’s environment, vis a vis advisors, faculty, and information on transfer, are
more likely to achieve the goal of transfer to greater progress toward educational
objectives.
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The student-centered and institutional theories surrounding transfer issues are
not mutually exclusive. Using an institutional argument, Rendon and Nora (1987)
argue that most community college students do not feel supported by the faculty and
cite several studies which concluded that faculty are not promoting transfer. However,
Rendon and Nora (1987) also argue that students are not taking advantage of college
services designed to assist students with the transfer process and students with low
levels of commitment all exhibit low levels of transfer. The factors inhibiting transfer
are not exclusively student-centered or institutional but a combination of the two.
Transfer rates have also been studied through various retention models
attempting to find the factors associated with successful transfer rates. In a study
testing Tinto’s (1993) model of student transfer, Nora and Rendon (1987), found that
“students with high levels of social and academic integration tended to have high
levels of predisposition to transfer (250).” Ethnicity was found to not be factor in
predisposition to transfer. The majority of students in the sample did not take
advantage of academic services or have contact with faculty outside of class
supporting the student-centered argument (Rendon & Nora, 1987).
Complexities o f Transfer Research
Transfer may not be a simple construct that places blame on an institution.
Citing a complex definition of transfer, Townsend (2002) found that many students
participate in “reverse transfer” in which they move from a four-year institution to a
community college. The complexity of new transfer patterns heightens the need for
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institutional articulation agreements and communication between faculty of both the
community college and four-year institution (Townsend, 2002). The National Center
for Education Statistics (NCES) utilized the Beginning Postsecondary Student
Longitudinal Study to illustrate the complexity of the transfer definition (Bradbum &
Hurst, 2001). Depending on the numerator and denominator in the equation, transfer
rates ranged from 25 to 52 percent. NCES delineated the numerator and denominator
of the equation by the number of credits in which students are enrolled in four-year
institutions, if the courses are eligible toward a Bachelor’s Degree, or continuous
enrollment after attending courses at a two-year institution (Bradbum & Hurst, 2001).
Results indicated that the more restrictive definitions resulted in lower transfer rates.
Most studies regarding transfer do not analyze differences among groups of
students, specifically gender. Gender is viewed as a descriptive variable but not
considered in the matrix of factors contributing to transfer patterns or retention.
Surette (2001) using the human capital model, targeted gender differences in transfers
from two-year to four-year institutions and found that women, regardless of statistical
controls, are more likely to attend two-year institutions but are less likely to transfer.
Looking for plausible explanations, Surrett (2001) analyzed marital status, number of
children, and differences in transfer behavior between men and women. Marital status
and children did explain some of the variance in gender differences in college
attendance but did not explain female transfer patterns.
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Latino/Latina Transfer Patterns in the Community Colleges
Although the mission of community colleges includes transfer, the transfer
rates are quite low (Cohen & Brawer, 1996; Helm & Cohen, 2001). It is suggested that
transfer rates of community college students range from 3%-20% depending on the
definition of transfer and the specific community college (Rendon & Valadez, 1993).
The transfer rates, regardless of the definition and community college, reflect even
lower rates for Latino students. Low Latino transfer rates are especially troubling
considering that community colleges are the “gateway” to higher education for many
students (Nora & Rendon, 1990; Rendon & Mathews, 1989; Rendon & Valadez,
1993).
Based on their extensive research of the transfer rates of Latinos in community
colleges, Rendon and Taylor (1989) developed an action plan to assist Latino students
in the transfer from two-year to four-year institutions. The ten-point plan of action
calls for strong linkages with surrounding schools, both K-12 and four-year
universities, involving and educating the family in the higher educational process,
improving student services, and increasing the quality of teaching through cultural
awareness and proper assessment tools (Rendon & Taylor, 1989).
In a study of Latino students with the intent to transfer from a community
college to a four-year university, Rendon and Valadez isolated five factors influencing
transfer behavior in the Latino student population: family, financial aid, knowledge
regarding higher education, culture, and articulation agreements and relationships with
four-year institutions (Rendon & Valadez, 1993). Latino students indicated a lack of
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cultural understanding with the faculty and a fear regarding cultural acceptance at
four-year institutions (Rendon & Valadez, 1993). In addition, Latino students did not
understand the procedures for transfer or financial resources available. Within the
sample of Rendon and Valadez’s (1993) study, women were more likely to cite family
as factors in choosing to transfer. Supporting Melendez and Petrovich (1989) research,
females feel a strong connection to the family and usually do not want to venture far
from the family home.
