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Oppression of remedial reading community college students and their academic success rates: student perspectives of the unquantified challenges faced
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Content
Running head: COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 1
Oppression of Remedial Reading Community College Students and their Academic Success
Rates: Student Perspectives of the Unquantified Challenges Faced
by
Marina Ann Rodriguez
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
May 2019
Copyright 2019 Marina Ann Rodriguez
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 2
ACKNOWLEDGEMENTS
I would like to thank my dissertation committee: Dr. Patricia Tobey, Dr. Wayne Combs,
Dr. Tatiana Melguizo, and Dr. Patrick Crispen for their guidance in all stages of my dissertation.
Thank you all for your care and backing during my dissertation progression. I am fortunate to
have had your keen insight and scholarly wisdom to help move me through the dissertation
process. I would like to thank Dr. Ilda Jimenez y West for her guidance and availability in
helping me with navigating through the dissertation process.
I would like to thank this study’s participants who gave their time and efforts during their
focus groups and individual interviews. These student participants offered their voices, allowing
insight into the many challenges they face as they matriculate as community college students.
My passion for assisting community college students stems from wanting to do my part and see
students like those in my study find academic success when reaching their goals. Through
listening to these student perspectives and stories of their strong desires and motivation to reach
their academic goals, I was inspired to complete my dissertation so that their voices can be heard.
I would like to give heartfelt acknowledgement and dedication to all my angels who have
gone before me and to the angels who are still cheering me on in the here and now. I would like
to begin with a special thank you to my first angel, my mother, for her continued love, being my
role model, and always being supportive of my education and all my life’s aspirations. In
addition, I would like to thank Christine Salcido for her unwavering support of my educational
goals, doctoral studies, and all my hopes and dreams. Her encouragement, care, strength and love
during this process and always are all very much recognized and appreciated. I want to thank and
acknowledge Cress Munoz for his scholarly influence and meaningful philosophical
conversations that have guided me in pursuit of my academic, professional, and personal
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 3
pursuits. It is with great pride that I thank my late grandparents for being among my first teachers
and role models inspiring me to rise above challenges knowing that with hard work and
determination anything is possible. Although their absence in the physical world is still very
present, their spirit, the love that is in my heart for them, and the morals they taught me have
kept me strong in their image.
I would like to thank Grace Parga, who I fondly refer to as “Mom,” for her friendship,
love, and support of my academic, professional, and personal aspirations. During her time on
earth, she taught me many priceless virtues, and through her determination to find the cure to her
cancer through holistic modalities, she was optimistic under the most desperate of situations,
imparting to me the lessons to never give up, remain optimistic and most importantly to always
have hope. Thank you, mom, for believing in me. I want to acknowledge Herlinda Parga, who I
fondly call “Grandma.” Thank you for your love and encouragement during my education,
dissertation process, and always. Your love gives me wings to soar.
I also want to thank my lineage of strong women ancestors who have paved the way for
me to have better opportunities in my current life. Without their keen fortitude and strength, my
success would not have been made possible. These women are the steel in my backbone and the
fire in my blood to create change for a better future. It is with great pride that I thank my late
grandmother for the solid grounding and love she and my grandfather provided me, which make
me feel that I can move mountains. With a love-filled heart, I thank my late Lita and Nana for
their shared support and sacrifice in my education and childhood, which allowed me to fruit from
the sacrifices they made for me. It is through my mother’s dedication, love, immeasurable work
ethic, strength, and the many sacrifices she has made for me to have a better life, which will
never be forgotten and always appreciated. I would like to thank my late Aunt Lucy for her
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 4
guidance, mentorship, strong encouragement, and love. I would like to thank God, The Virgen de
Guadalupe, my spirit guides, and all the angels and saints who stood by my side and offered me
their guidance during this dissertation process.
Finally, yet still very much important, I would like to thank my beloved dog for his
continued love and reassurance though his gigantic tail wags and slurpee kisses. He is my writing
lap dog, and I love him. He never let me out of his sight while I was writing this dissertation.
Thank you again to everyone who went through this journey with me.
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 5
Table of Contents
Acknowledgements ......................................................................................................................... 2
Abstract ......................................................................................................................................... 12
Chapter One: Overview of the Study ............................................................................................ 13
Background of the Problem ....................................................................................................... 14
Statement of the Problem .......................................................................................................... 15
Purpose of the Study ................................................................................................................. 16
Significance of the Study .......................................................................................................... 17
Limitations and Delimitations ................................................................................................... 18
Definition of Terms ................................................................................................................... 19
Organization of the Study ......................................................................................................... 20
Chapter Two: Review of Literature .............................................................................................. 23
Basic/Remedial Education Learners ......................................................................................... 24
Ineffective Basic/Remedial Education ...................................................................................... 25
Schlossberg’s Four S’s .............................................................................................................. 27
Situation .................................................................................................................................... 27
Self ......................................................................................................................................... 31
Support .................................................................................................................................. 36
Assessment/placement test ................................................................................................ 36
Professional development .................................................................................................. 38
Faculty ............................................................................................................................... 40
Strategies ............................................................................................................................... 45
Transition Theory ...................................................................................................................... 51
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 6
Theory critique ................................................................................................................... 54
Theory implications ........................................................................................................... 55
Summary ................................................................................................................................... 57
Chapter Three: Methodology ........................................................................................................ 59
Sample Population ..................................................................................................................... 60
Sample Site ................................................................................................................................ 61
Selection Criteria ....................................................................................................................... 62
Instrumentation and Protocols ................................................................................................... 63
Data Collection .......................................................................................................................... 65
Data Analysis: Focus Group and Follow-up Interviews ........................................................... 67
Confidentiality and Ethics ......................................................................................................... 70
Trustworthiness and Credibility ................................................................................................ 71
Timeline .................................................................................................................................... 72
Chapter Four: Results ................................................................................................................... 74
Participants ................................................................................................................................ 75
Focus Group One/Individual Interviews (Three Reading 19 Students) ................................ 75
Gracie. ................................................................................................................................ 75
Margaret ............................................................................................................................. 76
Dorothy .............................................................................................................................. 77
Focus Group Two/Individual Interviews (Six Reading 19 Students) ................................... 78
Rita ..................................................................................................................................... 78
Edward ............................................................................................................................... 78
Raphael. ............................................................................................................................. 79
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 7
Lorenza. ............................................................................................................................. 79
Flora. .................................................................................................................................. 80
Mac .................................................................................................................................... 80
Study Context ............................................................................................................................ 81
Findings ..................................................................................................................................... 82
Theme 1—Situation: Community College 101 Hardships .................................................... 83
Category 1: Importance of community college and reading .............................................. 83
Category 2: Transportation challenges .............................................................................. 86
Category 3: Work challenges ............................................................................................. 88
Category 4: Financial challenges ....................................................................................... 92
Theme 2—Self: The Reading Student ................................................................................... 96
Category 1: Goals and success. .......................................................................................... 97
Category 2: Motivational challenges ............................................................................... 102
Category 3: Motivation and perseverance ....................................................................... 104
Theme 3—Support: On Campus ......................................................................................... 109
Category 1: Assessment test ............................................................................................ 110
Category 2: Advisement challenges ................................................................................ 116
Category 3: Professional development ............................................................................ 120
Theme 4—Strategies: Student Approaches While Transitioning ....................................... 126
Category 1: Peer connections .......................................................................................... 127
Category 2: Student transitions ........................................................................................ 129
Theme 5—Findings not in Schlossberg’s Transition Theory: Student How and Why Advice
............................................................................................................................................. 135
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 8
Category 1: Student advice on how to overcome academic challenges .......................... 135
Category 2: Student advice on why college is valuable for success ................................ 141
Summary ................................................................................................................................. 145
Chapter Five: Discussion ............................................................................................................ 148
Overview of Study .................................................................................................................. 149
Executive Summary ................................................................................................................ 151
Summary of Findings .......................................................................................................... 153
#1 Support: On campus: Assessment test. ....................................................................... 153
#2—Self: The reading student: Motivation and perseverance. ........................................ 154
#3—Findings not in Schlossberg’s Transition Theory: Student how and why advice:
Student advice on how to overcome academic challenges .............................................. 155
#4—Strategies: Student approaches while transitioning: Student transitions ................. 156
#5—Situation: Community college 101 hardships: Importance of community college and
reading ............................................................................................................................. 158
Strengths and Weaknesses ................................................................................................... 159
Implications for Practice...................................................................................................... 159
#1—Support: On campus: Assessment test ..................................................................... 160
#2—Self: The reading student: Motivational challenges and motivation and perseverance
......................................................................................................................................... 161
#3—Findings not in Schlossberg’s Transition Theory: Student how and why advice:
Student advice on how to overcome academic challenges and student advice on why
college is valuable for success ......................................................................................... 162
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 9
#4—Strategies: Student approaches while transitioning: Peer connections and student
transitions. ........................................................................................................................ 163
#5—Situation: Community college 101 hardships: Importance of community college and
reading ............................................................................................................................. 163
Recommendations for Future Research............................................................................... 164
Summary of Findings .............................................................................................................. 165
Theme 1—Situation: Community College 101 Hardships .................................................. 166
Importance of community college and reading ............................................................... 166
Transportation challenges ................................................................................................ 168
Work challenges .............................................................................................................. 169
Financial challenges ......................................................................................................... 170
Theme 2—Self: The Reading Student ................................................................................. 171
Goals and success. ........................................................................................................... 171
Motivational challenges ................................................................................................... 172
Motivation and perseverance ........................................................................................... 174
Theme 3—Support: On Campus ......................................................................................... 175
Assessment test ................................................................................................................ 175
Advisement challenges .................................................................................................... 177
Professional development ................................................................................................ 178
Theme 4—Strategies: Student Approaches While Transitioning ....................................... 180
Peer connections .............................................................................................................. 180
Student transitions ............................................................................................................ 182
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 10
Theme 5—Findings not in Schlossberg’s Transition Theory: Student How and Why Advice
............................................................................................................................................. 184
Student advice on how to overcome academic challenges .............................................. 184
Student advice on why college is valuable for success ................................................... 185
Strengths and Weaknesses ...................................................................................................... 187
Implications for Practice ......................................................................................................... 188
Theme 1—Situation: Community College 101 Hardships .................................................. 190
Importance of community college and reading ............................................................... 190
Transportation. ................................................................................................................. 192
Work and finances ........................................................................................................... 193
Theme 2—Self: The Reading Student ................................................................................. 194
Goals and success ............................................................................................................ 194
Motivational challenges and motivation and perseverance ............................................. 195
Theme 3—Support: On Campus ......................................................................................... 196
Assessment test ................................................................................................................ 196
Advisement challenges .................................................................................................... 200
Professional development ................................................................................................ 201
Theme 4—Strategies: Student Approaches While Transitioning ....................................... 203
Peer connections and student transitions ......................................................................... 204
Theme 5—Findings not in Schlossberg’s Transition Theory: Student How and Why Advice:
Student Advice on How to Overcome Academic Challenges and Student Advice on Why
College is Valuable for Success. ......................................................................................... 206
Recommendations for Future Research .................................................................................. 208
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 11
Conclusion ............................................................................................................................... 211
References ................................................................................................................................... 220
Appendix A: Focus Group Protocol Interview Questions .......................................................... 228
Appendix B: Follow-up Individual Interview Protocol Questions ............................................. 229
Appendix C: Theoretical Framework Alignment Matrix ........................................................... 230
Appendix D: Instrumentation Chart............................................................................................ 231
Appendix E: Consent Form Day 1: Focus Group and Individual Interviews ............................. 232
Appendix F: Consent Form: Day 2 Focus Groups and Individual Interviews ........................... 234
Appendix G: First Research agreement ...................................................................................... 236
Appendix H: Second Research Agreement................................................................................. 239
Appendix I: IRB Approval Letter ............................................................................................... 242
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 12
Abstract
The purpose of this in-depth case study using qualitative methodology was to understand
findings that bring awareness to the details of why remedial community college students have
low success rates and to understand the challenges keeping them from success. By use of
specific research questions to guide introspection, focus groups, and individual student
interviews, participants offered student perspectives and identified the challenges community
college students face and reasons why these students have low success rates in the United States.
This study used Schlossberg’s Transition Theory’s indicators of situation, self, support, and
strategies to help identify the challenges students faced in combination with how matriculation
through a remedial program impacted student achievement. The findings adhered to
Schlossberg’s Transition Theory and fit into the four themes of situation, self, strategies, and
support to describe student perspectives on the challenges they faced as they transitioned through
their community college courses. A fifth theme outspread the framework of Schlossberg’s
Transition Theory, sharing students’ advice on how to overcome academic challenges that they
faced as they matriculated through their reading courses and why they felt college was valuable
for their success in completing their academic goals. These findings provide student perspectives
on the challenges community college students face and serve as an institutional resource for
assisting not only these students but also current and incoming students by providing current
students’ advice for remedial students as they transition through the community college pipeline
before reaching their desired academic goals.
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 13
CHAPTER ONE: OVERVIEW OF THE STUDY
The purpose of this in-depth case study using qualitative methodology was to explore
why remedial underprepared reading community college students have been reported to have low
academic success rates. By use of specific research and questions to guide introspection and
careful analysis by use of focus groups and interviews, the challenges these community college
reading students face remarkably pointed towards reasons for their lack of academic achievement
in the United States. According to Hagedorn and Kuznetsova (2016), community colleges are
pressed to raise their completion, transfer, and achievement rates. Hagedorn and Kuznetsova
added that one of the greatest challenges is that students who begin in the remedial channel do
not aspire to the college credit-bearing level, which is the reason why these students are unable
to qualify to progress toward degree completion and/or attend a four-year university. Lastly,
Hagedorn and Kuznetsova added that searching for wiser solutions on how to remedy
community college developmental students is essential.
The evidence suggests that only 13% of community college students graduate within the
expected time of two years (Chen, 2015). Basic skills courses in reading, writing, or mathematics
are taken by students who are unable to take and complete courses necessary to perform college-
level course content as deemed by a higher education institution (Jenkins & Boswell, 2002). The
terms basic skills, remedial and developmental education are used conversely throughout this
study. Remedial student success was the optimal focus of the introspection that was conducted in
this study. Roggow (2014) suggested that mathematics courses are roadblocks for college student
achievement. With focus groups and individual student interview strategies, the ultimate research
goal was expanded on and refined to better analyze the lives and experiences of these remedial
reading community college students, and findings are shared in their entirety in Chapter 4.
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 14
Brothen and Wambach (2012) suggested that the American ideal that all students are
allowed to attend college is seen as an equal educational opportunity for everyone in the public
sector, but the public also shares a belief that four-year colleges need to be discerning in who is
allowed to enter. Brothen and Wambach also pointed out that in the 1960s and 1970s, enrollment
numbers were at a high point due to open admission, thus allowing many four-year colleges to
discriminate in their admissions process. Currently, community colleges have registration of
almost eight million students, which accounts for 40 percent of undergraduate students (Dowd,
2007).
Community colleges have a significant impact on admitting higher education students
along with promise of results for a degree and or certificate that can streamline a route to a better
future (Bremer et al., 2013). Offering entrance to all students after high school is the main
objective of the United States educational system, even those students who are underprepared in
comparison to their fellow college students, bringing to the surface the importance of if and how
faculty will come to the aid of these remedial students (Brothen & Wambach, 2012).
Background of the Problem
As an open-entrance educational system, community colleges have a wide variety of
students with varying needs; many students have setbacks that affect their retention, and they
promptly fall behind so far that colleges they attended are unable to assist them in their goal of
graduation within two years (Bailey, Jenkins, & Leinbach, 2005). According to Brothen and
Wambach (2012), each semester many students who are unprepared to read at the college level
and who do not have the required acumen to accomplish college-level requirements decide on
attending their local community college.
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 15
According to Melguizo, Bos, and Prather (2011), The California Basic Skills Initiative
(CBSI) was created to reinforce developmental course curriculum. Melguizo et al. pointed out
that the CBSI occurred in 2006 when the California Community College Board of Governors
(BOG) developed a strategy making remedial education a major part of obtaining high student
achievement. Melguizo et al. stated that the BOG permitted a statewide English and mathematics
graduation prerequisite for all remedial students to be able to obtain their associate’s degree.
Lastly, Melguizo et al. stated that monetary funding of $100 million over a three-year period was
given to ensure this Basic Skills Initiative would help remedial students achieve their promised
academic success.
According to Fike and Fike (2008), most community colleges do not conduct studies of
the effectiveness of intervention graduation programs that are implemented in the college
system. Dowd (2007) suggested that community colleges are seen as an entry to advanced
education, offering opportunities for underrepresented students who would not have the proper
care at four-year universities. Over the past decade, there has been more responsiveness to
outcomes and graduation rates once community college students graduate from college (Bailey et
al., 2005). Giordano and Hassel (2016) suggested that standardized test scores are not adequate
to regulate the type of student who should attend college.