Conclusion
Latinos/Latinas are enrolling in community colleges at increased rates. In
states, such as California, where the majority of the general population belong to
ethnic minority groups, the community college populations are serving a large
population of Latino/Latinas. Research has found that the location and cost of
community colleges are factors that contribute to the increased enrollment of Latinas
in the community colleges versus four-year institutions (Fry, 2002; Laden, 1999).
Juxtaposed with low retention and matriculation rates, it is important to discover the
course-taking patterns as a first step in identifying the factors that contributing to a
lack of Latina transfer. Developing a new definition of transfer which examines
transfer as a course-taking process and not an outcome provides an accurate picture of
how many students are on the transfer path and begins to identify when students
depart from the transfer path. With rampant budget cuts in community colleges across
the nation and more measures of accountability, community colleges need new
definitions that begin to explore the semester-by-semester behavior of their students.
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CHAPTER 3
RESEARCH METHODOLOGY
Introduction
The population of the LACCD is disproportionately inhabited with
Latino/Latina students. Although they report high aspirations to transfer, the actual
rates of student transfer are very low. Reviewing the course-taking patterns of
Latino/Latinas in the Transfer and Retention of Urban Community College Students
(TRUCCS) study will identify the behaviors of student course-taking as they aspire to
transfer. Transcripts give a complete picture of the courses in which students enroll as
well as the course-taking patterns. Using the IGETC model, this study will identify the
course-taking patterns of Latinas in the LACCD classifying the courses as
transferable, remedial, or occupational. The Latina population will be compared to
their Caucasian peers identifying differences between the course-taking of the two
groups.
Research Questions
1. What are the enrollment patterns of Latinas in the Los Angeles Community
College District?
2. Are the courses in which Latinas enroll transferable to the University of
California or California States system according to the statewide (IGETC)
model?
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Research Design
The research design will analyze the frequencies of the types of courses
enrolled in the Latina population of the Transfer and Retention of Urban Community
College Students (TRUCCS) sample. Math and English courses will be categorized as
transferable to the University of California or California State Universities as defined
by IGETC articulation agreements. The first sample of students will be all the students
in the TRUCCS sample. The second level of analysis will only include those students
who aspire to transfer circumventing the students who are taking IGETC Math and
English courses but who do not aspire to transfer. Course-taking patterns of Latina
students in all nine LACCD campuses included in the TRUCCS sample will be
compared to Caucasian males and females using ANOVA’s providing an extensive
analysis of the differences between the groups.
Frequencies and ANOVA results will rely on ratios that account for the time
that a student is enrolled. Many community college students “stop-out,” enroll and
complete few courses per semester, or have extend times of enrollment. Accounting
for the number of semesters that students enroll will circumvent the large variance in
student enrollment history. The ratios will also provide a metric for all comparison
groups. The three ratios used in the analysis are the participation, success, and course
completion ratios. Definitions of each ratio are provided in chapter 4.
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Population and Sample
The population of this research is the community college students in the
LACCD, an urban district. The sample surveyed includes 5,000 community college
students from the nine campuses of the Los Angeles Community College District from
the TRUCCS research project. The TRUCCS sampling plan included a stratified
random sampling procedure of 5,000 students attending college at 9 campuses,
designed to represent transfer students, older students, occupational students, ESL
students, day students, and evening students. The sample reflected ethnic distributions,
disabilities, full and part-timers, day and evening as well as various age groups. The
population of this specific study will be derived from the TRUCCS sample selecting
only those students who self-identified as female and Mexican-American,
Latino/Latina, or Hispanic. For comparison purposes, student who identifies as
Caucasian will also be selected and analyzed.
Instrumentation
The data from the TRUCCS research project will be used for this research. The
first phase of the TRUCCS project included a survey of 5,000 community college
students from the nine campuses of the nine campus of the Los Angeles Community
College District. TRUCCS is a three-year, longitudinal and comprehensive study of
the goals, success and academic patterns of 5,000 Community College students in
urban Los Angeles. The study, headed by Dr. Linda Serra Hagedom at the University
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of Southern California (USC), is a joint project with the Higher Education Research
Institute at the University of California Los Angeles (UCLA) and the Los Angeles
Community College District (LACCD). Data from the TRUCCS project includes
transcripts for each of the students in the TRUCCS sample. The transcript file will be
used to identify the courses in the IGETC module. Although the TRUCCS survey data
was collected with a singular cohort of students, the TRUCCS transcript file is
available for three semesters allowing for a comparison across subjects and semesters.
Data Collection
The TRUCCS project began data collection in the Spring of 2001 using a
stratified random sample. Researchers facilitated the TRUCCS survey by entering
English and Math courses and supplementing the sample in several occupational
courses in the nine campuses in the Los Angeles Community College District. Data
collection yielded a sample size of approximately of 5,000 students. Collection of the
transcripts is an on-going collaboration with the Institutional Researchers at the
LACCD. Each semester, LACCD compiles and sends updated transcripts files on all
students in the TRUCCS sample. Transcript files includes but are not limited to the
name, number, and grade received for each course enrolled.
Data Analysis
The research design will analyze the frequencies of the types of courses
enrolled in by the Latino/Latina population in the Transfer and Retention of Urban
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Community College Students (TRUCCS) sample. All courses will be categorized as
transferable to the University of California or California State Universities as defined
by the California Statewide Intersegmental General Education Transfer Curriculum
(IGETC) articulation agreement. In order to locate those students who are completing
the subject areas and thus moving closer to transfer, we utilized a new definition of
transfer, transfer path, focusing on the completion of each IGETC subject area (see
appendix B for a list of the IGETS courses). Latino/Latina students on the transfer
path will be compared to Caucasian males and females providing an extensive analysis
of the differences between the ethnic and gender groups. In addition, the analysis
describes the number and course completion rates of students who are on the transfer
path.
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CHAPTER 4
RESULTS
Introduction
This chapter presents the demographics, aspirations, and analysis of course-
taking patterns addressing the research questions presented in Chapter One. First, I
present descriptive demographic findings and relate it to the general population of the
Los Angeles Community College District. Aspirations of the students follow with an
explanation of statistical difference between Caucasian females and males, Latinos,
and Latinas. Finally, results of the course-taking patterns analysis are presented
comparing the types of courses enrolled by Latinos/Latinas and Caucasian males and
females. The course-taking patterns analysis concludes with a description of students
on the transfer path.
Sample Demographics
The stratified random TRUCCS sample reflects the demographics of the
LACCD population with a majority of the students being female. In 2002, the LACCD
reported 60.2% of their students as female. Similarly, the TRUCCS sample is 60.9%
female (n=2927) and 39.1% male (n=T883). The ethnic distribution of students in the
TRUCCS sample is representative of the large urban district area. Latinos/Latinas
combine for 39.3% (n=1869) of the TRUCCS sample. Females comprise the majority
of the Latino population at 23.5% (n=1122). Within the Caucasian sample, 7.7%
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(n=383) of the students are female. LACCD ethnic trends are similar with 45.9%
reporting as Latino.
25
□ Caucasian
■ Latino
Male Female
Figure 1: Ethnicity and Gender of TRUCCS Sample
The one area in which the TRUCCS sample was less representative of the
LACCD was in student age. The TRUCCS sample reflected a younger group with the
majority of the students between the ages of 21 and 24. The LACCD reports 29.1% of
the students between 20 and 24 years old with approximately 50% over the age of 24.
The following analysis may be limited to younger students and may not represent the
older student population in the LACCD.
Aspirations
Degree aspirations are an integral component when analyzing course
selection. Degree aspirations were measured on a forced choice 8 point scale. All
means in Table 3 ranged between option 5, “At least a Bachelor’s Degree, maybe
more” and 6, “Master’s degree.”
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As seen in Figure 4, the majority of the TRUCCS students aspired to a
bachelor’s or master’s degree. In addition, 17.8% of Caucasian students and 17.5% of
Latinos/Latinas indicated aspirations to the doctorate.
40-
35
30
1 = 2 5 -
2 20
a 15-
10
5
0-
All
Students
Caucasian
Males
BMW
M l
I 1 11:
■ M a W I
All Latinos
%
1
g g H b J?
* !
*
M
a
I
I
Latino
Females
H Highest Academic Degree Desired Bachelor's
■ Highest Academic Degree Desired Master’s
Figure 2: Degree Aspirations by Ethnicity and Gender
In the TRUCCS sample, approximately 70-75% of Latinos/Latinas and
Caucasian students aspire to obtain a four-year university degree or beyond.
Two-way ANOVA’s were performed to test for differences in degree
aspirations by gender and ethnicity. Results indicate that males (mean = 5.62; sd. =
1.44) have significantly higher degree aspirations than females [(mean = 5.50), F(l,
4735) = 5.81, P < .05]. Ethnicity did not have a direct effect on degree aspirations, (F
= .442; p > ,05). There was no interaction effects between gender and ethnicity, [F(2,
4735) = .064, p=. 938]. Despite the absence of a significant interaction between gender
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and ethnicity, it should be noted that Caucasian females (mean = 5.46; sd. = 1.61) and
Latinas (mean = 5.51; sd. = 1.52) both have lower aspirations than their male
counterparts.