Statement of the Problem
The purpose of this in-depth case study using qualitative methodology was to learn more
about the perceived challenges remedial reading community college students face that keep them
from high achievement rates. The key stakeholders for this study were community college
remedial reading students. Focus groups and individual interviews of remedial reading students
were conducted. Large portions of residents in the community college system are from
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 16
disadvantaged backgrounds with lower literacy rates (Goldrick-Rab, 2010). Over the past
decade, there has been more responsiveness to outcomes concerning their graduation rates once
community college students graduate from college (Bailey et al., 2005). According to Fike and
Fike (2008), most community colleges do not conduct studies of the effectiveness of intervention
graduation programs that are implemented in the college system. It is noteworthy that the reason
for community college students’ low graduation rates is the vast number of students who begin
college without the sufficient academic skills necessary for college remedial course requirements
(Bremer et al., 2013). In findings from a study by Brothen and Wambach (2012), assessment of
remedial students on traditional outcome measures, grades in students’ courses and grades in
upcoming courses as well as retention rates, is a promising way of determining whether remedial
education instills the necessary educational components for upcoming academic courses.
Giordano and Hassel (2016) described many challenges found with community college
open admissions policies and with providing the care needed by students who do not have proper
academic preparation to help them become ready for the type of work required of them in higher
education. Giordano and Hassel added that colleges that enroll underprepared students must be
equipped to support these students during their transition as well as during the growth of their
college-level knowledge-based capabilities in order to fulfill the open admission mission.
Purpose of the Study
It is imperative to note that connections between early departure characteristics of college
students and their situational performances, which were shaped before they began college, affect
their achievement in their personal lives and while in college courses (Bers & Schuetz, 2014).
The key research questions that need to be addressed to facilitate further understanding of the
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 17
disparity of remedial reading community college students’ preparedness and their low success
rates are:
1. What do community college students enrolled in remedial reading perceive as the
challenges they face while trying to matriculate?
2. How do these challenges impact their academic success?
Community colleges can improve student college readiness and completion rates based
on the findings that are presented in Chapter 4. Conventionally, community colleges use
graduation proportions as a foundation for determining student achievement (Slate & Spangler,
2015). Nevertheless, the four capacities needing potential care that are unveiled in the literature
review have certain implications for community college remedial reading students matriculating
through their developmental courses, such as their situation, self, strategies, and support. With
the utilization of best practices, students are offered malleable and planned systems that provide
backing for the necessities in, through, and during their transition.
Significance of the Study
According to Hentschke and Wohlstetter (2004), two-year community colleges have a
goal of increasing transfer rates to four-year universities. Several aspects contribute to why
underprepared community college students have poor reading achievement resulting in low
success rates. The educational problem addressed in this case study is the disparity in community
college graduation rates of academically underprepared students in the United States.
Furthermore, community college graduation rates within three years are low, 22%, and over a
four-year period, the rate only increases to 28% (Carey, 2007). Martin, Galentino, and Townsend
(2014) found that 19% of students who appeared qualified to start at a community college failed
to earn their associate’s degrees within two years. It is noteworthy that 58% of incoming
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 18
freshmen community college students needed remedial prerequisites in either math or English
(Bremer et al., 2013). All students have the right to become educated and complete their
educational goals. Through awareness of severe issues like these, educators and administrators
can make a difference in the lives of underprivileged community college students by supporting
and sustaining their objectives of academic success. Brothen and Wambach (2012) suggested
that there has been a significant discussion encompassing remediation in developmental
education, and if these courses are taken, students are prepared for both achievement in early
courses and college graduation. Brothen and Wambach added that the findings from research
suggest that completing fewer remedial courses is connected with improved retention rates and
graduation rates.
Limitations and Delimitations
This case study utilizes pseudonyms to keep confidentiality while supplying information
through its findings to interested organizations. This study was limited in terms of time and
population sample, which did not allow for further investigation in the topic by use of another
instrument analysis. The instruments that were utilized for this study were two focus groups and
nine individual interviews; no other types of data collection were used, limiting the scope of data
gathering due to time constraints. Participants provided their perspectives to further understand
and investigate the feelings of remedial reading community college students from a single type
of participant group and setting, which limited the scope and thus a vast understanding of the
topic.
If the results of this study were conducted at another institution, there may be different
results due to location, timing, and population sample. The participants and setting of this study
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 19
can be used as recommendations for future studies, but they are restricted by the diverse qualities
of the situation and its contributors.
The topic of this case study was of interest to me as a researcher due to my experience as
a remedial reading community college professor who would like to improve professional
standards by uncovering findings that can inform the organization of the study as well as others
who are inquisitive of the topic. In addition, I was employed within the community college
where this study took place, which gave me a firsthand view through a professor’s professional
lens but required me to not lend bias when gathering data.
Not selecting other populations such as remedial mathematics students, certificate
students, and English credit-level students is a noteworthy delimitation. In this case study, I was
only looking at reading students’ perspectives. This study only considered the views of reading
students since they were placed into their reading courses after scoring low on their assessment
test, which meant they were unable to enroll in credit-bearing English courses, a common
occurrence. Reading students were the only participant group due to my relativity of interest. The
use of triangulation was developed to confirm gathered data during focus groups and individual
interviews to illustrate remedial reading community college perspectives during their
matriculation through their basic skills courses.
Definition of Terms
Developmental and Remedial Education: Are course sequences for students who are in
absence of the reading, writing, and mathematics abilities necessary for college-level work
(Jenkins & Boswell, 2002, p. 5).
Motivation: According to Clark and Estes (2008), motivation is the encouragement to complete
an undertaking; motivation includes active choice, persistence, and mental effort.
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 20
Utility Value: Stems from focusing on the rewards that follow after the task is complete (Clark
& Estes, 2008).
Self-efficacy: Is people’s own beliefs of their ability to perform an action (Rueda, 2011).
Situation: What is occurring at the time (Goodman & Anderson, 2012).
Placement/Assessment Tests: Assessments developed to decide a suitable rank of classes for
student matriculation (Hagedorn & Kuznetsova, 2016).
Self: As to whom the issue is occurring (Goodman & Anderson, 2012).
Remedial/ Developmental Education: Community college courses in English, writing, reading,
and/or mathematics below college level taken by scholastically underprepared students who wish
to acquire college qualifications (Hagedorn & Kuznetsova, 2016).
Support: What type of assistance is accessible (Goodman & Anderson, 2012).
Strategies: What methods the individual utilizes to cope with the situation (Goodman &
Anderson, 2012).
Basic Skills: Courses in reading, writing, or mathematics taken by students who are unable to
take and complete courses necessary to perform college-level work (Jenkins & Boswell, 2002).
Nontraditional Students: Students who are working, make subsidiary income for their families,
and/or are veterans, higher-aged students, disabled, and/or minorities (Hagedorn & Kuznetsova,
2016).
Organization of the Study
The research method for this in-depth case study was a qualitative methodology study
design to better understand and improve on broader knowledge of the research, topic, and data in
the area of focus. Copious types of data, such as interviews and focus groups, were gathered and
brought together to create propositions, which can be monotonously analyzed to create inclusive
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 21
introspection towards the research question at hand with purpose (Creswell, 2014). Interviews
consisted of remedial students in their academic institutional environment. Focus groups were
held with remedial reading students to extend the knowledge obtained and to provide
background for student transitions. Information that was obtained from this study’s interviews
and focus groups shed light on the current theme of research and offered insight to strengthen
exhaustive outcomes.
When selecting the proper participants to interview, the chairperson of the English
department became the study’s key gatekeeper, who is an administrator, navigating and allowing
entrance to the site. Interviews were conducted with remedial reading student participants, who
shared their perspectives on the barriers they face as they try to matriculate through the
developmental educational system. The focus groups and interviews were implemented at the
community college with reading remedial students to better understand the barriers these
students face when trying to navigate the system and the challenges they face that keep them
from their promised objective of academic success.
In Chapter 2, a broad review of literature is provided that depicts the challenges remedial
students face as well the unspoken tribulations involved in their academic matriculation goals as
they move through their basic skills reading, writing, and mathematics courses. Schlossberg’s
Transition Theory was the leading lens of introspection through which we can view literature
that discusses basic skills students and the provocations they encounter as they progress through
their remedial courses. Chapter 2 fosters an appraisal of literature that is representative of the
capacities of distress for remedial community college reading students, and it discusses and
investigates transition theory as it applies to remedial reading students and their transition in, up,
and through the community college system. Chapters 4 and 5 uncover and explain community
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 22
college reading student perspectives of the challenges they face when matriculating through their
reading courses to better apprise faculty, students, and administrators.
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 23
CHAPTER TWO: REVIEW OF LITERATURE
Dowd (2007) suggested that community colleges are the doorways and doorkeepers of
the American upper-schooling system. Dowd added that since community colleges are
doorways, they are open-entrance schools with very few registration preconditions and low
tuition costs. Lastly, Dowd pointed out that community colleges provide opportunities for all
students through job-related certificate programs, wide-ranging education courses leading to an
associate’s degree, developmental and English language education, and noncredit curriculum in
occupational preparation, self-reformation, and/or recreation. Many of these opportunities
prepare students for transferring to four-year universities.
Hagedorn and Kuznetsova (2016) made a similar suggestion: that community colleges
provide students with an assortment of liberal arts classes developed for transfer to a four-year
institution as well as a variety of vocational and certificate programs and an array of varying
degrees. Hagedorn and Kuznetsova added that community colleges offer a combination of credit
programs and noncredit courses, noting that around 40% of community college students are
registered in the noncredit sector and some institutions have higher enrollment numbers for
noncredit courses than for credit-bearing ones. Lastly, Hagedorn and Kuznetsova noted that
some students take courses for personal development, and the noncredit sector offers courses that
provide continuation of education, GED curriculum, developmental literacy and mathematics for
adult students, and English as a Second Language (ESL) courses. Academically underprepared
students benefit from registering in lower-cost community college courses, and guiding students
into labor force preparation promotes profitable effectiveness, which leads to trade and industry
growth and community competence, generating a source of labor force personnel for secretarial
jobs and blue-collar mechanical professions (Dowd, 2007).
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 24
Basic/Remedial Education Learners
Hagedorn and Kuznetsova (2016) suggested that community colleges offer significant
opportunities through courses developed to aid students who wish to receive college
qualifications but who are educationally unprepared to take courses in English, writing, reading
and/or mathematics. Hagedorn and Kuznetsova added that the term for these courses is normally
“developmental,” but they can also be named “remedial,” which means lower than college level.
Brothen and Wambach (2012) found that developmental education has varying meanings in
diverse situations to different students, and they added that when remedial courses were
suggested for community college students but they did not enroll in them, they were found to
have lower overall grade point averages and registration rates than students who were required to
take and subsequently completed remedial courses. A large number of entering students come to
college unable to meet basic course requirements. Evidence has shown that 25% of community
college students who enroll in basic skills courses obtain a degree within an eight-year period
(Bailey, 2009; Bettinger & Long, 2005).
According to Brothen and Wambach (2012), there are six ways to look at developmental
education and its abilities. First, skeptics of required remedial education have shared negative
opinions, arguing that this type of skill-based learning does not help students matriculate into
degree programs. Second, the customary center of developmental education is remediation.
Third, some scholars are in favor of the efficiency of remedial education, while others argue
against it, resulting in a separation in the field with the greatest opposition from policy makers.
Fourth, developmental courses are seen as an instrument most frequently used by remedial
educationalists. Fifth, over a six-year longitudinal period, a study on community college students
in the United States found that 25% of the student population transferred to four-year
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 25
institutions, but students who were categorized as developmental were less likely to be among
this group. Fifth, even though remedial students may not be graduation geared, they still may
reach positive outcomes from taking basic skills courses such as effective preparation for
occupations and accountable social conscience. Lastly, there is an equilibrium between the
mandates of remediation, which can cause students to become behind in their advancement,
giving them the freedom to make selections that may not be beneficial to the academic
achievement needs specified by their college.
Ineffective Basic/Remedial Education
Hagedorn and Kuznetsova (2016) suggested that community colleges’ objective is to be a
friendly, well-receiving, and all-encompassing institution in which students’ attendance is not
contingent upon financial status, culture, or earlier educational experience. Hagedorn and
Kuznetsova added that many community college students begin their academic career lacking
educational knowledge and abilities that block them from higher educational achievement.
Hagedorn and Kuznetsova shared that even though all students may prosper by completing basic
skills courses, just 40% of all community college students during the 2011–2012 academic year
were registered in one remedial course at minimum. Hagedorn and Kuznetsova noted that this
percentage included ESL students in colleges that do not have ordered remedial English courses
or general adult basic education classes that normally do not bear college credit. Hagedorn and
Kuznetsova found that the placement test for ESL students in remedial courses is problematic
and there are dissimilarities in the varying needs of these students. Hagedorn and Kuznetsova
warned that students who take assessment tests such as the ACT and SAT are at risk since they
are not informed about the magnitude doing well will have on their futures, and they do not
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 26
properly get ready for or reflect on what they will need to know for the test as students who wish
to attend a university.
Melguizo et al. (2011) suggested that when underprepared students are placed into non-
remedial courses, their dropout rates increase, and they transfer to a course level much lower
than their initial course level. Melguizo et al. added that students who took an assessment test
and were required to take remedial courses performed just as well as students who were not
placed into remedial courses through an assessment test. Lastly, Melguizo et al. found that there
was no benefit for remedial students who take these courses in obtaining their associate’s degree
and/or matriculating through their target level credit-bearing courses.
According to Hagedorn and Kuznetsova (2016), community colleges are higher
education’s link to remedial education since many four-year universities do not admit students
who need to take developmental courses, instead directing these students toward community
college. Charges for remedial education courses accumulate over a period of time, and wasted
finances as well as drive is spent on them (Hagedorn & Kuznetsova, 2016). Remedial students
have low completion rates, and this is a recognized understanding. These low completion rates
are due to students having to track through many levels until they are ready for academic credit
courses and curriculum (Hagedorn & Kuznetsova, 2016). If students do not complete their
academic coursework, they will still have to pay back the debt acquired through student loans,
and they might have used Pell or other grant-based financial aid offered to them by their
institution (Hagedorn & Kuznetsova, 2016). According to Melguizo et al. (2011), some
community colleges perform better at their remedial course curriculum and have higher student
achievement, with students matriculating through remedial coursework, passing credit-bearing
courses, and transferring to a four-year institution.
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 27
Hagedorn and Kuznetsova (2016) found that community colleges in California admit
more students than other states and have the greatest number of students who need remedial
coursework in the country. Hagedorn and Kuznetsova added that 70-80% of California
Community College students take its assessment test and are placed into the remedial level.
Finally, Hagedorn and Kuznetsova pointed out that findings suggested that 19% of remedial
English students who are in the beginning stages of their courses and 7% of beginning remedial
mathematics students matriculate into a college credit-bearing course over a three-year period.
Schlossberg’s Four S’s
The purpose of this case study was to discover why low success rates have been reported
for underprepared reading community college students, viewed through the four lenses of
Schlossberg’s transition theory model. Schlossberg’s theory places significance on transition
through four phases that are referred to as the four S’s: situation, self, strategies, and support.
Schlossberg’s theory can be defined as an occasion or non-occasion resulting in modification
(Goodman & Anderson, 2012). The next section is focused on applied approaches with the four
S’s within Schlossberg’s model and how they apply to remedial community college students and
the challenges they face while matriculating through remedial curriculum. Each of these four
phases is discussed in relation to how they interrelate and affect how community college students
achieve matriculation through their remedial courses and the challenges they face while trying to
obtain an associate’s degree and/or transfer to a four-year university in pursuit of a bachelor’s
degree or take courses for leisure purposes.
Situation
Situation can be seen as what is occurring at the time (Goodman & Anderson, 2012).
When discussing the formal institutional college setting as a situation, remedial students face
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 28
dilemmas with the challenge of altering their identity. Chickering and Schlossberg (2002) found
that there are three principles important to note when discussing transition theory. First, when
looking into this new identity for someone who previously was a high school student, they
become original since each student will embark earnestly on their new college experience.
Second, transitions alter lives in varying ways. Finally, the number of students who begin college
immediately after high school and complete in four straight years has been progressively falling
due to a corresponding increase in the number of students who need more time to understand the
reasons why they want to attend college.
Current research has found that a large number of exiting high school students who will
enter college were required to take remedial courses in their final year (Long & Boatman, 2013).
Remedial courses are normally on a semester- or quarter-long term, and some colleges have been
trying new ways of having remedial courses be a shorter length of time and/or be driven by
discrepancies recognized in placement tests and aptitude assessments (Bremer et al., 2013). The
usefulness of proper research to build a typology of college setting would be useful in
uncovering the needs of varying institutions (Brothen & Wambach, 2012).
Crisp and Delgado’s (2014) research was led by current efforts on remedial and/or
community college students to quantify the effect of remedial education on their chances of
perseverance and ability to transfer, subsequently regulating enrollment in remedial courses and
college-level considerations. This study pre-matched an analytic population, which utilized 2,780
pupils who started their education after high school at a community college in 2003-2004. Crisp
and Delgado were interested in community college students who divulged that upon enrolling
into college, they were going to transfer and obtain a four-year degree. The study’s results
indicated that remedial students who register into remedial courses are consistently unlike their
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 29
counterpart community college students who are not in remedial courses by race, sexual
category, first-generation position, educational grounding, high school involvements, and
deferred college admission. Other important findings in this study suggested that remedial
education can generally weaken community college pupils’ chances of productively attaining
transfer to four-year colleges, with damaging implications for students who took remedial
community college mathematics and English classes. Additionally, minority students were
considerably over-represented in terms of students taking reading and English remedial classes.
Scott-Clayton and Rodriguez (2015) discussed the effects of college remediation policy
by obtaining data that is representative of 100,000 students at six community colleges,
associating students slightly above and beneath remedial test score thresholds to understand
reasons behind their primary first choice of enrollment, previous grades in the same subject, and
final scores on a proficiency test that was mandated for anyone who wished to graduate and
obtain any degree offered by the institution. All students in this study were examined for a three-
year period after their initial placement test. Scott-Clayton and Rodriguez’s study indicated that
remedial courses do not adequately improve students’ capabilities or better their opportunities for
academic achievement. Some students who were able to finish remedial courses did obtain
benefits, but the overall results of the study were compromised by the undesirable number of
students who were placed into remedial education but did not complete the courses in the
developmental program.
After examining the influence classroom structure has on developmental instruction,
Moss, Kelcey, and Showers (2014) discussed the degree to which schoolroom and teacher
characteristics influenced developmental English student success in an English course bearing
credit towards graduation. Participants in their study included 3,429 community college pupils in
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 30
223 classrooms. Moss et al.’s (2014) results indicated that remedial English students’ success in
college graduation credit-bearing courses was impacted positively by the use of remedial
education but was altered by schoolroom and teacher individualities. Overall, remedial students
benefitted much more from their remedial programs when their classrooms were populated with
a greater proportion of remedial students. Remedial student accomplishment was higher when
they were enrolled in college classrooms that were led by full-time teachers. Moss et al. (2014)
also found that as soon as remedial students completed their English courses, schoolroom
dynamics in their beginning college-level English courses had a strong impact on their success.
In a 2011 study, Attewell, Heil, and Reisel investigated and linked reasons for college
degree achievement and non-completion through longitudinal data that tracked a nationally
representative cohort of college pupils over a six-year period and obtained data from their
college application, financial aid status, and admission interviews, after which they subsequently
enrolled in college. The group of college students who were selected to participate were
freshmen who began their college degree-geared program during the fall 1995 semester. The
study utilized a sheaf coefficient, which linked many variables into one theoretical forecaster and
approximation of the result magnitude throughout college categories. The results of Attewell et
al.’s study showed that there is not a sole dominant reason that can be linked with greater
likelihood of graduation. Students who begin at two-year colleges are substantially impacted by
financial aid; it was the sole, most reliable prognosticator of graduation. The findings showed
that differences in the quantity of financial aid given to low-cost and low financial aid-obtaining
colleges such as two-year community colleges are connected to considerable variances in
graduation rates. Work study significantly influenced graduation rates for community college
students since they were much more sensitive to economic sustainability and the financial aid
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 31
gradient than students who began at four-year colleges. College preparatory coursework in high
school was not linked with high percentages of two-year college freshmen not graduating.
Attewell et al. found that nontraditional students who deferred beginning college until a later
time and started as a half-time student and/or students who had children were linked with low
graduation rates across almost all institutional types. Non-traditional standing was the second
largest indicator of students not completing their degree. Community colleges have race and
gender gaps subsequent in variances with graduation rates.
Self
Self can be defined as to whom the issue is occurring (Goodman & Anderson, 2012).
Chickering and Schlossberg (2002) explained the transition of the self in two important ways.
First, changing from a place of knowing what was anticipated to one that has different
anticipations and beliefs can be seen in the transition from high school to college. Second,
identifying the magnitude of these life alterations depicts how great the transition is for the
individual. Underprivileged reading students require altered test accommodations to accomplish
higher scores on their assessment (Rueda, 2005). According to Strike, Haller, and Soltis (2005),
schools need to be societies built around shared aims so students may feel a sense of belonging
in their school.
A study conducted by VanOra (2012) looked at the experiences of developmental
community college students’ challenges and motivations linked to their persistence while
attending community college. This qualitative study’s results were based upon interviews with
18 developmental reading students. VanOra examined the significance of discovering
developmental students’ capabilities in the college classroom and explained that they may
encounter many obstacles on a daily basis. Results indicated challenges were comprised of many
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 32
varying difficulties, including students’ time allocation, hardship with writing and other
coursework, and insufficient teaching and instruction time. Students were driven to persevere by
the idea that they were engaged in fresh concepts while acting as role models for their family
members and friends. Effects of this study could assist developmental students who are
persevering towards their objective of college graduation.
Koch, Slate, and Moore (2012) conducted interviews with three students to examine their
perceptions and understand their views and involvement in a series of developmental courses
being provided in Texas. All students were essentially asked to register in a developmental
course based on scores they received on their college placement test. Koch et al. found that the
three community college developmental students recounted an undesirable outlook upon finding
out finishing developmental courses would be a prerequisite for them. Subsequently, all three
students relayed some constructive conclusions in relation with their experience with taking
developmental courses. The study also indicated that the three student participants all shared that
they felt more self-assured as they reached achievement in their developmental courses due to
helpful professors and institutional assistance. All developmental students grew to be motivated
as they progressed through their remedial courses, demonstrated by their ability to persist and by
the utilization of campus community college support. Two of the three participants felt that if
they did not pass their course, they would simply take the developmental course over again and
acknowledged new approaches that they would use to increase their chances of achievement. In
addition, other outcomes suggested that these three developmental student participants learned
their distinctly specific learning styles and were able to communicate their selections for
instructional activities in congruence with their learning styles and abilities.
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 33
Schnee (2014) gathered data from a longitudinal qualitative study focused on
developmental English students’ views of remediation while in their initial semester of a learning
community. The data for this study was obtained through semi-structured interviews with 15
students in a cohort within a three-year sequence that combined the bottommost type of
developmental English paired with Introduction to Psychology and Student Development
courses. Remedial students voiced a unanimous feeling of disappointment at their placement in
the bottommost level of developmental English and were apprehensive about the influence that
remediation would have on their advancement towards degree attainment. These same students
also voiced concerns with the amount of extra time that it would take them to complete their
developmental courses and matriculate into college-level courses that led to graduation. Students
discussed their feelings about how the absence of precise informative data on the effects of their
placement in developmental classes caused them to have apprehension from the initial
beginnings of their college experience, birthing worry about their capability to graduate within
normal time standards. However, over the three-year study students altered their perspectives of
developmental education and became cognizant of the educational rigor of college and the
requirements necessary to measure their own reading abilities.
As members of a learning community, these students were given proper contact with
college-geared experience to learn about their own academic skills, necessities, and boundaries
(Schnee, 2014). These students also were able to better understand the reasoning for their initial
placement into their developmental English course. Students who had to repeat the
developmental English course rather than continue to the next-level English course felt
discouraged. Participants in Schnee’s (2014) study reported scattered feelings about the about the
cohort model: Some found it helpful and encouraging, but others felt that it was educationally
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 34
limiting and excessively like junior high school in its pampering approach. Minority remedial
scholars felt branded by their student colleagues and had harsh perspectives about their learning
communities, whereas the majority of other students interviewed in this study felt optimistically
about the time they shared while in their learning community. The learning community model
resulted in students neither being prepared nor interested in taking more difficult, college-level
coursework. Remedial students in this study began their community college experience robustly
with job-related goals for obtaining an associate’s degree. Students who were able to find
educational value while in pursuit of their graduation goals had higher retention rates in
comparison to students who were only taking courses to obtain a credential or were focused on
economic gain.
According to Clark and Estes (2008), motivation is the encouragement to complete an
undertaking; motivation includes active choice, persistence, and mental effort. Empirical
findings from several studies have indicated that students who lack self-efficacy and goal
orientation are more inclined to not graduate from their community college than pupils who do
better in school and have greater self-value and non-avoidance goals (Hsieh, Sullivan, & Guerra,
2007; Martin, Gelantino, & Townsend, 2014). Motivation and self-efficacy have similar
meanings. According to Rueda (2011), there are two principles about student self-efficacy. First
is a person’s own belief in their ability to perform an action. Second, it is important to note that
low-achieving students adhere to the notion that they are not intelligent enough to succeed.
Developmental students entering college must have confidence in the fact that they are enrolling
in college-level courses congruent with their objectives, and if not, these students easily become
dejected and stop attending college. In retrospect, they need further care to understand upcoming
events in their lives that could benefit from remedial education (Brothen & Wambach, 2012).
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 35
According to Clark and Estes (2008), motivation is what gives incentive to complete a
task; motivation includes active choice, persistence, and mental effort. Community college
students who were academically advanced in school had higher self-value skills and were more
likely to lack performance-avoidance objectives when compared to their peers who had lower
self-value; these students were more likely to have destabilized performance-avoidance goals,
weakening their chances for graduation (Hsieh et al., 2007). Even though many students are
motivated to overcome obstacles that get in the way of their academic goals, many students are
unable to overcome this intimidating undertaking (Brothen & Wambach, 2012).
Clark (2012) conducted a study to examine student self-views of causes that effect
perseverance in obtaining a college degree and understand combined educational and student
service methods that foster student achievement. A focus group dialogue with 15 community
college students who persevered to earn their associate’s degrees was held. These diverse
students collectively identified that having reassuring relationships and feeling a sense of fitting
in was influential in the way that they developed confidence and in how they successfully
completed their objectives. Clark concluded that a student’s individual cohesion with college
faculty and fellow students gave them more reassurance to persevere over hurdles that occurred
while on the journey to graduation, such as monetary, institutional, and individual. In addition, a
feeling of belonging and discussion with peers on shared challenges contributed toward
perseverance, i.e., hearing about others’ struggles while in college proved beneficial for students.
Rigorous studies have found that students who enroll in several mandatory remedial
courses become more deterred and thus drop out from their college courses, and those students
who finish their mandatory remedial courses are deemed successful due to their previous college
motivation or skill sets (Brothen & Wambach, 2012). There are many theorized reasons for
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 36
community college retention and perseverance that have to do with circumstantial individualities
such as educational readiness and culture (Bremer et al., 2013).
Support
Brothen and Wambach (2012) suggested that developmental courses are seen as an
instrument most frequently used by remedial educationalists. Brothen and Wambach (2012)
added that the doubt associated with developmental education affects teachers who instruct
remedial students who are not able to complete college course requirements. Support can be
defined as what type of assistance is accessible (Goodman & Anderson, 2012). Roggow (2014)
suggested that students are likely to drop out of college due to not being a part of or involved in
the college community and/or due to not feeling properly supported or endorsed. Clark and Estes
(2008) suggested that all organizations must create clear business goals that lend themselves to
team performance goals. According to Rueda (2005), assessments at times may be too
concentrated and limit program outcomes, especially for groups that normally rank lower.
Roggow (2014) stated that the most impactful type of education is supported by assisting
students in relating to their learning by creating connections to the subject matter.
Assessment/placement test. Giordano and Hassel (2016) suggested that the probability
of achievement for educationally unprepared students is difficult to forecast from their initial
placement despite the fact that a multiple measures approach can significantly point out any
educational difficulties. Giordano and Hassel added that students who begin college with a
placement in math and English are more likely to find challenging transitions when going into
degree credit-bearing courses in combination with barriers that grow quickly to weaken student
advancement as they matriculate through curriculum applicable to their degree. Finally,
Giordano and Hassel pointed out that underprepared students who were held back in higher
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 37
education and continued to precede in their initial semester or first 12 months in remedial
courses need assistance as they transition into their degree credit-bearing courses and into higher
level courses.
According to Rueda (2005), when variables are altered on assessment tests to suit the
needs of specific students, there are higher success rates. Assessment tests decrease student
uniqueness (Shavelson & Huang, 2003). Rueda also added that assessments must focus on the
individual student without ranking them based upon one simple evaluation of their abilities, and
mediation systems should be in place to aid students’ learning, especially in beginning-level
reading courses. Giordano and Hassel (2016) suggested that a solitary placement method is not
sufficient for describing the line in the middle of remedial and credit-level courses. Colleges
differ in instruction, monetary resources, and success indicators (Shavelson & Huang, 2003).
When an assessment test is changed to fit an individual student, the views and outlook about
reading along with social practices are kept in mind for students who take the assessment
(Rueda, 2005). Utility value stems from focusing on the rewards that follow after the task is
complete (Clark & Estes, 2008). Brothen and Wambach (2012) suggested that an investigation of
state community college systems indicated that course placement in developmental courses was
connected with low graduation rates. Brothen and Wambach added that the placement test in
California has had legal ramifications due to its distinctive effect on minority students. Giordano
and Hassel (2016) argued that more highly developed methods of placement in combination with
proper support are greatly needed by students who are underprepared for higher education.
Institutional improvement and resources are granted when assessment and graduation
rates increase (Norton Badway, 2005). According to a study conducted by Gallimore and
Goldenberg (2001), cultural models and setting results had an impact on minority achievement
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 38
and school improvement. Mayer (2011) suggested that knowledge is the most important aspect
of learning, instruction, and assessment. Giordano and Hassel (2016) stressed the significance of
remedial educators understanding that the achievement or disappointment of students and of
academic organizations is related to correctly pinpointing the correct students who will prosper
from remedial curriculum and educational support. Giordano and Hassel also stated that current
findings by the Community College Research Center exhibited the challenges of forecasting
student achievement through standardized test scores. Giordano and Hassel’s study indicated that
the journey towards attainment of a degree is considerably difficult for students who commence
college in more than one remedial course.
Brothen and Wambach (2012) suggested that with the utilization of new learning
approaches for students in credit-bearing courses, research-centered choices like college-entering
students taking seminars, having additional instructional courses, erudition groups, shared
educational learning, and courses that are taken and taught together are necessary and should be
a part of the college core curriculum. Brothen and Wambach added that combined classes can
advance students’ proficiency as well as their ability to understand other subjects. Finally,
Brothen and Wambach found that solely utilizing a single test, such as a college placement test,
without the use of other information to determine a student’s future is not easy to substantiate.
Professional development. Professional development consists of specific and combined
efforts made to benefit a specified group (Bensimon & O’Neal, 1998). Elmore (2002) described
professional development as activities created to increase knowledge in educators. Brothen and
Wambach (2012) stated that professors and colleges alike reach agreement that student
development is mutual in all areas on the college campus. Elmore (2002) depicted successful
professional development as continual evaluation based upon student achievement. Brothen and
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 39
Wambach suggested that by training college instructors to assist students in improving their
abilities in their remedial courses, these courses will become the focus of the program. Brothen
and Wambach noted that college faculty often solely concentrate on their subject area instead of
learning new strategies to help teach their students abilities that are important to other subjects.
Finally, Brothen and Wambach shed light on the fact that having students take college-level
courses in combination with remedial courses better suits them and allows college-level course
teachers to learn from remedial faculty.
Bremer et al. (2013) studied effects on 7,898 who had taken developmental English,
reading, writing and math classes in three community colleges in three differing states. The
college information viewed affected pupils’ paths from all three colleges, keeping in mind their
registration in remedial courses in their initial term while at college. Many variables gave
students perseverance to continue on to their next college semester, and a subcategory that was
interrelated had to do with student continuation, advancement, and increased whole grade point
average. Results indicated that students who were more mature, not of Hispanic race, and job-
oriented were more inclined to graduate. These subpopulations and females had advanced
aggregate grade point averages. Bremer et al.’s other findings suggest that students’ math skills
upon enrolling in college initially were an influential forecaster of student achievement. The
effectiveness of reading placement as a forecaster and the value of developmental English,
reading, and writing courses in place as a mediation were restricted to retention into the
succeeding year and/or semester. As it turns out, the predictors of student achievement were
coaching and financial assistance much more than remedial class assignments.
Butcher and Visher’s (2013) examined the impact of a math intervention in which 2,165
students in 83 separate math course sections were given information on student services
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 40
accessible to them on their campus. This study used a random assignment to explore the findings
of this math intervention. The math students were informed of these student services through a
few visits and short moments of interaction during their math courses. This study focused on
using whole courses versus the utilization of single, independent students who were randomly
assigned to the program and control assemblages. They found that the embedded intervention
strategy escalated students’ application of on-campus tutoring offerings and lessened students
removing themselves from math courses, but it did not have any influence on students passing
their math courses. However, there was an increase in the number of half-time students passing
their math courses, and these particular students embodied almost half of the students who took
part in this study.
Faculty. Permitting underprepared remedial students who do not have the proper skill set
to enroll in developmental college-level courses will be the basis of faculty lowering their
expectations for student achievement and lowering expectations for all who partake in the
assigned course load (Brothen & Wambach, 2012). According to Goldrick-Rab (2010), the
reason for low graduation rates at community colleges is the unbalanced number of part-time
adjunct faculty who rarely receive professional development and/or have little time to invest in
their students. Elmore (2002) described professional development as activities created to raise
knowledge in educators to better teach their students. Current research suggests that community
colleges receive fewer resources than four-year institutions, leaving less funding to employ full-
time faculty (Goldrick-Rab, 2010). The main finding of this development is that faculty and
student interaction strongly influences student graduation rates (Lau, 2003; Nagda, Gregerman,
Jonides, Hippel, & Lerner, 1998). Underprepared students have an influence on teaching
modalities of remedial faculty. It has been found that faculty in a significantly sized community
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 41
college system felt forced to lower the literary requirements for their course, particularly when
developmental students were given access to freely register (Brothen & Wambach, 2012).