Males Females Caucasian
Males/
Females
Caucasian
Males
Caucasian
Females
Latinos/
Latinas
Latinos Latinas
Mean 5.62 5.50 5.51 5.56 5.46 5.55 5.63 5.51
Standard
Deviation
1.443 1.563 1.515 1.407 1.605 1.1.497 1.465 1.515
Table 3: Means and Standard Deviations for Aspirations
Course-Taking Patterns
Course Enrollment
To begin understanding patterns of course enrollment and completion, it is
necessary to look at representation in courses that are at the transfer level, remedial, or
occupational. The classifications of courses into the remedial and occupational
categories are in accordance with the definitions provided by the Los Angeles
Community College District (LACCD). Transfer level courses were coded using the
IGETC California statewide articulation agreement between the community colleges,
California State University and University of California schools. Table 4 provides
information on course enrollment by gender and racial-ethnic background.
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Gender Ethnicity Total # of
Courses
Enrolled
Total #
of
Semesters
Participation
Ratio
All Courses
Success
Ratio
All
Courses
Participation
Ratio
Transfer
Level
Courses
Success
Ratio
Transfer
Level
Courses
Male All
N=1883
30.45 7.54 .46 .83 .56
Caucasia
n
N=315
26.29 6.50 3.95 .50 .82 .60
Latino
N=723
31.21 7.88 3.90 .46 .75 .54
Female All
N=2927
34.35 8.38 4.11 .47 .76 .54
Caucasia
n
N=370
30.30 7.55 3.99 .52 .75 .58
Latinas
N=1109
33.77 8.38 4.00 .46 .71 .55
Table 4: Total Number, Participation, and Success Ratios for Transfer Level,
Remedial, and Occupational Courses by Gender and Ethnicity (Continued on next
page)
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Gender Ethnicity Participation
Ratio
Remedial
Courses
Success
Ratio
Remedial
Courses
Participation
Ratio
Occupational
Courses
Success
Ratio
Occupational
Courses
Male All
N=1883
.28 1.05 .51
Caucasian
N=315
.63 .27 1.11 .54
Latino
N=723
.72 .29 1.01 .50
Female All
N=2927
.86 .33 1.04 .53
Caucasian
N=370
.78 .27 1.08 .54
Latinas
N=1109
.80 .35 1.00 .54
Table 4: Total Number, Participation, and Success Ratios for Transfer Level,
Remedial, and Occupational Courses by Gender and Ethnicity Continued
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It is important to note the total number of courses enrolled and the total
number of semesters of enrollment for both males and females. Females (mean =
34.35; sd. = 22.73) enroll in more courses than males (mean = 30.34; sd = 21.09). In
addition, females (mean = 8.38: sd. = 5.038) have been attending college for more
semesters than males (mean = 7.54; sd. = 4.633).
A participation ratio was created to account for differences grouping the
number of semesters attended by students. TRUCCS began with a cross-section of
college students, thus including some students who were new to the community
college and others that had attended for a very long time. The participation ratio
(shown below) accounts for the rates in which students participate in courses
regardless of the differences in the total number of semesters. Time or number of
semesters enrolled is a crucial issue with community college students who may take
only a few courses over several years, stop-out of community colleges, or have
extended enrollment periods. Success ratios, described below, will account for the
completion of the enrolled courses.
Participation Ratio = Number of courses enrolled
Number of semesters enrolled
The participation ratio for all courses results in more female (mean = 4.12; sd.
= 1.55) student participation than males (mean = 4.043; sd. = 1.49) with Latinas (mean
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= 3.99; sd. = 1.41) reporting a slightly higher participation rate than Caucasian females
(mean = 3.99; sd. = 1.66).
To test for significant difference, a One-Way ANOVA was performed between
Caucasian males and females, Latinos and Latinas. The participation ratio for all
courses was not significant, [F(2, 2407) = .437, £>=.727].
Delineating participation ratios by transfer level, remedial, and occupational
courses provides a comparison of enrollment in various types of course and provides a
common comparison between the categories. Males (mean = .83; sd = .37) had a
higher participation ratio in transfer level courses while females (mean = .86; sd = .75)
had higher concentration rates in remedial courses. Among the male sample, Latinos
(mean = .76; sd. = .31) participated in fewer transfer level courses with greater
participation in remedial courses (mean = .73; sd. = .59) as compared to Caucasian
males (mean = .63; sd. = .59) Occupational course participation favored Caucasian
males (mean = 1.11; sd. = .98).
The participation rates between Caucasian males, Caucasian females, Latinos,
and Latinas were not significant in transfer level courses, [F(3, 316) = .981, p >.05.]