Strike et al. (2005) stated that students and faculty who share a strong sense of belonging
will strengthen the quality of education administered by the school. Reading faculty and other
remedial instructors add to reaching the needs of remedial students, and courses in reading,
writing, and learning abilities are helpful for countless students (Brothen & Wambach, 2012).
Clark and Estes (2008) suggested that all organizations must create clear business goals that lend
themselves to team performance goals. Brothen and Wambach (2012) suggested that college
faculty need backing and assistance to create and keep values rather than punishment when their
students fail to meet the requirements of remedial courses and are unsuccessful in their
completion goals. Rueda (2005) imparted the importance of professional development being
necessary so that fresh ideas will be brought into the classroom. Faculty value is an important
indicator of student achievement (Koppich & Rigby, 2009). Faculty will be held accountable by
students and administrators for attending training to better instruct reading students and will
motivate other faculty in the same regard (Goldrick-Rab, 2010).
Faculty obtain incentives for attending professional development, and additional
motivation is their students’ success after external rewards are granted (Elmore, 2002).
Encouragement to partake in professional development activities by use of financial gain (known
as performance-based incentives) is a promising way to secure faculty involvement and increase
student achievement (Koppich & Rigby, 2009). It is important to include metacognitive
strategies to assist students in becoming self-regulated learners (Rueda, 2011). Brothen and
Wambach (2012) suggested that faculty who were able to efficiently lessen requirements of a
particular course to smaller amounts of information were most acknowledged by students, and
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 42
they obtained instructional awards that safeguarded future teaching opportunities within the
college. Events for adjunct faculty, such as faculty coordination, distinctive student advisement,
and academic coaching for remedial students at the community college setting, can help student
graduation rates and success since their research university peers are more motivated and much
better prepared to meet the demands of remedial students. Brothen and Wambach pointed out
that by the use of thought-provoking developmental courses with backing, students will feel
more encouraged about future achievement. Brothen and Wambach also added that faculty who
teach courses across the curriculum need to be open to the suggestions of developmental faculty
so as to impart these recommendations in their courses to benefit all students. It is imperative
that community college students transition from high school with the proper financial backing to
ensure that they are able to afford the requirements of being a college student.
Pluhta and Penny’s 2013 mixed methods study focused on a Promise Scholarship
program that was implemented by a nonprofit agency. The purpose of this study was to note that
the price of college attendance has a significant impact on students’ choices to attend college,
and pupils who obtain financial assistance have higher instances of graduating from college.
During this study, The Promise Scholarship was offered by a community college in the Pacific
Northwest area to 51 low-income high school-graduating students from local neighborhoods of
color without monetary restrictions or academic requirements, awarding at least one year of
community college tuition right after high school. Out of the 51 students who received the
scholarship, 46 enrolled the following winter quarter, resulting in 90% student retention from fall
to winter. Over a three-year period, the overall student population resulted in only a 70%
retention rate for fall to winter.
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 43
The Promise Scholarship, through alliance with the high school, provided mentoring
necessary to raise these high school students’ academic goals. In the beginning of the program in
2007, the community college had approximately 7,600 students, and the nonprofit agency had
$4.6 million. Three years before The Promise Scholarship program was conducted, just 20 high
school students out of 323 in the graduating class enrolled in college. In accordance with
retention data gathered, an assessment was conducted to rate student academic preparedness in
English and math before attending college. Merely 27% of students were evaluated as ready to
be enrolled in college-level math courses, and 22% were assessed as prepared to enter college-
level English courses. Students who did not assess into college-level math and English courses
were placed into developmental courses as necessary.
The findings revealed that through The Promise Scholarship, more students were
motivated to join college. These students had low academic preparedness and came from social
groups who were underrepresented academically, and they would not normally wish to attend
college. However, with the removal of the financial obstacles associated with college, they were
able to attend community college, increasing college enrollment. Their low level of college
readiness was an indicator that these students were not preparing to enroll in college. With The
Promise Scholarship, these students now were able to see themselves as college qualified. The
Promise Scholarship created a connection for high school students to move into their new roles
as college students, heightened financial motivation, and altered college ambitions and peer
examples. Significantly, Bremer et al. (2013) found that community college students who are
mandated to have the most remediation generally are predicted to have weaker outcomes.
Bremer et al. (2013) also stated that even though students may be encouraged to take remedial
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 44
courses due to low placement test results, community colleges may not always enforce students
to enroll in them.
Kolenovic, Linderman, and Karp’s (2013) study investigated the effect of involvement in
the City University of New York’s (CUNY) Accelerated Study in Associate Programs (ASAP),
which strives to increase graduation rates by giving a large variety of all-inclusive support
services to community college students in certain majors. Kolenovic et al.’s findings suggested
that ASAP, which strived to increase graduation attainment, offered Metrocards for public
transportation to community college students as well as access to textbooks. To decrease the
expense associated with attending college full time, ASAP students who received financial aid
were offered tuition waivers to cover any remaining balance after their financial aid award was
applied to their educational fees. Participating in ASAP was significantly related to students
obtaining their credits, transferring, staying in college, and obtaining their degree. Accelerated
Study in Associate Programs existed at six CUNY community colleges.
The study utilized student-unit record information and propensity score matching to
evaluate for short-term and three-year results from ASAP’s initial cohort and a logistic
regression to classify program aspects associated with graduation rates for community college
students. A total of 1,791 students were part of the comparison set of students. These comparison
students were used to examine student outcomes, and the CUNY comparison group of pupils
matched equally the admissions standards and were registered under the same college majors as
ASAP pupils, but they did not enroll in the ASAP curriculum. Results signified that ASAP
involvement was pointedly correlated with retention, students obtaining credit after completing
courses, student transfer, and ability to obtain a degree. Regression investigation suggested that a
main predictor of graduation attainment was student involvement in academic advisement
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 45
meetings. This study offered proof that inspiring educational advancement using controlled and
inclusive support can meaningfully impact community college gradation proportions. In addition,
hands-on academic advisement does promote successful academic results for community college
students.
Strategies
Strategies can be seen as what methods the individual utilizes to cope with the situation
(Goodman & Anderson, 2012). Schlossberg (2011) defined strategies in three ways. First,
strategies are created to alter the circumstances. Second, strategies are those that attempt to
restructure the situation. Third, strategies are those that assist in stress minimization. Fourth, the
use of many strategies are helpful when managing situations. According to Goodman and
Anderson (2012), many or all of these strategies can be utilized at the same time while others
may not find it necessary to use any.
According to Chickering and Schlossberg (2002), strategies share five important
principles to use for coping when going through a transition. First, act upon altering the
transition, struggle, or concern by seeking council from others and come up with an innovative
strategy. Second, alter the implications of the transition, struggle, or concern by realizing that all
transitions take phases to adjust to the new circumstances and that making optimistic
assessments by comparing oneself to others less privileged brings positivity to the new phase.
Third, alter responses to pressures through the use of relaxation skills and release of feelings.
Fourth, inaction is fruitful for just waiting to see what transpires. Lastly, the employment of
several strategies, not just one single action, will prove helpful as part of transition coping
mechanisms. This impact succeeds at helping alter college placement tests to suit the unique
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 46
needs of students; training faculty to properly address the needs of students will increase student
achievement and graduation rates, thus increasing the institution’s budget.
According to Hagedorn and Kuznetsova (2016), since success scores for remedial
curriculum are normally below average, countries, higher educational institutions, and high
schools have begun an assortment of mediations to support students in obtaining their academic
success at the college target range even though these students are still in high school or even in
the summertime after they complete high school. Hagedorn and Kuznetsova added that due to
the incongruence between high school and higher education requirements, students in certain
states are required to complete assessments while they are in the 11th grade to assess whether
they will place into remedial education courses to see if they will need further support while
completing their senior year in high school.
Hagedorn and Kuznetsova (2016) found that learning communities are collective, as well
as educational support systems for students who register for two or more courses within the same
particular group such as combining a remedial course with a student achievement course.
Hagedorn and Kuznetsova added that learning communities are helpful for strong student bonds
and associations and create healthy interactions between students and faculty. Hagedorn and
Kuznetsova pointed out that learning communities offer a minimal influence on remedial
students because of the many obstacles they present, such as needing faculty to arrange
cooperative courses, requiring extra work for which faculty may or may not be compensated, and
arrangement issues for students. Lastly, Hagedorn and Kuznetsova shared that this issue more
times than not causes low registration of students, far below courses where students are not in
learning communities.
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 47
Hagedorn and Kuznetsova (2016) revealed that student achievement courses are useful
for community college students because they offer guidance and educational achievement. The
themes covered during the course include how to take notes properly, learning abilities, time
organization, and becoming aware of the various amenities available on campus. Hagedorn and
Kuznetsova added that achievement courses are popular among two-year community colleges
and four-year institutions that have remedial curriculum. Lastly, Hagedorn and Kuznetsova noted
that effects are short lived in remedial student educational presentation, students remaining in
courses, and transfer rates.
Perun (2015) in a study of three professors, 23 student volunteers, and 58 classroom
observations of three sections of developmental English for an entire semester sought to find
connections content, pupil, and instructor had with obtaining a passing grade in a remedial
English class at a community college. As a result, factors included students’ high school
practices and formed attitudes toward initial assignments, like finishing their assignments but not
paying attention to directions and still expecting a passing grade for simply completing the
assignment. In retrospect, students who received passing grades had to learn a new method that
caused them to do over an objectionable draft of an essay until they had a completed acceptable
essay. Perun recommended that learning draft and rewriting strategies is beneficial to students in
that they learned the methods needed to obtain credit for their developmental English course and
future courses.
Kallison and Stader’s (2012) study presented the effectiveness of bridge programs at
seven community colleges and seven public universities that included 782 students as part of the
Texas High School Summer 2007 Bridge Program. This study encompassed two community
college programs that showed the largest increase of before- and after-program student success
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 48
by the participating colleges. The study’s findings revealed that efficacious bridge programs
have meaningful relationships with their associated school districts, allow access to professional
development to their faculty, hold before- and after-orientation meetings, make available bus
transportation, have parental involvement, offer student laboratory practice in support of
classroom education, give educational counsel along with other supportive services, and
administer foundational and collective assessment practices.
Scott-Clayton, Crosta, and Belfield (2014) obtained data from two sets of participants:
one from an inner-city community college organization (LUCCS) with a total of six associated
community college campuses; and one, SWCCS, that is a statewide community college
organization of 50 community college campuses. The first set of participants from LUCCS
included four cohorts of 70,000 freshmen in search of a degree who enrolled in college from fall
2004 to 2007. The other set of data comes from SWCCS from two distinctive cohorts of 49,000
students who mostly were degree seekers and were active students from 2008 to 2010. The use
of a predictive model that included community college grades to mimic the frequency of students
being incorrectly placed into remedial courses with the utilization of collective cut-off guidelines
using two screening tests that are typically used for remedial students to discover if high school
transcript data may have influence as a substantial selection maneuver while investigating the
results colleges encounter when assigning very few or a large number of remedial students into
courses in which they do not belong. Also examined was the selection of the remedial screening
device and its effects on gender and race. This study utilized organizational data such as high
school transcripts, developmental assessment scores, and college grades to strengthen their
exploration.
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 49
Scott-Clayton et al.’s (2014) finings revealed that one-quarter to one-third of assessed
remedial community college students are severely misplaced. At SWCCS, critical under-
placements are two to six times more predominant than critical over-placements. At LUCCS, as
a pattern one in five students who were assessed for math were highly incorrectly placed, and
one in four students who were assessed for English were placed in remediation despite the fact
that they could have obtained a B or higher in college-level courses. These results suggested that
almost 25% of developmental math students and one-third of developmental English students are
misplaced into courses that will not be of value to their academic need. With the omission of
math placement at LUCCS, the decreases were small, with utilization of high school
achievement in place of assessment score outcomes improving the achievement scores of
students placed in college by an estimated 10%. For instance, pupils who were required to enroll
in college-level courses from the start, the number of students obtaining at least a C or higher,
raises in percentage from 76% to 89%, keeping in mind that the same number of students were
disclosed. With remediation scores falling from 60% to 80%, many students were improperly
placed despite the type of screening assessment that is utilized in the process. With the
implementation of high school transcript information in place of test scores for placement, the
college-level achievement scores in all populations and subjects would significantly increase.
The use of high school information in place of test scores lowered the number of females in
remediation but increased rates for males based on SWCCS and LUCCS data. The use of high
school data along with test scores sustains or even creates growth in college-level achievement
scores for all racial group sets in all subjects. In math, the utilization of high school data without
assessment scores decreases the need for remediation of Hispanic students by 7% and raises it
for Asian students by 10%. For English, the use of high school data raises the need for
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 50
remediation to 11% for Black pupils and lessens the rate for Asian students to 25%. In all, a
significant number of prepared students were misplaced in remedial education courses.
In Bettinger and Baker’s (2014) study, there are indications from randomized research
that examined the success of student coaching for individual students. This research was
conducted over two school years; a pupil coaching service named InsideTrack offered coaching
to test performance of 13,555 students in eight postsecondary colleges comprised of two- and
four-year colleges and public, not-for-profit, private, and exclusive colleges. The pupils were
arbitrarily assigned in 17 raffles: five during 2003-2004 college year, and 12 during the 2007-
2008 college year. InsideTrack transversely out of the 17 cohorts allowed 8,049 pupils to obtain
services. There were 5,506 pupils who did not obtain InsideTrack coaching. Both sets of students
were admitted to campus college tutoring and guidance from academic advisors. The students
who were coached were randomly selected by their college and InsideTrack. The selected coach
communicated with pupils on a systematic basis to ensure that students had strong objectives,
helping them to link their short- and long-term objectives, and guide students in developing their
knowledge, such as time management and learning intelligence. The study’s results indicated
that pupils who were randomly designated to a coach were more confidently able to persevere
throughout the time it took to conduct the study as well as to join a university one year after the
coaching sessions concluded. During this study, coaching also showed to be the most cost-
efficient way to increase college student retention and graduation rates comparably with other
past intervention research, like that of accelerated financial aid studies.
In summary, remedial faculty would benefit from better comprehending how
developmental education can sustain the tradition and values of varying higher educational
systems (Brothen & Wambach, 2012).
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 51
Transition Theory
For underprepared remedial community college students, the process of transitioning
through the higher educational system by initially taking remedial courses can be difficult
without the appropriate direction from the institution. Theories can offer remedial instructors
frameworks for the reasons why a number of diverse approaches might be operative contingent
on the individualities of the college and its students (Brothen & Wambach, 2012). Nancy
Schlossberg’s Transition Theory is generally considered to be based on adult development
(Evans, Forney, Guido, Patton & Renn, 2016).
According to Schlossberg (2011), transition theory has four key components. First, every
person has an understanding and has undergone transitions in their lives, and these transitions
modify our existence, character, affiliations, customs, and expectations. Second, transition is not
as serious as the amount of change that is required by the transition, explaining the reasons why
even an anticipated transition may be difficult and disappointing. Third, there are various types
of transitions that affect individuals’ lives and for any given performance. Lastly, there are three
type of transitions: anticipated, unanticipated, and nonevent. Anticipated transitions are viewed
as main life occurrences that are anticipated, like graduation from high school or college,
matrimony, having a baby, beginning an initial position, and altering jobs (Schlossberg, 2011).
The context, type, and impact of the transition are imperative to comprehend the significance the
transition has for its participants (Evans et al., 2016).
Schlossberg (2011) suggested that unanticipated transitions can be seen as readily
troublesome occurrences that happen unpredictably, like a severe motor vehicle collision, a
work-related advancement, or a sudden illness. Schlossberg added that nonevent transitions are
occurrences that are expected to happen but do not come to fruition, such as not getting married,
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 52
not obtaining a work-related advancement that was anticipated, or not having the money to retire.
Schlossberg pointed out that at times after a transition people do not put much thought into what
just occurred and often find themselves splitting away from the previous occurrence and heading
into their new routines, for a short period of time staggering between the two occurrences.
Lastly, Schlossberg pointed out that handling transitions requires phases, and different people
handle what appears to be an identical transition differently: Sometimes they thrive in one
transition but feel unsuccessful in another one.
Schlossberg’s transition theory can be seen as a way of analyzing how individual views
of life span fluctuations can have a significant effect on success and choices (Evans et al., 2016).
Context can be described as a person’s relationship with the transition (either their own or
another person’s) and to the environment in which the transition transpires. Impact can be named
by the magnitude to which the transition affects everyday life. Positive and negative transitions,
as viewed by an individual, cause anxiety and worry, and having many stressors at the time of a
transition can make the situation worse depending on the time of transition as well as on the
person’s resources for accountability.
Chickering and Schlossberg’s (2002) book, Getting the Most out of College, discusses the
attributes that influence a person’s capability to cope with transformation. Chickering and
Schlossberg shared that transition development can be described as approaching change, taking
stock, and taking charge. The taking charge category goes into further detail, describing moving
in, moving through, and moving out. Initially when a transition occurs, individuals are involved
in their new phase. In their book, Chickering and Schlossberg further added that individuals then
slowly disperse from their previous patterns and create new phases and associations. According
to Goodman, Schlossberg, and Anderson (2006), segments of moving in, moving through, and
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 53
moving out are the three stages of transition. Individuals who are moving into a new
circumstance need to acquaint themselves with the regulations and beliefs of the new
organization. Now that the person is in their new situation, they must acquire a state of
homeostasis to be able to move through their new change or transition. When the individual
moves out of their transition, they are concluding their transition stage.
In Schlossberg’s taking stock category is found the four S’s, which can be described as
situation, self, support, and strategies. An individual’s aptitude to properly manage transitions is
connected to how they view changes via their situation, support, self, and strategies (Chickering
& Schlossberg, 2002). Schlossberg (2011) shared important information about the four S’s that
can be understood in a simple fashion. First, situation relates to the individual’s state at the
moment of a transition. Next, self can be seen as the individual’s internal power for handling the
situation; moreover, support is the amount of backing accessible at the transition occurrence,
which is important for the individual’s feeling of security. In addition to strategies are those used
for managing or altering the situation such as mounting the situation or helping minimize stress
and anxiety of the situation. Lastly, the way in which a person effectively copes with adjustments
in their life or situations they face is connected with how they identify the transition in
connection with their circumstances.
Additionally, Evans et al. (2016) suggested that a main ingredient to a successful
transition is a sense of belonging and feeling that one does matter. Evans et al. shared that
oftentimes individuals who are at the initial stages of their transition face difficulties with a sense
of belonging, making their transition much more difficult. Evans et al. noted that the context,
type, and impact of the transition are imperative to comprehend the significance the transition
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 54
has for its participants. Lastly, Evans et al. described transitions as a single occurrence or non-
occurrence, and handling the transition is a progression that is stretched over time.
Theory critique. In order to properly analyze Schlossberg’s transition theory, it is
important to understand that it can be applied to a variety of backgrounds, especially in
understanding educational foundations of community college remedial students and the
challenges they face as they try to transition to graduation. McEwen (2005) suggested that
educational systems are enriched in certain values and expectations that mold their developments
and results. Schlossberg’s transition theory’s four S’s relationally work well in a postsecondary
educational system due to these students using these coping strategies to move in, out, and
through the institutional system. This transition theory was brought to life due to Nancy
Schlossberg wanting to create an organized framework that could assist in the knowledge of her
key participants, adults who were in transition, by assisting them with coping mechanisms for
normal and unexpected transitions associated with living (Evans et al., 2016). Even though this
transition theory can be seen as an adult theory, it can also be significant to college students
(Evans et al., 2016).
Later, Goodman, Schlossberg, and Anderson (2006) extended transition theory to better
comprehend the notion that transition for that significant individual entails keeping in mind the
type, setting, and influence of the transition. Schlossberg’s transition theory clearly describes
how students flow through the system and even at times face challenges, thus making the
transition a difficult path to take. Transition theory is helpful at better understanding the coping
mechanisms that these individual students encounter and ways to help them adapt to their
transitions effectively.
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 55
Although transition theory is extremely useful, with common language that students and
educators alike can comprehend, it is lacking in having a formal assessment measurement with
which to accurately pinpoint a student’s moment of transition and place them in exact stages by
numeric standard. Being able to place students in their transitional stages would be even more
helpful. Instead, transition theory describes transitions occurring when the person identifies the
transition, features of pre- and post-transition settings, and features of the person (Evans et al.,
2016). These indicators of transition are helpful to the individual and the academic authorities
vested in them, but they are not concrete since they are dealing with stages of feeling and telling
perceptions rather than a measurement scale that can bring ambiguity, thus resulting in not
properly assessing the student’s true transitional stages.
This theory can be utilized in varying capacities with many races, ages, gender, culture,
and technology in postsecondary institutions. Especially when dealing with community college
students in transition, not only can this theory be used with remedial reading students, but also it
can be accessed and used in other subjects across the curriculum. However, it can be sometimes
difficult to understand each of the pieces of transition theory due to its complex intricacies,
which are related to its qualitative nature and allow exploration of the individual transitional
phases students go through but lack the quantitative design in which thoughts are more
accurately numerated to provide easy understanding at a glance.
Theory implications. Schlossberg’s transition theory has suggestions for remedial
community college students who are in transition with navigating methods to cope with their
challenges of meeting graduation requirements. According to McEwen (2005), theory assists in
comprehending what we understand and perceive but also offers a grounding for preparation in
student affairs. This student affairs use of transition theory is monumental in that it can provide
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 56
students, faculty, and administrators the proper tools to assess student development and learning.
Schlossberg’s transition theory can be used at postsecondary institutions by academic advisors to
help guide and understand students who are in transitions, giving them coping mechanisms to
better navigate toward graduation. Chickering and Schlossberg (2002) described that the initial
moving in stage requires that individuals remove themselves from the previous stage and create
new schedules, allowing them to feel sadness and bewilderment. This beginning stage is
probably the most rigorous for students to face, thus making it important that the institution is
geared to facilitate proper measures in student development to come to the aid of students facing
these initial changes and challenges. Although it is important to understand each individual’s
situation before bringing forth transition theory assumptions, this method can be impactful for
student’s awareness of their type of transitional phase.
Community colleges and universities can utilize Schlossberg’s transition theory by use of
faculty who are familiar with student development theory. If faculty are not readily aware of
theories like the transition theory, they can take advantage of professional development
workshops that connect transition theory with other student developmental theories in order to
better understand the select group of students at their institution. Faculty, administrators, and
staff should all be well versed in transition theory to better understand their student population as
well as make meaning when teaching and dealing with students on a normal basis. Knowledge of
transition theory and theories of student development are essential to creating varying models for
student success on campus as well as neighboring communities of sister campuses. Chickering
and Schlossberg (2002) described the use of communication skills for creating relationships and
reaching out for support. The implications that stem from learning the proper words that describe
students’ state of transition can help build and promote better learning communities as well as a
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 57
formal design of student development within college communities to prompt growth in remedial
learning and a sense of independence in all college students who seek awareness and
understanding of their college experience. Connecting proper transition theory communication
between and among students needing facilitation of their coping and changing of life is important
for their shared growth as individuals and on an institutional level.
Individual students, when informed of the many phases of transition theory, can broaden
their understanding of themselves as well as their peers when faced with transitions that require
coping strategies and awareness of the type of transition they are facing. It is important for these
individuals to have webs of support on their campus and at home to be able to foster learning
growth in the student facing these transitional challenges. It is important for all students, from
the equipped and disadvantaged to the inspired and exhausted, to see high potential for
themselves, and when high expectations are in line, personal development flourishes for the
individual and all of those included in the process (Chickering & Schlossberg 2002).
In all, Chickering and Schlossberg (2002) described that theoretical perspectives like
transition theory can assist the individual with forecasting individual tribulations for acquiring
knowledge and self-development, and through these insights, they can analyze challenges that
have already occurred and will be coming in the future. With the use of Schlossberg’s transition
theory, student engagement and academic performance can be increased, resulting in higher
graduation rates for remedial community college students.
Summary
Over the past decade, more attention has been paid to outcomes once community college
students commence college, with a particular interest in their graduation rates (Bailey et al.,
2005). Community colleges are open-door institutions that state that they aid scholars with
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 58
specialized individualities that can make college achievement challenging at times. Current
findings in the literature have suggested predictors of underprivileged community college
students with weakened graduation rates (Guillary, 2009). Conventionally, community colleges
use graduation rates as a foundation for determining student achievement (Slate & Spangler,
2015).
With the utilization of Schlossberg’s transitional theory, students, faculty, and
administrators not only have a voice in shaping the transitional phases of student development
but also the vision with which to go forward in helping future students on their transitional paths.
Remedial community college students experience challenges as they transition through their
coursework in pursuit of graduation, an associate’s degree, and/or transfer objectives. The
literature reviewed in this study described unique barriers these students face and exemplified the
need for support.
It is imperative that we unite as a task force and take responsibility with and for remedial
students who face serious challenges. By use of Schlossberg’s transition theory, we as educators
and administrators can make a difference in students’ lives so that they understand and have
knowledge of the characteristics that are embedded in transitional theory to become more
academically successful today, tomorrow, and always, encompassing brighter futures for all
remedial students.
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 59
CHAPTER THREE: METHODOLOGY
The purpose of this case study using in-depth qualitative methodology was to explore
findings that are essential to why underprepared reading community college students have been
reported to have low success rates. With the use of specific research questions to guide
introspection and careful analysis by use of individual student interviews and focus groups, the
challenges these community college students faced were remarkably pointed towards reasons for
their low achievement rates in the United States. Evidence has suggested that only 13% of
community college students graduate within the expected time of two years (Chen, 2015).
Remedial student success is the central focus of this introspection. Through the use of focus
groups and interview strategies, I expanded upon and refined my ultimate research goal to better
analyze the lives and experiences of these students, and my findings are shared in Chapter 4.
Semi-structured focus groups were utilized due to being a methodology practice that was not
used in current literature on community college remedial students when exploring perceived
challenges keeping them from academic success. I also used follow-up interviews to have
triangulation in my qualitative data as well as to provide my participants a deeper chance at
discussing themes or ideas that needed further investigation and to allow students who did not
convey their complete thoughts during the focus groups an opportunity to share their
perspectives. As an open-entrance educational system, community colleges have a wide variety
of students with varying needs; many of them experience setbacks that affect their retention, and
they promptly fall so far behind that the colleges they attend are unable to assist them in their
goal of graduation within two years (Bailey et al., 2005).
This issue is important to address due to a large portion of community college students
coming from educationally deprived backgrounds, which leads to low skills in remedial course
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 60
content, lack of motivation to continue, and issues with obtaining proper guidance from faculty
(Goldrick-Rab, 2010). The purpose of this in-depth case study using qualitative methodology
was to learn more about the challenges remedial reading community college students face that
keep them from graduating, obtaining their associate’s degree, and/or transfer within two years.
It is imperative to note that connections between early departure characteristics of college
students and their situational performances are shaped before they begin college and affect their
achievement in their personal lives and while in college courses (Bers & Schuetz, 2014).
The key research questions that needed to be addressed to facilitate further understanding
of underprepared community college students and their low success rates were:
1. What do community college students enrolled in remedial reading perceive as the
challenges they face while trying to matriculate?
2. How do these challenges impact their academic success?
Investigating these factors through the research questions could identify for community colleges
methods to improve student college readiness and completion rates.
Sample Population
Purposeful sampling was utilized during this case study using qualitative methodology to
select students with individualities that could offer beneficial data results pertaining to the issue
of remedial students and their views of challenges keeping them from academic success
(Creswell, 2014). To better understand the problem of concern, two focus groups with remedial
reading community college participants were held. The first focus group had three participants,
and the second focus group had six participants. The focus groups were from one single-level
reading section for further investigation into their perspectives. The number of focus groups and
participants allowed group discussion to be led in a strategic manner and for the lead facilitator
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 61
to keep student participants on task. Each of the two focus groups and all of the individual
interviews were held separately. I asked all students who were in the focus groups to participate
in individual interviews, and they all agreed. The first focus group with three students and
individual interviews with the same three focus group participants occurred on the same day. On
a separate day, the second focus group with six participants occurred, and I conducted individual
interviews with the same six focus group participants on that same day. In total, there were nine
students who participated in two focus groups and individual interviews. Food and drinks were
provided for students at their focus group and individual interviews to entice them to attend and
participate.
Sample Site
The site that was studied was a community college in an urban area. To protect the
confidentiality of this institution, a pseudonym is used throughout this study: “Marina Blue
Community College” (MBCC). I have built-in knowledge of MBCC’s faculty and inner
workings, which allowed this study to be conducted with ease as a convenience sampling.
Marina Blue Community College is a Hispanic-serving institution. According to MBCC’s
website, as of 2015 the Hispanic/Latino student population was 80.4%, Asian/Pacific Islander
12.4%, African-American 1.6%, Caucasian 1.9%, and Other 3.7%. The educational goal of
students at this institution fall in categories of students seeking career prep/advancement, 16.1%;
transfer to a four-year institution, 49.7%; obtain an associate’s degree, 5.8%; meet GED/high
school requirements, 2.2%; improve basic skills, 1.6%; four-year student, 7.1%; personal
development, 2.3%; and undecided, 15.2%. Course success rates for fall 2015 fell in line with
retention rates, 82.8%, and success rates, 65.0%. Student awards for the 2014-2015 year were as
follows: retention rate, 82.8%; associate of arts degree, 1,391; associate of science degree, 204;
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 62
associate degree–transfer, 218; certificate of achievement, 1,252; and skill certificate, 1,226 (out
of the total population of 4,291 students). Gender ethnicity unit load at this institution was 58.1%
female and 41.9% male. For the student population at this institution, ratings were as follows:
credit students, 28,673; noncredit students, 1,607; and public service academies, 8,783 (totaling
39,063).
Selection Criteria
Two focus groups and nine individual interviews were utilized so that students had the
opportunity to share their views within a group. All remedial reading community college
students were from the same incoming freshmen reading course at the selected institution. The
purpose of selecting students from the freshmen reading course was to better understand student
perspectives of issues they currently face as incoming reading students to be able to add better
results to this study.
Remedial reading students are placed into their courses based upon their assessment score
of testing below English 21. The reading sequence of courses contains four reading (non-college
credit) courses students complete while matriculating through their institution. The reading
course sequence is as follows: Academic Foundations for Reading (Reading 19); Reading for
College Success (Reading 25); Reading Across the Curriculum (Reading 29); and Power
Reading (Reading 101). Reading 19 is required, and the other three courses in the sequence are
recommended. All of the English-level courses are required courses. Students are required to
take their Reading 19 course paired with a college-level credit English 19 course due to a low
score on an assessment test.
Reading 19 students were used as participants in this study because this is the first course
students must take in the reading course sequence, and it will be a good indicator of future
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 63
student success. In addition, focusing on Reading 19 students will give a better understanding of
freshmen student perspectives since they were placed in this course and they must take it
consecutively with their English 19 course as an institutional requirement in the sequence of
reading courses. The other three Reading courses (25, 29, and 101) are recommended for
students to take in combination with their English courses. The reading course sequence in
combination with English-level courses will lead students to fulfill college-level English
requirements to either obtain their associate’s degree and/or be transferable to a four-year
institution.
As mentioned before as the purpose of the case study, it is imperative that remedial
reading students be this study’s participants due to their views on the challenges they face while
trying to matriculate through the remedial reading course sequence in pursuit of their goals.
Students who were in the same Reading 19 section were the study’s participants; this made it
easier for students to plan their focus group and individual meetings. The reason for selecting
nine students for the focus groups in Reading 19 was to be able to obtain a succinct analysis of
entering student perspectives of the challenges they faced as incoming freshmen students,
beginning the matriculation process through the institutional system. The separate follow-up
individual interviews with focus group participants did not have any explicit conditions, only that
the students who attended were present during the focus group, as we would be discussing very
similar topics as we did during the focus group but much further in depth during the follow-up
individual student interviews.
Instrumentation and Protocols
This case study using in-depth qualitative methods utilized focus groups and follow-up
individual interviews since they were the best tools to meet its needs. Focus groups and
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 64
interviews were held in a designated unoccupied classroom at the participants’ institution, and I
explained details in their entirety to the study’s participants. The Focus Group Protocol Interview
Questions (Appendix A) were utilized in our groups, as well as the Follow-up Individual
Interview Protocol Questions (Appendix B); the Theoretical Framework Alignment Matrix
(Appendix C); and the Instrumentation Chart (Appendix D) to ensure that questions were aligned
with transition theory at all times. I required participants to sign consent forms before
participating in this study and being audio-recorded for research purposes. There were two focus
groups and a total of nine individual interviews held over a two-day period from the same
reading 19 course. The second day of individual interviews and focus groups was necessary to
add to the data gathering since on the first day three students arrived to participate in the focus
group and individual interviews and a second day of focus group and individual interviews was
added to create for more plentiful data gathering with more additional participants. On the first
day, the focus group and individual interviews occurred with a total of three remedial reading
participants, and they signed their consent form (Appendix E). On the second day, another focus
group and individual interviews occurred with a total of six remedial reading students, and they
signed their consent form (Appendix F). The second focus group and individual interview
participants had to sign a different, altered consent form than the first focus group participants
since there were now a total of two focus groups in this study, as the second consent form
indicated with letter s’s in the words “focus groups.” When I created the first consent form, I did
not anticipate having two focus groups, so the second consent form was created to reflect the
change that there were now two focus groups not indicating the amount of students that would
participate since I did not know exactly how many students to expect to participate on the day of
the second focus group and individual interviews and did not want to limit the number of
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 65
participants who could join on that day and contribute their perspectives to the study. In addition,
the consent form in Appendix E is slightly different from the consent form in Appendix F in a
few other areas as well. The two focus groups lasted approximately one hour each.
The semi-structured follow-up individual interview protocol (Appendix B) was utilized
with nine individual participants during their individual meetings, which each lasted
approximately 30-45 minutes. The follow-up individual interview protocol included items and
themes that needed to be further addressed but were not brought up during the focus group
session due to constraints of the group setting. These questions helped to further investigate the
themes, and in-depth questions that were not asked during the focus groups were only revealed
during the individual student interviews. The participants during these individual follow-up
interviews were not able to share any feelings, perspectives, and/or anything else they wanted to
convey to add to the depth and breadth to this study in further detail. As an incentive, I offered
focus group participants a $10 Starbuck’s gift card. I also offered the individual follow-up
interview participants an additional incentive of another $10 Starbuck’s gift card.