Participation rates were significantly different in remedial courses, [F(3, 1990) =
4.735, E < .01], Tukey post hoc tests, which provide a test of pairwise differences
between tested groups, resulted in statistically significant (p < .05) mean differences
between Latinas and Caucasian males and Latinas and Latinos (p < .05). Latinas
(mean = 1.30; sd. = .62) participated in significantly more remedial courses than
Caucasian males (mean = 1.18; sd. = .48). In addition, Latinas (mean = 1.30; sd = .62)
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participated in more remedial courses than Latinos (mean = 1.21; sd = .51).
Participation rates in occupational courses were also significant, [F(3, 2216) = 3.252, j>
< .05]. Tukey’s post hoc test did not find statistically significant mean differences
between groups. Despite the lack of statistical significance at the p < .05 level in
Tukey’s test, Latinas (mean = 1.41; sd. = .70) and Caucasian females (mean = 1.54;
sd. = .90) resulted in a p = .057.
Success Ratio
The success ratio provides an indication of the completion rates of all courses,
transfer level, remedial, and occupational courses over time. The successful course
completion ratio is a convenient way to compare course taking successes using a
sample of students who have taken courses for varying time spans. The successful
course completion ratio is the number of courses completed with a “C” or better
divided by the total number of courses enrolled. The type specific success ratios only
included students who took at least one corresponding course. For example, the
remedial success ratio did not include students who did not attempt at least one
remedial course.
Success Ratio = Number of courses (transfer level, remedial, or occupational)
completed with a passing grade
Number of courses enrolled
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Using a ratio that includes successfully completed courses over the total
number of courses enrolled gives a clear indication of student success controlling for
the time a student has been enrolled. Many students “stop-out” from community
college or take a few courses each semester skewing and misrepresenting averages.
The success ratios for transfer level courses favors Caucasian males and
females (.60 and .58 respectively), while Latinas and Latinos lagged behind
Caucasians with a .55 and a .54 success ratio in transfer level courses. Remedial
course success favored the female sample with Caucasian females at a .27 remedial
course success ratio and Latinas with a .35 rate. Among the occupational courses,
Caucasian males and females report high success ratios at .54.
To test for statistically significant differences, a One-Way ANOVA was also
performed on the success ratios. Statistical significance was found in the success rate
of all courses, [F(3, 2431) = 11.109, g < .001]. Tukey post hoc tests found statistical
pairwise differences between Latinas and Caucasian females (g < .001). Latinas
(mean = .46; sd. = .19) success rate in all courses is less than Caucasian females (mean
= .52; sd. = .19). Statistical difference (g < .05) was also found between Latinas and
Caucasian males. Caucasian males (mean = .50; sd. = .24) are more successful in all
courses than Latinas (mean = .46; sd. = .19). In addition, the Tukey post hoc test
resulted in a statistical difference (g < .001) between Latinos and Caucasian females
and a statistical difference (g < .05) between Latinos and Caucasian males. Caucasian
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females (mean = .52; sd. = .19 ) and males (mean = .50; sd. = .24) were more
successful than Latinos (mean = .46; sd. = .21 ).
Success ratios were not significant for transfer level courses, [F(3, 363) = .649,
P > .05], However, success ratios for remedial and occupational courses were
significant. In the remedial success ratio statistical significance reported as, [F(3,
2006) = 6.761, p < .001], According to the Tukey post hoc test, statistical difference
was found between Latinas and Caucasian males (p < .05), Latinas and Latino (p <
.001), Latinos and Caucasian females (p < .001) and Caucasian females and Caucasian
males (p < .05). Caucasian females (mean = .38; sd. = .32) were more successful in
remedial courses than Latinas (mean = .35; sd. = .30), Latinos (mean = .29; sd. = .30),
and Caucasian males (mean = .27; sd. = .33). Occupational success ratios were
statistically significant, [F(3, 2245) = 4.621, p > .05], The Tukey’s post hoc locate
statistical differences between Latinas and Latinos (p < .05) and Latinos and
Caucasian females (p < .05). Latinas (mean = .54; sd. = .31) are more successful in
occupational courses than Latinos (mean = .50; sd. - .33). In addition, Caucasian
females (mean = .57; sd. = .30) are more successful that Latinos (mean = .50; sd. =
.33).
Transfer
The TRUCCS sample is generally representative of the LACCD as well as
other large urban community college districts. Despite their ethnic and gender
categories, LACCD students have high aspirations for baccalaureate degrees thus
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requiring the completion of transfer level courses. However, as illustrated in the
introduction, the transfer rates of all students are less than optimal. Past studies of
transfer rates continue to view transfer as an outcome providing a set of predictor
variables allowing an institution to target a specific population or tailor services to
facilitate greater transfer rates. Despite research and institutional changes transfer rates
have not drastically improved. Taking a more continuous approach, the following
analysis begins to analyze transfer as a course-taking process defining transfer path as
successful completion of two or more transfer level Math and English courses.