Data Collection
There were two points of contact to obtain permission to conduct this study with student
participants. The English department at MBCC was my first point of contact to obtain
permission for this study during the fall 2016 semester and they granted access. Before any data
collection with this case study’s student participants was conducted, I received institutional
permission from administrative officials at MBCC and The University of Southern California’s
Institutional Review Board (IRB) in fall 2017, and MBCC allowed access to utilize their reading
students as part of my study, which can be seen in the Research Agreement (Appendices G and
H). These two agreement forms were used in the contract between the institution and me. The
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 66
name of the institution and other identifying information such as binding signatures has been
blanked out to keep the confidentiality of this case study’s student participants. Both Research
Agreements (Appendices G and H) have slightly differing information, i.e., the first Research
Agreement (Appendix G) states a single focus group was used in this study, and the second
Research Agreement (Appendix H) states focus groups (as in more than one focus group) was
used during this study since two focus groups occurred. The second Research Agreement
(Appendix H) reflects that more students participated on the second day of the data collection for
this case study, which was not anticipated when the development of the first agreement was
created, hence the different signature dates on both forms that were approved. There are other
slightly differing aspects between both Research Agreements when they are looked at closely.
Important to note is that the first research question on both of the Research Agreement forms
(Appendices G and H) slightly differs from the first research question that can be found in this
case study, as it was altered after the creation and approval of both Research Agreement forms.
Both Research Agreement forms (Appendices G and H) from MBCC were solidified and
bounded with Institutional Review Board (IRB) Approval Form (Appendix I) from the
University of Southern California allowing permission to conduct this case study.
Data collection began during the fall 2017 semester. The first sets of data that I gathered
were responses from the focus groups, and then responses from the individual follow-up
interviews with remedial reading students followed. The actual process of conducting focus
groups began after I was granted access by the English department chair in September 2017 and
discussed meeting times with faculty and students. I notified the Reading 19 professors and
students in their classrooms at an allocated time to be able to share with them information about
this study. I asked students to please add their names to a sign-up sheet that had the designated
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 67
day and time of the focus group meeting within a few days. So they would not forget about their
commitment, I also emailed them to confirm their participation and remind them of the day of
the focus group meeting. The focus groups and separate interviews were held directly after class
in a nearby classroom for participants’ convenience. To ensure that participants did not feel
intimidated and were free to be transparent with their true perspectives, their reading professor
and department chair were not present during the meetings. To ensure that students felt
comfortable, they were reassured that all notes and recordings taken during all interactions were
only used for the sole purpose of this study and would not contain any discernible personal data
for confidentiality purposes.
The follow-up interview procedure occurred directly after the focus group sessions. I
emailed all students who wished to participate in a follow-up interview to confirm meeting on
campus in a designated classroom to be able to share their perspectives more elaborately.
Data Analysis: Focus Group and Follow-up Interviews
I utilized a written record of the accounts of reading participants, an audio-recorder to
tape the focus groups and individual interviews, as well as notes on the actions and a diagram of
the setting of each focus group during and after all interactions. After conducting an interview or
any kind of research session, the person conducting these studies writes down all details of what
occurred (Bogdan & Biklen, 2007). During and after the focus groups and interviews, I took
notes on the occurrences that transpired during each individual interview conversation with
participants. These notes are called field notes, and they can add to the captured interview data
(Merriam & Tisdell, 2016).
Data analysis is the process of making meaning from the gathered data and the reduction
and interpretation of observations respondents have shared. Findings can be in the form of
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 68
structured, colorful explanations, stemming from elaborate to simple explanations that describe
the data (Merriam & Tisdell, 2016). Having a research question helps in the discovery of
answers to the focus group and individual interview questions, I read and re-read the complied
data to better understand the meaning that was found after each meeting.
The research questions that I considered while reviewing the findings were:
1. What do community college students enrolled in remedial reading perceive as the
challenges they face while trying to matriculate?
2. How do these challenges impact their academic success?
Community college students face a variety of challenges that keep them from graduating within
two years.
I analyzed all data results with the research questions in mind at all times. Focus groups
and interviews are valuable at all moments of investigation (Corbin & Strauss, 2008). After
conducting the focus groups and individual interviews, it was necessary to organize and code the
data. Many concepts from the focus groups and interviews were found through taking elaborate
notes, diagrams, and writing down all of the meaningful experiences from participants’ accounts
and the findings. For the analysis of data findings, the mixed methods approach was utilized,
which according to Lichtman (2014) is the categorization of data and development of charts
while seeking out themes. I carefully documented focus groups and individual interview charts
and took laborious notes, including the time of day of each event to gather as much information
as possible to report accurate findings. Merriam and Tisdell (2016) suggested two significant
concepts about coding. First, coding is an important aspect of data analysis because it allows one
to easily retrieve data by use of assigning colors, numbers, or words to specific parts of the data
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 69
for easy retrieval. Lastly, they added that open coding is depicted as an unrestricted application
of labels to data.
I placed open codes implicitly into data findings to back the prospective progression of
upcoming themes. I utilized Schlossberg’s transition model as the groundwork for examining
and relating open codes to the findings (Evans et al., 2016, p. 40). Data coding was extremely
helpful in identifying similar themes and finding relationships between the codes to be able to
pull out similar evidence in the focus group and interview data, and all were carefully recorded
in written form. Maxwell (2013) suggested that qualitative studies are more interested in the
process of the study rather than the outcomes. For this in depth case study using qualitative
methodology, I noted a greater picture and used it to bring an increased awareness to the
challenges faced by remedial-level students who attend community college.
Lichtman (2014) listed several important aspects to qualitative research and coding,
which I utilized in this case study. According to Lichtman, qualitative researchers have many
ways to scheme, acquire, and analyze their data. Creating a codebook with truncated themes in
colors and letter/number associations proved helpful when clumping ideas together. Two
methods of approach for the analysis of findings were used during coding. The generic approach
and constant comparative method were helpful when conducting coding for the focus groups and
interview responses. Lichtman added that a generic approach to analysis is where the researcher
gathers qualitative data and examines it for themes or viewpoints and reports four or five themes
also known as attribute coding or descriptive coding.
Coding of this study began with findings by looking for themes when gathering data.
Then, I took analysis even further by use of the constant comparative method for the process to
further investigate findings by coding line by line, which Lichtman (2014) mentions is similar to
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 70
grounded theory by the use of open coding, axial coding, and selective coding. During the coding
stages of this study, I looked at the raw data more closely and created themes and groups. I
combined similar relationships from the findings with one another, then at the final stage of
coding, I selected only the most important codes to determine themes that occurred most often.
For this case study’s focus groups and interviews, I utilized interpretative
phenomenological analysis, which according to Lichtman (2014) is a precise examination of
people’s experiences. I transcribed each of the interactions during the focus groups and
individual interview recordings, which was profitable since I created the research questions and
it was helpful in being able to know exactly what to seek out in the audio recordings. I listened to
the recordings for each interview and focus group at least three times to be sure that proper data
was gathered.
Transcribing interviews is helpful at gathering insightful information since the researcher
is the instrument who gathers the information (Merriam & Tisdell, 2016). I gathered and
analyzed the notes and memos that I wrote down while conducting each interview. During the
focus groups, I utilized conversation analysis, which according to Lichtman (2014) is a detailed
analysis of conversation between two or more participants. This form of conversation analysis
was exemplified and is included in the findings chapter vignettes, where the conversation
between students is carefully examined. Coming to a time of saturation is when similar responses
in interviews and focus groups occur with no new insights to note; this occurs when participating
in inquiry along with data gathering (Merriam & Tisdell, 2016).
Confidentiality and Ethics
The idea of ethics has always been important since the initial phase of this study,
especially when selecting the topic, research question, location, and participants for the focus
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 71
groups and individual student interviews. The benefits outweighed any harm to participants or
anyone affiliated with this case study. In the end, no harm occurred during the process of the
study so that the set goal was met. To ensure that the study was completed ethically, participants
were alerted that their responses would be held in complete confidentiality and the information
that they provided would solely be used for the purposes of aggregation. Trusting research
outcomes is imperative for experts in the field as to obtain not only beneficial results but also
because experts intervene in people’s lives (Merriam & Tisdell, 2016). Participant responses
were not combined with another person or affiliated with any harming agency. Participants were
also asked to keep their own confidentiality and not share any of the items that were discussed
during their focus group and interviews with others.
All participants gave consent to share their experiences for inquiry purposes before the
process began. Participants were also ensured that they were in a safe space and could feel free to
talk about their feelings without fear of judgement. All participants were made aware of the
purpose of inquiry and that their names would be kept confidential. All participants were notified
that pseudonyms of their names would be used to protect their identities in the written report of
the findings.
Trustworthiness and Credibility
According to Strike et al. (2005), there are varying meanings for the word ethics that are
dependent upon the specific society’s outlook. I gathered and analyzed data in ways that were
honest and true so that it was able to represent accurate findings. Participants were actively
engaged in the research process. Focus groups and interviews were held at a reputable place with
real students who came from a community college that served the research purpose
outstandingly. Merriam and Tisdell (2016) imparted that to ensure reliable and trustworthy data,
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 72
the utilization of varying ways of data collection in alignment with realism as comprehended by
participating individuals in the study is known as triangulation. This is why I conducted focus
groups and individual student interviews with different remedial students with varying
perspectives: to ensure triangulation was used to gather credible data. The findings were
complied with an honest and moral code of ethics. Merriam and Tisdell (2016) also imparted that
honesty when conducting and analyzing a qualitative study resides in the integrity of the
investigator. Although I utilized convenience sampling since focus groups and interviews were
conducted at a community college, the participants’ identities were kept confidential, which was
beneficial for ensuring the challenges they face could become apparent.
Transparency of the investigator’s own bias of the remedial reading community college
students in this study includes that the researcher was able to move past any familiar thoughts of
the students and only document what was observed. No opinions have surfaced although new
insights about these students were revealed. I needed to gel with the participants of the study and
leave a piece of myself, “the professor,” to the side. Once the research project was initiated, only
honest feedback was provided in the analysis and report findings. After the findings were
completed, then the focus groups and interview respondents were asked to read the
interpretations of their responses to be sure that all responses were properly documented and
understood for their true meaning. According to Merriam and Tisdell (2016), this is called
respondent validation, and it is used to ask participants if the responses that were written down
match the concepts they were describing so as to not misrepresent their actions or words.
Timeline
This timeline was used when tracking data collection from interviews, focus groups;
document analysis and final write-up was initiated in November 2017 and completed in March
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 73
2019. The examination of data occurred during the gathering of data until the achievement of
results were obtained.
• November, 2017 through December, 2017: Hold focus groups and individual interviews.
• December, 2017 through June, 2018: Begin dissection of findings, transcribe recordings,
and coding, etc.
• June, 2018 through March 2019: Finalize the dissertation and submission for publication.
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 74
CHAPTER FOUR: RESULTS
This in-depth case study using qualitative methodology used key research questions to
guide investigation into the perspectives of the challenges that remedial reading community
college students face that affect their matriculation and academic success. Data analysis is the
process of making meaning from the gathered data and the reduction and interpretation of what
the observation respondents have shared (Merriam & Tisdell, 2016). The two main research
questions that we must consider as driving forces of research for this study are: What do
community college students enrolled in remedial reading perceive as the challenges they face
while trying to matriculate? How do these challenges impact their academic success? By the use
of two focus groups (with three participants in focus group one and six participants in focus
group two) and individual interviews with the same nine participants, these Reading 19 students
shared their perspectives and experiences on the challenges they face as they matriculate and
how these challenges impact their academic success. After I finalized the investigation,
similarities between participants’ collective experiences and perspectives emerged as themes.
According to Merriam and Tisdell (2016), findings can be in the form of structured colorful
explanations stemming from elaborate to simple explanations that describe the data.
Community college students face a variety of challenges that keep them from reaching
their academic goals, which emerged as themes in the findings consistent with the four S’s of
Schlossberg’s transition theory: situation, self, support, and strategies. Participants also showed
aspiration and dedication to succeed in their remedial reading courses, sharing advice that was
not consistent with Schlossberg’s transition theory. Viewing the data through the lens of
Schlossberg’s transition theory shed light on these students’ perspectives on the challenges they
face as they matriculate through their courses.
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 75
Participants
This in-depth case study using qualitative methodology consisted of two focus groups
with a total of nine participants and nine individual interviews with the same nine participants as
the focus groups. Focus Group A consisted of a total of three participants. On the same day
following each focus group, I conducted individual interviews with the same students who
participated in the focus group. This study’s original participant names have been kept
confidential, and they were given pseudonym names as identity protection. The pseudonyms
given to the participants for the sake of this study are Gracie, Margaret, Edward, Lorenza, Flora,
Rita, Mac, Raphael, Dorothy, and Lucy. The first focus group’s participants included Gracie,
Margaret, and Dorothy, and these three students participated in their individual interviews with
me directly after I conducted the focus group. On a different day, the second focus group was
conducted with participants Rita, Edward, Raphael, Lorenza, Flora, and Mac; these six students
participated in their individual interviews with me directly after I conducted the focus group.
All student participants in the focus groups and individual interviews were from the same
section of a Reading 19 course. These students shared common challenges that impacted their
academic success and kept them from reaching their similar goals.
Focus Group One/Individual Interviews (Three Reading 19 Students)
Gracie. Gracie’s greatest challenge with being a community college reading student was
maintaining interest in reading and trying to pass her reading courses. Gracie was not sure which
major she wanted to declare at the moment. Gracie’s reason for attending community college
was to explore which career would suit her best for her life. Gracie was uncertain how long it
would take her to complete this goal since she was still an undecided major. Gracie decided to
attend community college since the tuition was much more affordable than at a university. One
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 76
of her fears was not passing her reading course and taking longer to get to her goal of finding a
career. Gracie was aware of support resources on campus to help her accomplish her academic
goals. Gracie found the assessment test difficult and thought that studying would have been
beneficial to her scoring better on it. She felt that her high school prepared her for college-level
work.
Margaret. Margaret’s greatest challenge as a reading community college student was
understanding the course content and selecting the proper major to fit her passion. After high
school, Margaret did not enroll into college at first and went to a trade school to become a
medical assistant. The reason why she decided not to enroll into a university after high school
was because she knew that universities were costlier than community colleges. She also felt that
a student who enrolled at a university should already be prepared in some ways, such as knowing
which major they wanted to declare, and have passion for what they wanted to study. Margaret’s
goal for attending a community college was to obtain her associate’s degree. She felt it would
take her two years to complete her associate’s degree at Marina Blue Community College
(MBCC), the site of this study. Margaret was out of high school for five years before enrolling at
MBCC. She was aware of support and resources on campus to help her accomplish her academic
goals. Margaret took the assessment test and found it to be a true indicator of her ability. She
found the assessment test to be difficult and felt that it was a refresher for her to know what she
would be up against in her upcoming English and reading courses. Margaret felt that studying for
her assessment test would have been beneficial for her and that there should have been a study
guide to help prepare students for it. She thought that her high school education prepared her for
college-level work.
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 77
Dorothy. Dorothy’s greatest challenge as a reading community college student was her
transformation from being a person who worked 40 hours a week to becoming a part-time
worker and full-time student. After high school, Dorothy enrolled in college but did not continue
due to lack of guidance. Dorothy inspired herself to re-enroll in college since she is the first
person in her family to attend, and she would like to transfer to a university. The reason why
Dorothy attended community college rather than a four-year university was that she felt she was
not ready to take difficult courses at the university level since she had a low grade point average
in high school and that only a community college would accept her. Dorothy also thought that
universities have many more prerequisites than community college. Dorothy felt that she
graduated from high school unprepared to attend college and that her high school was not
supportive at fostering college aspirations in their students. Dorothy’s academic goals while at a
community college were to do exceptionally well in all her classes and complete an associate’s
degree within two years, then transfer to a state four-year university to earn a bachelor’s degree
and continue on to obtain her master’s degree from a private graduate university. Dorothy was
aware of support resources to help her accomplish her academic goals. She felt that having been
out of school for many years did not help her do well on the assessment test and that a study
guide would have been helpful for her to have been able to score higher. She also thought that
incoming students should certainly study for the assessment test. Dorothy felt that the assessment
test was an accurate indicator of her ability. Dorothy shared that she was not prepared for
college-level work when in high school. She mentioned not attending her high school classes due
to not understanding the material.
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 78
Focus Group Two/Individual Interviews (Six Reading 19 Students)
Rita. Rita’s greatest challenge was having a reading and English course paired together
due to her schedule. She enrolled in a community college since she had a low grade point
average in high school and found it difficult to be a successful student in high school since her
mother was diagnosed with breast cancer. Her goal was to transfer to Cal Poly Pomona and help
her mother financially. She felt that it would take her three to four years to transfer. Rita was
aware of campus support to help her with her academic goals. Rita strongly felt that the
assessment test was not a true indicator of her academic ability and that at times she was not
successful at test taking due to personal issues. She did not feel that her high school prepared her
for college-level work due to her poor performance on the assessment test. Rita felt that it was
important for incoming students to be prepared for taking the assessment test and suggested a
quiz to help students study before the actual assessment test.
Edward. Edward’s greatest challenge as a reading community college student was not
having transportation to campus. Edward shared that he did not feel prepared to attend a four-
year college and therefore decided to attend a community college. He was the first person in his
family to attend college. His teachers in high school were supportive of him attending
community college. His goal after community college was to transfer to a four-year university,
and while he was currently enrolled at MBCC, his goal was to pass his courses with high grades.
Edward estimated that it would take him around two and a half years to transfer to a university
since he was also working at the same time. Edward was aware of on-campus support that could
help him accomplish his academic goals. He felt that he was not prepared to take the assessment
test since he did not obtain much sleep the night before he took the test. Edward stated that he
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 79
felt that it was important for incoming students to prepare for their assessment test. He did not
feel that his high school properly prepared him for college-level work.
Raphael. Raphael’s greatest challenge as a reading community college student were
simultaneously having to work and attend college. After high school, he did not plan on
attending college, but his cousin inspired him to enroll. He did not enroll in a four-year
university since he wanted to work and make money, but he spoke with his cousin, who told him
about community college. Raphael’s academic goal was to transfer and become the first person
in his family to graduate with an associate’s degree. He felt that he would obtain his goal in a
year. He was not aware of many resources on campus to help him accomplish his academic
goals. Raphael did not feel that the assessment test was a true indicator of the type of student he
was due to not being informed of the importance of the test. Raphael felt that incoming students
should review the content of the assessment test before taking it. He shared that he does not feel
that that his high school prepared him for college-level work and his advisor in high school did
not talk with him about college.
Lorenza. Lorenza’s greatest challenges as a reading community college student were to
find time to complete her work. Her high school teachers influenced her to enroll in college. Her
high school was supportive of students attending college. She did not attend a four-year
university due to not feeling fully academically and financially prepared. Lorenza’s goal while
attending community college was to obtain her associate’s degree. She planned on completing
her goal within a two-year period. Lorenza was aware of on-campus support to help her
accomplish her academic goal. She did not feel that the assessment test was a true indicator of
her academic abilities since she did not study and was not prepared for the test. She felt that an
incoming student should study for the assessment test so that it would not take them longer to
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 80
accomplish their academic goals while attending community college. She thought that her high
school did prepare her for college-level work.
Flora. Flora’s greatest challenges as a reading community college student were that she
had to attend class while helping at home and lack of financial resources. Her sister and a college
center worker at her school influenced her to attend a community college over an expensive four-
year university. Her sister attended a four-year university and did not complete her degree, which
influenced her to attend a community college. Flora’s academic goal while attending community
college was to obtain her associate’s degree. She felt that it would take her a single year to
complete her academic goal. She was not aware of support on campus that would help her reach
her academic goal, but she has met other students who motivated her to accomplish her goals.
Flora did not feel that the assessment test was a true indicator of her academic ability, and she
was not prepared to take it. She was also misinformed about the importance that her assessment
test score would have on her academic career, so she did not study. She felt that incoming
students who take the assessment test should study, take the test seriously, and be prepared for its
difficult content. Flora thought that her high school prepared her for attending college.
Mac. One of Mac’s greatest challenges as a reading community college student was that
he felt that his shyness sometimes got in the way with his ability to ask questions in class. He
also faced financial resources-related obstacles. He also found that he did not have practical
understanding of test-taking methods, which affected his grades in college. His parents
influenced him to attend college so that he would be able to have a better life and future. Mac
decided to not attend a four-year university and instead enroll in community college due to his
notion that a university is much more rigorous than a community college. Mac’s goal while
attending community college was to obtain his associate’s degree and be able to acquire a
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 81
profession in the law enforcement sector. He was unsure of how long it would take him to
acquire his associate’s degree while attending community college. Mac was only aware of a few
resources on campus that could help him in completing his academic goal. Mac did not feel that
the assessment test was a true indicator of his academic abilities, and he felt that he could have
scored higher on the test. Mac thought that incoming students should study for their assessment
test and felt that if he had studied, he would have scored higher. Mac felt that his high school
prepared him for college.
Study Context
Marina Blue Community College’s mission statement, found on their website, lists one of
its primary goals as raising student achievement and academic distinction by use of student-
focused instruction and student-focused support services. Its mission statement also discusses
addressing fairness in effective results by examining gaps in student success and utilizing this to
recognize and put into practice working models and development to bridge them. Another goal
MBCC lists is to guarantee college efficiency and responsibility by use of information-steered
results in combination with assessment and development of all institution programs and ruling
bodies. The disclaimer at the bottom of the college’s website shares that MBCC is dedicated to
the improvement of student learning and success that readies its students to transfer, effectively
finish workforce-growth programs, obtain their associate’s degrees, seek out prospects for
learning that will last a lifetime, and community collaboration. The vision on MBCC’s website
describes that through increased attention to student-focused teaching, student-focused services
and combined learning, MBCC is a noteworthy example for student scholarly success, ability,
and creative appearance.
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 82
Findings
The themes that emerged from the coded data are based off Reading 19 student
viewpoints. The four emergent themes below suitably fit Schlossberg’s transition theory’s four
S’s, situation, self, support, and strategies, which helps to better understand the flow of Reading
19 students’ challenges as they transition into community college. Schlossberg’s transition
theory was one of the best lenses through which to view the challenges that remedial students
face while trying to matriculate as well as the best descriptor for how these challenges influenced
their academic success.
A total of five emergent themes described the challenges that students face as they
matriculate. While the first four emergent themes fall under Schlossberg’s transition theory
(situation, self, support, and strategies), they also have special identifiers that describe the
student challenges as they apply to each section, which are as follows: Theme 1-Situation:
Community College 101 Hardships; Theme 2-Self: The Reading Student; Theme 3-Support: On
Campus; and Theme 4-Strategies: Student Approaches while Transitioning. The fifth theme does
not fit Schlossberg’s transition theory; since it relates to participants’ advice on how to manage
student challenges, it is titled Theme 5-Finding not in Schlossberg’s Transition Theory: Student
How and Why Advice. All five themes contain two to four categories providing reading student
perspectives that answer the two research questions: What do community college students
enrolled in remedial reading perceive as the challenges they face while trying to matriculate? In
addition, how do these challenges impact their academic success? These five themes are situated
to give a voice to these disadvantaged students who face challenges as they transition through
their courses.
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 83
Theme 1—Situation: Community College 101 Hardships
The first theme, “Situation: Community College 101 Hardships,” involves hearing
remedial Reading 19 student perspectives in relation to the challenges they face and how these
hardships affect their academic goals. This theme answers two research questions: What do
community college students enrolled in remedial reading perceive as the challenges they face
while trying to matriculate? How do these challenges impact their academic success? The
categories that emerged within this theme to best answer each research question include
Importance of School and Reading, Transportation, Work, Children, and Finances. Schlossberg’s
transition theory is the theoretical framework for analysis of this emergent theme using
community college students’ situation to better understand the challenges Reading 19
community college students faced as they matriculated through their community college courses.
Category 1: Importance of community college and reading. Margaret shared her
positive feelings regarding attendance in college and how once a student takes the plunge and
begins their courses, they remain constant and are able to reach and complete their goals. She
also described the struggles these students face:
I feel like all of us, as students, we struggle a lot, but once we see that we’re in… A year
passes by fast, two years, and once we already transfer out, and we’re already in Cal State
or USC or whatever school we are, I feel to us that that’s going to be like a dream come
true. It’s going to push us more to even finish. Once you start surrounding yourself with
educated people or people that they are very positive all the time even though they
struggle, but they still have a smile, and I feel like to me that would be me… It would
push me even more to go even farther with my education.”
Margaret had aspirations similar to most remedial reading students who wish to succeed and
become educated.
Although optimistic, remedial community college students at times face challenges that
keep them from reaching their goals. Gracie explicated:
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 84
I feel like sometimes some of us are here in college because we actually want to study,
we want to learn something new. Every day we learn something new, but we also want to
get a career, but sometimes things get in our lives and hold us back.
Remedial reading students strive for an education but at times are held back by challenges that
are out of their control.
Participants Dorothy, Margaret, and Gracie all shared similar opinions of the importance
of reading courses and the challenges that not being at a higher vocabulary level bring to them.
They all shared personal and compelling reasons why reading and college are important. During
her individual interview, Dorothy expressed the importance of reading and the benefits that come
from it. She also discussed her feelings about the challenges she, like so many other students,
faced when not having the proper vocabulary:
I feel like reading is a very important part for everyone because reading gets you
everywhere. Reading… once you start reading and you start seeing complete sentence
and your vocabulary changes and you learn how to, how words look, and how to … Your
spelling gets better, and I mean sometimes I feel like I want to be that person that knows
how to talk like a professional. To me having that vocabulary to talk to someone, it shows
that you’re educated. It shows your dedication, your education. When you go somewhere
and there is actually a doctor or even a lawyer, when they speak to you, I feel small. It
makes me feel small. It makes me want to be at their level or being able to hold a
conversation.
Dorothy pinpointed the importance of reading and the emotions students feel when not having a
proper vocabulary due to not reading.
Margaret shared parallel feelings to Dorothy’s in that at times she did not feel that she
was at the proper stage when having conversations with people who were more educated than
she was. She also shared the importance of reading and how in math not knowing how to read
can affect one’s ability to comprehend what is written in the math problems.
I feel I don’t have that, and sometimes I even exclude myself from people because I feel
like I’m not at their level, but I know they didn’t get there from one night to another. I’m
pretty sure they read and read and that’s why they have better vocabulary but … I do
exclude myself from people that have better vocabulary than me. Reading, it’s very
important, it’s even in math to understand a problem that’s a reading problem. If you
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 85
don’t understand the reading, then you’re not going to understand the math problem, so
reading, it’s very important to me.
Here Margaret not only shared her feelings on the importance of reading but also how not being
up to par in her vocabulary abilities affected her in her everyday interactions and as well in other
courses across the curriculum that involve reading and vocabulary strategies.
In agreement with Margaret and Dorothy, Gracie added that “reading class is important
because it helps with your grammar and for when you’re reading a book. If you don’t understand
a word, you pronounce the word by reading the word. Reading, it’s an important part of
everybody’s life.” Students realized the benefits that reading courses had for them and the
reasons why word knowledge is helpful for their learning.
Dorothy and Flora both expressed during their individual interviews that reading should
be their central focus and discussed the benefits students received once they were able to
accomplish their goals. Dorothy stated, “Put everything aside and just focus. Just focus on
reading and focus in school because there is nothing like school. Money can't buy your
knowledge that you're going to learn in school.” Flora further explained, “Well, I just feel like
students that wanna come to school, they should, because it is important. I feel like, college, it is
important. It's just that it does take time. But it helps you in the long run, to have, to feel
successful, that you were able to accomplish.” Both of these students felt that college and
reading were of central importance in the lives of students and with determination, success is
possible.
“Importance of Community College and Reading” emerged within the factor of situation.
Overall, students in this first category shared their perspectives on the importance of community
college and reading as it applied to them matriculating to achieve academic success. The student
perspectives shared in this category help to identify and explain the concepts comprising
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 86
community college reading student hardships while in their situation while matriculating through
their courses.
Category 2: Transportation challenges. During the first focus group, Margaret
described barriers that remedial students perceive as challenges they face while trying to
matriculate:
Sometimes remedial students have trouble with transportation to school if they live far.
They say when they graduate from high school and they want to go to college, they feel
it’s far from where they live, so that can be a struggle for them to get to college.
Here Margaret explained that distance from home to college has an impact on a student’s
attendance and enrollment in college. Margaret then went on to explain that students can have
personal issues and that “not everyone has transportation and without it students won’t want to
try to come to school.” Margaret shared her feelings on the importance that transportation has on
remedial student college attendance.
Edward had similar feelings as Margaret’s on transportation being a challenge to reading
community college students. During his individual interview, he stated,
Maybe one of my biggest challenges is transportation. Yeah transportation, because it’s
hard for me to get from my house to campus. And sometimes it’s hard and maybe not just
for me maybe for a lot of people. That’s probably one of the biggest challenges.
Here Edward discussed that he has difficulty traveling from his home to campus, which is not
only time consuming but also difficult without transportation.
Margaret gave her perspective, which echoed her peers’ views on transportation being a
challenge for remedial community college students. Margaret stated, “No transportation is a
problem, and I feel like when you don't have transportation you don’t want…. Maybe they don't
try to come to class. They don’t even want to try to come to school like everyone else.” Margaret
expressed that students may not want to attend class if they do not have any transportation,
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 87
which makes their attendance weaken when compared to their peers who have proper
transportation.
Lorenza and Flora both shared their feelings about utilizing public transportation to
commute to college. Lorenza stated, “I have to go all the way over there and then come all the
way back, and sometimes the buses run late, and I’m always worried that I’m not going to make
it to class on time.” Lorenza imparted that she had concerns that her bus will make her tardy for
her enrolled course. Flora agreed with Lorenza in that using the bus as transportation can leave
her arriving late or not even at all. Flora shared,
I guess transportation ‘cause getting to the main campus if I need to. Sometimes it’s
difficult ‘cause, well, I guess I could take the bus, but if I need to be there a specific time,
that's worse. ‘Cause sometimes I have stuff to do and I can't make it on time. If I have an
appointment over there and I can't make it because of a conflict, I guess I have no other
choice than to reschedule. ‘Cause I don't have a car, and my parents are working or either
they're busy, so they don't have time to take me. I would have to find a different way or
reschedule with somebody else.
Flora and Lorenza are examples of remedial community college students indicating the
importance that proper transportation has on course attendance and participation.
Overall, category two, “Transportation Challenges,” emerged within the factor of
situation. Students provided their perspectives on the challenges they face with transportation
and how they affect their academic goals. These student perspectives provide examples of how
transportation created their challenging situation while in community college. The student views
shared in this category help to identify and to explain the concepts of this section’s emergent
theme of situation. This category provides better understanding of the hardships reading students
encounter in and during their situation transportation while matriculating through their
community college courses.
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 88
Category 3: Work challenges. During the second focus group, students discussed their
emotionally charged feelings about the challenges they face when having to work and attend
school simultaneously. Edward stated,
It’s sad ‘cause you won’t finish in two years, that it is supposedly recommended. It’s
possible, but you have other stuff to do, like work. You can’t take enough classes because
then you have to find hours to work and then find hours to study, and then sometimes
schedules don’t combine. There’s an hour for this class, then you have to go to work, so
you can’t go to take another class and have to wait until next semester for that class.
Lorenza added that “there’s always an option of taking the classes during winter or summer, but
then it’s all crammed into one month, so that’s more work and pressure.” Flora shared that
“sometimes there’s not enough time to study because you have to work, which can be time
consuming and tiring.”
Rita described that students miss work due to personal reasons,
Like work, probably students will have to work, so they’ll miss class just to go to work. It
keeps going and going. Sometimes, they’re just, like, why go another day to class,
thinking that it really doesn’t matter, and I can ask a friend what I missed from class, and
this cycle continues on, and you just keep on missing class after class.
These students discussed their perspectives on taking classes while having the responsibility of
working and how this can be a challenging endeavor.
When asking students reasons why other reading students do not come to class, Mac
stated, “Sometimes work interferes with class. A lot of people, they prefer work than school.”
Mac then went on to explain how students at times feel bored with reading courses being too
easy or difficult and turn to work as an alternative choice. Edward stated that a hurdle that
needed to be addressed was “to get classes that won’t affect your normal schedule, so that they
could just keep working.” Mac felt like he wanted to attend class but also needed to work, and
trying to schedule both work and courses was a challenge. Raphael pitched in, commenting that
“sometimes we don’t get help, and sometimes we work, so we may take more longer than two
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 89
years to finish our associate’s degree.” Raphael seemed upset in his explanation of why students
take longer to obtain their goal of an associate’s degree due to working.
Edward explained how working impacts his ability to concentrate in class:
I find going to work and class hard because I work and go to school. Sometimes, they
give me the night shift, and then it’s hard because I didn’t sleep the whole night and then
for the next day come to class. It’s hard because I may be, well, no, I am very sleepy, and
sometimes, I don’t really pay attention to the class or what the professor is teaching us.
Edward went on to describe an obstacle that sometimes kept him from reaching his academic
goals:
The obstacle that keeps me from my goal would be, like, if I work and sometimes come
to class, it’s kinda hard to concentrate. And researching that goal is not just a goal from
one day to another; it’s a little process that you have to go through. And sometimes in
that process there’s obstacles, like sometimes it’s hard to work and go to school at the
same time.
He also mentioned that “maybe some obstacles would be not attending class sometimes ‘cause I
work, and other obstacles are not passing the classes.”
Raphael expressed how challenges of work and college impacted his academic success:
My biggest challenge is that I have to work and I have school. It’s either work or school,
and I want to do both. But because I was thinking of becoming a full-time student next
year, and I have things to pay, so I can't depend on no one. My mom has her own bills.
So, it's only me and my mom. I have to see how I fit all my classes to my working
schedule, as least if I work at least three or four days, it would help me. But I had to find
a job that also goes with my schedule.