The IGETC articulation agreement between the California community colleges
and the California State Universities and the University of California schools consists
of six areas. Each area is a specific subject matter such as English, Math, Social
Sciences, and Science. Students are encouraged to enroll and complete the first two
areas, English and Math, before enrolling in subsequent areas. The English and Math
courses provide the basic skills required to successfully complete other areas of the
IGETC. By using English and Math in this analysis students are captured as they enter
the transfer path. The entire enrollment history of students was included in the analysis
with the number of semesters enrolled ranging from 1 to 68 semesters.
Transfer Path
The transfer path analysis was conducted over the entire enrollment history of
the students. Students, however, have wide ranges of the number of semester enrolled.
Within the TRUCCS sample, the first year of enrollment ranged from 1974 to 2001.
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Included in Table 5 are the course completion ratios which accurately represent the
success in transfer level courses controlling for the number of semesters enrolled.
Course Completion Ratio = Total number of two or more transfer level courses
completed with a passing grade
Total number of two or more transfer level courses
in which the student enrolled
It is important to note that the students in this sample are only those students
who reported aspiration to transfer. Although their aspirations may appear to be high,
the actual process of course-taking describes a small amount of students who are
actually on the transfer path. An analysis of students on the transfer path or students
who completed more than two transfer level English and Math courses reveals that
60% of the students attempted two or more transfer level math and English courses but
that only 50% completed the transfer level courses.
Gender Ethnicity Number o f Students who
have enrolled in two or
more transfer level English
and math courses and %
Number o f Students who
have completed two or
more transfer level English
and math courses and %
Course completion
ratio for two or more
transfer level Math
and English courses
Male All
n=1804
1072 (59.4%) 808 (44.8%) .49
Caucasian
n=317
187(60%) 158 (49.8%) .57
Latino
n=691
397 (57.5%) 293 (42.4%) .47
Female All
n=2792
1771 (63.4%) 1377 (49.3%) .48
Caucasian
n=371
236 (63.6%) 197 (53.1%) .57
Latina
n=1070
685 (64%) 536(50.1% ) .48
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Table 5: Number of Students Who Are on the Transfer Path
To identify statistical difference between the gender and ethnic groups who are
on the transfer path, a One-Way ANOVA was performed on the course completion
ratio for students on the transfer path. The ANOVA identified statistical differences
and a Tukey Post Hoc test identified the specific pairwise differences between groups.
Means and standard deviations are presented below.
Males Females Caucasian
Males
Caucasian
Females
Latinos Latinas
Mean .56 .54 .60 .58 .54 .55
Standard
Deviation
.23 .24 .25 .25 .23 .24
Table 6: Means and Standard Deviations for Course Completion
Results from the One-Way ANOVA are not significant, F(3, 363) = .649, p >
.05. Caucasian males and females, Latinos, and Latinas are completing transfer level
courses at similar rates.
Conclusion
Accounting for the different time spans, indicate that Latinas in the LACCD are
participating in all courses at the same rate at their peers, Caucasian males and females
and Latinos. Participation among transfer level courses was similar in all groups with
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remedial course participation favoring Latinas. Success ratios provided an indication
of the completion rates of enrolled courses. In all courses, differences were found in
success ratios with Latinas falling behind their Caucasian counterparts. Among
transfer level, remedial, and occupational courses differences arise In the levels of
success. Latinas are less successful in transfer level and remedial courses. Looking at
only those students who aspire to transfer, the number of Latinas on the transfer path
In enrollment and completion is compatible to Caucasians.
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CHAPTER 5
SUMMARY CONCLUSIONS AND RECOMMENDATIONS
This chapter includes an introduction and review of the purpose of the study, a
summary of findings and conclusions based on the study findings including a
discussion about the significance of the investigation and finally, implications for
further research.
Introduction
The Los Angeles Community College District (LACCD) reports a high rate of
Latino/Latina enrollment. Despite the high enrollment, transfer rates of the
Latino/Latina population are less than optimal ranging from 2-3% of the population.
The literature has identified student centered and institutional factors contributing to
low transfer rates of the Latino/Latina population but has ignored the process of
course-taking patterns. All students must enroll and complete in transfer level courses
as defined by articulation agreements to be eligible for transfer to a four-year
institution. Course-taking patterns can help to identify what courses students are
enrolling and completing to begin research that addresses the course-taking behaviors
that help or hinder the low transfer rates. Declining state budgets and an increased
emphasis on accountability measures will continue to place emphasis on student
outcomes and thus transfer rates. It is important for institutions to recognize the
patterns of course-taking that help or hinder the Latino/Latina population in transfer.
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Purpose of the study
The purpose of this study is to identify and compare the course taking patterns
of a group of Latinas in the Los Angeles Community College District postulating that
many of the women are enrolling in non-transferable courses as classified by the
Intersegmental General Education Transfer Curriculum (IGETC) model.
Summary of Findings
Hypothesis 1: Latinas are enrolling in non-transferable courses in a greater
proportion than their White counterparts.
Table 4 provides the direct support for this hypothesis. The participation ratio,
the number of courses enrolled divided by the number of semesters enrolled, accounts
for the participation rates of all students and a metric for comparison between groups.
According to results from the ANOVA statistical test, Latinas are participating in all
courses at the same rates are their peers. Delineating the courses by transfer level,
remedial, occupational courses, results in similar participation ratios in transfer level
courses for all groups. In remedial courses, however, Latinas are the greatest
participants. Occupational courses did not result in differences between groups but
Latinas did have the lowest participation rates. According to the transcript analysis,
participation in transfer level courses is similar for Latinas and their Caucasian
counterparts with greater Latina participation in remedial level courses. Therefore,
Latinas are participating in non-transferable courses at greater rates than their
Caucasian peers with similar rates of participation in transfer level courses.
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Hypothesis 2: Latinas enrollment patterns reflect many non-transferable
courses, remedial, and occupational courses compared to Caucasian males and
females.
In addition to the information provided by the participation ratio, the success
ratio results in a similar metric for all groups comparing the number of courses
completed with a passing grade by the number of semester enrolled. The success ratio,
similar to the participation ratio, gives a clear idea of the successful course completion
patterns of Caucasian males and female, Latinos, and Latinas. Table 4 also includes
the success ratio results. ANOVA results indicate that in all courses, Latina’s success
rate is lower than all other groups. Course completion in transfer level courses
indicates that Latinas are competitive with Caucasian males and females and Latinos.
In remedial courses, Latinas lag behind Caucasian females but report greater success
than Latinos and Caucasian males. Latinas were also less successful in occupational
courses than Caucasians but more successful than Latino males.
Looking at only those students who aspire to achieve a bachelor’s degree or
more, Latinas are enrolling and completing transfer path courses at similar rates. The
transfer path is defined as enrollment and completion in two or more transfer level
Math and English courses. In terms of course completion for transfer path courses,
One-Way ANOVA results do not indicate statistical difference. Those Latinas who
aspire to transfer, therefore, are enrolling and completing transfer path courses at the
same rate as their peers. All community college students, however, are reporting
small numbers who enroll and complete transfer level courses. Out of the total sample
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of students who aspire to transfer, only approximately 60% are enrolling in the
transfer path with 50% completing the transfer level courses. Overall course
completion rates for students on the transfer path results in about a 50% completion
rate. Although Latinas are competing with their peers, the number of students who are
on the transfer path is less than optimal.
In summary, Latinas participate in more non-transferable courses than transfer
level courses as compared to Caucasian males and females. Success rates indicate that
Latinas are successful in the remedial courses at greater rates than other groups with
one exception, Caucasian females. Dividing the Latina sample by those who only
aspire to achieve a bachelor’s degree or master’s degree shows different results.
Latinas with high aspirations enroll in and complete two or more transfer level Math
and English courses at the same rate as their peers. Overall enrollment and course
completion in two or more transfer level Math and English courses results in only half
of the students who aspire to transfer. Latinas may be competitive with their peers but
the overall rates for all students are quite low.
Implications
This study presents evidence that Latinas are enrolling in fewer transfer level
and more remedial courses than their female Caucasian peers. This evidence suggests
that Latinas are entering the community colleges less prepared and/or are not receiving
appropriate academic counseling. Questions remain as to the necessity of remedial
courses. Do Latinas need the remedial courses because of a lack of academic
42
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preparation or are they entering remedial courses due to ethnic tracking or lack of
academic counseling? This study does suggest that an achievement gap exists
implying that Latinas are not being appropriately served by K-12 and/or community
colleges.
Latinas success rates are also not competitive with Caucasians except in
transfer level courses. In remedial and occupational courses, Latinas are not
completing the courses at the same rate as Caucasians. Latinas may not be
academically prepared, may not be receiving appropriate academic services, or are not
enrolling in the appropriate courses for their level of academic preparedness. Again,
community colleges may need to research the academic needs of the Latina population
and review counseling and academic services as well as course offerings. The area in
which Latinas find compatible success is in the transfer path definition that only
includes those students who aspire to achieve a bachelor’s degree. These results call
into question the assumption that Latinas are not academically prepared. When Latinas
have high aspirations, they are successful. Latinas may need support services that seek
to bolster the aspirations of all Latinas.
Recommendations for Future Research
This study was designed to provide a foundation for future research by
providing a clear picture of what types of courses Latinas are enrolling as well as
success rates in all courses. The detailed analysis has concluded that Latinas are
enrolling in fewer transfer level courses and more remedial courses overall. Latinas
43
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with high aspirations, however, complete transfer level courses at the same rate as
their peers. Listed below are several areas of research that can be built from this
research foundation as well as recommendations to further Latina course-taking
patterns research.
What are the patterns of course enrollment and completion for all transfer level
courses according to the IGETC?
What are the factors that contribute to successful course completion in the
Latina population?
What are the factors that help or hinder Latina degree aspirations?
What are the factors that contribute to course selection in the Latina
population?
What are the processes of course selection and the effect of academic
counseling for the Latina population?
How do different theoretical frameworks apply to the current literature and the
explanations of course-taking selection in the Latina population?
How can feminist theory and concepts of socialization help to explain the
prevalence of occupational and remedial course selection in the Latina population?
Conclusion
The Los Angeles Community College District is located in an urban
environment comprised of a large population of Latinos. With low tuition, evening
courses, and open access, the community college population has an overrepresentation
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of Latinos/Latinas who are not achieving at the same rates as their Caucasian peers.
Specifically, the transfer rates of Latinos/Latinas are less than optimal at 2-3% of the
population. Using a transcript analysis, results indicate that Latinas are not enrolling in
the transfer level courses at the same rates as Caucasians. In addition, Latinas course
completion rates in non-transferable courses are lower than Caucasians. Although the
results of this study do not indicate the factors associated with low enrollment and
completion in transfer level courses, a pattern has emerged that requires attention. As
the population of Los Angeles and the LACCD continues to grow with
Latinos/Latinas, it is important to examine the course-taking behaviors of students to
push Latinos/Latinas successfully through the educational pipeline.
45
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Appendix A
Intersegmental General Education Transfer Curriculum (IGETC)
The IGETC is a statewide articulation agreement between the California Community
Colleges, California State, and University of California schools. With seven distinct
areas, the IGETC is a complete description of the course requirements to transfer. The
descriptions of each area are below and an example of an IGETC program of study is
attached.
Area 1, English composition, contains three divisions (A,B, and C). The California
State Universities require three courses one in each division and the University of
California requires two courses in division A and B. Courses vary by school but
typically include English 101 and Speech.
Area 2, Mathematical Concepts and Quantitative Reasoning, requires the completion
of one course. Courses in area 2 include Math and Statistics.
Area 3, Arts and Humanities, contains two divisions (A and B). Three courses are
required with at least one course in division A and one course in division B. Common
courses include Art, Music, Theater, and Foreign Language.
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Area 4, Social and Behavioral Sciences, requires three courses. Courses in Area 4
include History, Sociology, Psychology, Anthropology, Geography, African-America
and Chicano Studies, and Political Science.
Area 5, Physical and Biological Sciences, contains two divisions (A and B). Two
courses are required: one course in division A and one in division B including a
laboratory course. Area 5 courses are commonly Astronomy, Chemistry, Biology,
Geology, Geography, Anatomy, and Physics.
Area 6, Language Other than English, is ONLY required by the University of
California. Courses include foreign languages, such as Spanish and French.
Area 7, U.S. History, Constitution, and American Ideals, is not specifically part of the
IGETC but may be complete prior to transfer. Courses include History and African-
American and Chicano Studies.
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Appendix B
IGETC for the Los Angeles Community College District
Ail Required English
Courses All Required Math Courses
Eng 101 Math 225
Eng 102 Math 227
Eng 103 Math 230
Speech 101 Math 235
Speech 102 Math 236
Speech 103 Math 237
Speech 104 Math 238
Speech 105 Math 239
Speech 121 Math 245
Speech 151 Math 250
Philosophy 5 Math 260
Philosophy 201 Math 261
Math 262
Math 263
Math 265
Math 266
Math 267
Math 270
Math 271
Math 275
Math 291
Stats 1
Stats 7
Stats 11
General Engineering 221
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Lester, Jaime
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Core Title
Course-taking patterns of Latina community college students: On the transfer path
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Postsecondary Administration and Student Affairs
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education, community college,Education, higher,OAI-PMH Harvest
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Hagedorn, Linda Serra (
committee chair
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