The experience Raphael shared discusses his wanting to work and attend college as a full-time
student, but he found it difficult to balance both responsibilities.
The cycle of studying late at night and working to make money to pay for their courses
and materials became encumbering for participants. Margaret found that it was
challenging staying up late and doing your homework because we are all trying to pass
our classes. Once you’re in school, it’s very different. Your schedule changes, and then
you have to work. You have to work to make money to eat, pay rent, and buy books and
your classes, and then study to pass classes.
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 90
Students had to maintain an equilibrium between work and college to maintain status in both
roles.
Students at times missed going to class when they had to work. Flora further explained:
Challenges that are faced are like work. Reading students have to work, so they'll miss
class just to go to work. It keeps going and going. Sometimes, they're just like, “Oh, why
go another day to class? It doesn't really matter. I can ask a friend what you guys do for
the class.” It keeps going on; you just miss and miss.
Missing classes to attend work was not unusual for many of the reading students, and it caused
setbacks in their courses and their overall academic goals.
Flora suggested that to avoid scheduling issues with work and their courses, students
could try to properly arrange their days to accommodate their course times. She added that, “It
could be to get classes that won't affect your normal schedule, so they could just keep working.”
Students needed to work, so obtaining an effective schedule to work and attend courses was
pivotal to their success.
The choice to pause or permanently not work in their jobs was a choice that took place
when work affected students and their studies. Margaret explained:
Maybe also stop working. For example, I want to become a full-time student next year.
Then I’m not going to have time to work ‘cause I’m only going to be able to work Friday
and Saturday, and I won’t have time to study. It’s either school or study or school or
work, but if I work, I’m going to take forever to graduate from college, so I have to pick
one.
It can be challenging for students to make the choice to not work and solely attend college to
pursue their goals.
Raphael described his experience with obstacles that kept him from fully focusing on his
college courses: “The obstacles is work, but I know that after I finish paying everything that I
owe, I could focus on school completely and not worry about work. So, work is just right now
something that it's in my way.” He continued to describe that his work asks him to have a clear
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 91
schedule “for at last four days a week, which is a lot for me when going to school too.” He then
explained that “I have to rely on Uber, which I need money for, but if I actually focus on school
and not work it would be better for me.” Raphael came up against challenging obstacles when
having to both work many days during each week and put effort into his courses.
In some cases, students not having the support of financial aid kept them working to fund
their education. As expressed by Rita:
Work, working is a challenge... and not having financial aid support or having support in
general. Working under the table and then having to be flexible with class and school and
tutoring and having tutors being available during the night. Yesterday, I remember I was
... as soon as I got out of work, I went to school and started and was there until midnight,
studying for this final then had to be up early in the morning to work.
Students having to work and not being able to obtain financial aid kept them working to grow
finances to continue attending college.
Dorothy found her work to be a large interference in her being able to attend college. She
shared:
A big problem that I always have is my job. I always try to say that I'm a part-time
because I have school, but then they want more of me. They want, “Can you stay a
double? Can you do this?” And I don't like saying no. I don't like saying no. I don't even
like asking for days off. And to me, that's a huge challenge because I've always put work
before school, so I think that's actually my biggest distraction, which is work.
Work at times was time consuming for students and kept them from having the time necessary
for their courses.
Flora shared that working caused difficulty in her life due to needing money. She
explained:
Well, so far, it just has been that I have to work. And it's hard because I don’t wanna
leave my job for school. I know school is important, but at the end of the day, sometimes,
it doesn't give me what I need as money-wise and work. You work, and you get your
money, but then, in the long run? Well, I don’t wanna stick to that job forever. So that's
one of the obstacles. And I feel like if I push the school to help me with my financial aid
or a scholarship, I know I could be able to get it. And that will be a help for me to like
leave the job, for me to focus more on school, to get it over with, and transfer.
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 92
Flora wanting to leave her job and pursue her goals by requesting financial aid or a scholarship
was her seeking opportunities to allow her to place more attention on her college goals.
Gracie found it difficult to attend college due to enjoying earning money to purchase
items. She explained:
Because I just feel like working. I like having money. So, I’d rather work. But then, I like
school. And it’s hard. It's challenging, but I prefer work. Which, I know, school is
important, and I like it. I like coming to school, but I feel like it doesn't give me what I
need right now as just going out, buying my stuff, and I have my own money, I can buy
my stuff.
Students oftentimes look at the now rather than the future, causing them to stop attending
college.
Edward described that he used working as an excuse for not enrolling in his courses. He
shared:
Working will keep me from not going further. Being stuck in community college because
I don't get my classes. Because I put in an excuse as, “I have to work.” And I just wanna
change that and have school as a priority first and then my job. Switch it around, and see
how it goes.
Edward further explained that giving significance to his college courses would help him reach
his goals at a much faster rate.
In all, category three, “Work Challenges,” emerged from within the factor of situation,
where students shared that they struggle with having to work to maintain and meet financial
obligations in combination with their studies while in college. Students who worked found it
difficult to concurrently attend college. This category emerged as an in-depth indicator of the
type of situation affecting student’s roles of having to attend college and work simultaneously.
Category 4: Financial challenges. Rita explained that students at times may be set back
from reaching their academic goals by their financial situations: “Sometimes, we don't get
financial help, and then sometimes, we work ‘cause we need money, so we take more longer
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 93
than two years to finish our associate’s degree.” Finances play a significant role in student
success and can hinder students from advancement in their journey. Edward and Mac further
explained:
For example, me and him, we didn't have the book ‘cause I didn't have the money to get
it right away, and then it took time for it to get shipped and everything. I just didn't get it
anymore, and I had to share it just because I couldn't get my financial aid on time.
Students not having their textbooks and financial resources to support their academic success
caused them to be further set back.
Gracie explained her feelings, which were in agreement with Edward and Mac’s
perspectives on the importance of having finances to purchase course material. She shared:
So, I feel like if you don’t have the material, I’d suggest not to take it. Because it does
affect you. If you don't have the, like, say the money, or anything, I feel like, people
should hold back. Because it is hard to even share a book with someone because people
are, like, “Oh no, you can't really share.” So, it's hard. So, I feel like if you're not
prepared with the money, or ... I feel like, they should wait. That's my opinion because I
feel, like, I should have waited to take this class because I didn't have the money for all
the books that she was asking for. So, I feel like that's one of the advice I would give. To
wait first if you have the money for it because it is hard to go to class with no books. And
then asking, and then, they don't wanna let you borrow it. So, that's one way of advice I
would give because that's what my obstacle was for me.
Gracie was giving guidance to students by discussing the importance of having money to
purchase course material and students not registering for courses if they are unable to purchase
the textbooks they would need.
Flora advised students to be certain that they have the financial backing to purchase
textbooks for their courses. She further explained:
Well, my best advice for, as I learned from it, I feel like, you've... say, as to having
money and stuff. If you don't have the money to buy your books and stuff from my
suggestion is, like, you need the books. So, it's hard to take a class with no books. As for
me, that I did that. Thinking I was gonna be able to continue in class by not having my
books, and it didn't turn the way I expected. Which, now, I'm challenged, so hopefully, I
do pass because I don’t have the book.
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 94
Flora drove home the point that it is imperative to have the financial resources to purchase
textbooks for courses in order to be a successful student.
During her individual interview, Lorenza shared that she feels that finances play an
important role in student success. “I would say probably ... I guess money would be an issue.
Like in the beginning, I didn't get my financial aid right away, so I couldn't purchase the books,
then I got behind.” Students not having financial resources to purchase their textbooks can cause
them to have setbacks, as Lorenza explained.
Mac shared that finances are difficult for him and that he would benefit from financial
aid: “Financial aid said that they want to, like, give me my money if I don't like do bad in my
classes, which will help a ton ‘cause I am poor.” Mac continued to describe how he is in need of
financial aid and how it would benefit him to do well in his reading course so he can obtain
funding.
Flora shared the impact finances have on education and the difficulties students face
when not having the proper materials to do well in their courses. She stated:
Finances affects the students not passing their classes because then you can't afford your
books, and then if you're a full-time student, you don't have time to work. Then maybe
your parents don't have money to give you, or they do but it's not enough for the books
because books are expensive. I feel like that's a reason to not pass your classes.
Flora continued to discuss that finances have a significant impact on student success and are vital
for any student in college to graduate.
Rita made a general but meaningful statement during her focus group interview about the
cost of attending college. She stated, “Just going to school in general, you can't afford it,”
exemplifying the difficulties students encounter as well as their perspectives when wanting to
attend and remain in college.
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 95
An important factor in student success is that students cannot afford to attend college
without financial hardships, and many times students are unable to attend college due to having
to earn a living. Mac shared:
Personally, I was absent for two weeks for my reading class, but it was because my mom,
she had to travel because my uncle passed away. I had to work more so I could be able to
pay the rent for her. That's why I was absent because I didn't have option to go, “Oh, I
have to go to school, but I have to help my mom,” so it was more important for me to
help my mom.
As a result, students like Mac do not attend class to work and earn money to help support their
families.
Flora, like Mac, found challenges with finances and having to contribute to her family’s
income by working. Flora shared:
Well my challenges are… It's been hard for me because I work and for ... well, I have to
help at home, so I don't have that much money for my academic courses, like books and
stuff. So, I've been having a struggle with money. So, that has been an impact and a
challenge for me to focus on my reading class. So, that's really tough for me, right now,
as a college student. And I've been struggling this whole semester with it.
Raphael discussed his fear of taking on more courses next year and his ability to afford
his college necessities. He shared:
It's harder for me because I'm not available all day because due to school. Right now,
work, I only work one day a week. At least it brings me a little bit of money to pay stuff
that I need, but I struggle with paying for school stuff. And with school, I only take three
classes, which is also good, but next year I'm going to take more, try to finish a little bit
faster. Worried if I will be able to afford it.
Lorenza shared that helping her parents financially is important to her, and she
contemplated whether or obtain her education:
It's sort of like, I guess ... I wouldn't say, like, I don't believe in myself. I do, but it's, like,
a money problem. But I know they offer scholarships and stuff like that, so it shouldn't be
that hard, but still ... I don't know. Sometimes, I think, “Oh, should I just do the A.A. and
then look for a job.” So, I can help my parents or try to further my education and do
something more than what I believe I can.
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Finances play a priority in student choices and challenge their options to obtain an education as
can be seen by Lorenza’s contemplative feelings.
Overall, category four, “Financial Challenges,” emerged within the factor of situation,
describing how difficult fulfilling academic goals can be for these remedial reading students who
have financial barriers. These students struggle with finances that create challenges in their
situation. They try to overcome these challenges but find it difficult on varying levels, as they
shared.
Overall the emergent theme of “Situation: Community College 101 Hardships” identified
the challenges remedial Reading 19 students faced and how these challenges affected their
academic goals. Theme one answers the research questions: What do community college
students enrolled in remedial reading perceive as the challenges they face while trying to
matriculate? How do these challenges impact their academic success? This emergent theme
answered the two research questions in four different categories, including Importance of School
and Reading, Transportation, Work, Children, and Finances. The utilization of Schlossberg’s
“situation” part of transition theory best fits and describes the challenges reading community
college students face as they matriculate into, through, and out of community college.
Theme 2—Self: The Reading Student
The second theme, “Self: The Reading Student,” emerged as a factor of self and involves
hearing remedial Reading 19 student perspectives in relation to themselves, meaning we will be
utilizing Schlossberg’s factor of self for further introspection by listening to Reading 19 student
viewpoints on challenges they face while striving for success and setting goals as they
matriculate as well as how these challenges impact their academic success. This emergent theme
answers the research questions: What do community college students enrolled in remedial
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 97
reading perceive as the challenges they face while trying to matriculate? In addition, how do
these challenges impact their academic success? This emergent theme is comprised of three
categories, which are Goals and Success, Motivational Challenges, and Motivation and
Perseverance, which are utilized to better answer each research question. Schlossberg’s factor of
self is used in this study’s theoretical framework as the indicator encompassing the three
emergent categories of this theme, which discusses the challenges Reading 19 students face
when matriculating through their community college courses.
Category 1: Goals and success. Margaret provided an explanation for why students face
challenges reaching their goals while in college. She stated, “I guess the challenges that the
students have when they come take courses are that they don’t ask for help when they need it or
they don’t put their effort into trying to accomplish their goals.” Effort is an important aspect of
students completing their goals. Margaret was sure to explain in great detail by referencing how
a student needs to know what their goals are to “be able to set them.” She felt that was the most
important aspect of a student’s academic career.
Gracie shared her definition of the word “goals.” She explained, “When I hear the word
goals, to me it’s a very strong word because we’re here for a certain, we want to reach a certain
point, and sometimes, I feel like I do doubt myself, like maybe I can’t reach that goal to
complete community college or transfer.” She then provided her perspectives on the obstacles
that she felt would block her from obtaining her goals: “I guess not turning in the work on time
or just, like, slacking off.” She then stated that “in order to accomplish one’s goals, you must
first work at it, and then you will see results.” She further shared that, “these obstacles affect you
from reaching your academic goals, and that will affect me because if I don't pass the classes, I'll
have to retake them again. So, then it's going to take me longer to get to where I want to be.”
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Rita shared her goals by describing that she wants to complete her community college
commitments, then transfer to a four-year university. She also pointed out an extremely poignant
statement about helping her mother:
My goal is to get out of community college and to transfer to Cal State Poly Pomona. I
want to become a geologist, and when that happens within six to seven years, I’m
planning to work for NASA and going big, taking my mother out of poverty.
Raphael had similar feelings as Rita’s; his goal was “getting out of the poverty. Getting away
from the poverty, that is my goal for coming to community college.”
Dorothy shared ways for students to accomplish their goal of passing their courses and
the challenges they face when being in their “comfort zone.” She explained:
I think there are some other ways that the students can actually pass their classes: if they
ask questions. Sometimes, there’re students that don’t even ask questions because they’re
afraid that their class is going to make fun of them. I think they got to get out of their
comfort zone and just raise your hand and ask the question and not worry about what the
others people are going to say or laugh.
Gracie had mixed emotions about being able to reach her goal. She at times felt that it
would be difficult to graduate. She shared, “Sometimes, I see it impossible for me even
graduating from MBCC. Feel like, oh my God, that’s impossible ‘cause I started at such a low
reading level, and it will take me forever to accomplish my goals.” Dorothy went on to explain
that she feels that college needs to be completed in phases. She explained:
We always face challenges and have to do step by step. It’s like walking up a ladder. You
got to finish a class, understand it, make sure to understand everything in that class in
order for you to keep moving and moving and moving to pass college reading.
The participants entered college with a variety of desired goals and outcomes. They
provided their perspectives on their goals. For instance, Margaret shared that when she decided
to enter college, her goals were to obtain her “generals and from there, I wanted to ladder up my
generals to my associate’s and keep going.”
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Raphael stated that his primary goal was “graduating with my associate’s degree and
transferring to a university.” He also continued to explain that what is important to him is that he
would like to be
the first one in my family to graduate because my sister was coming but she never
finished college. So, I want to finish, and then I want to transfer. I want to become a
teacher, and I know it's going to be hard because I have work and everything, but I know
I could do it. I know I could fix my schedules and finish college. I don't want to stay
behind. Not to sound mean, but I don't want to end up like my mom, that has a basic job,
and I see herself struggling, like how she works so much and she doesn't have enough
money. I want to be able to go out and waste money and know that I still have enough,
and I know that I'm going to wake up every morning loving my job.
Raphael felt strongly about his commitment and goal to graduate with his associate’s degree and
transfer to a four-year university.
Mac also wished “to get my A.A. so I can be successful in my goals and be intelligent.”
He further added that his other goals while in college were to learn more about the subjects math
and English. He shared:
The one thing I want to accomplish is learning all I can about English and math so I can
get good at it. I still want to graduate with an associate degree and find a good job, like be
a cop, ‘cause it’s good, like have a better paying job can’t wait.
Raphael shared how obstacles kept him from reaching his goals: “They’ll affect me by
backing me up, not finishing on time, taking longer to finish my classes or taking longer to
transfer.” Similarly, Edward shared that his goal, like Raphael, was to transfer: “Yeah. Right
now, I'm already planning to transfer.” He added, “So, according to the schedule that she gave
me, by 2019 I'll be able to transfer.”
Dorothy shared similar feelings about the importance of being the only the person in her
family to graduate from community college. She explained that no one in her family attended
college and no one influenced her to attend college. She shared, “I don't have any family
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 100
members who went to college, so that influences me. I want to be the first one to graduate in my
family. I influenced myself to come to college.”
Students have immediate goals, such as Edward’s feeling “the academic goals that I have
set up is passing my classes with A's and B's and maybe after see if I could transfer to a four-year
university.” Flora also shared a goal that has to do with being able to do well in her courses. Her
goal is give herself more time to devote to her courses. She said the challenge that kept her from
obtaining her goal was
to focus more in my classes. Because I am not focusing right enough. So, I feel like I
have to focus and put more in it to pass my classes and take it more serious. And, well,
leave work a little bit to the side. Because I know this is for my future.
Dorothy had an eye-opening experience through our interview, and she shared, “I
actually feel like I didn't before, and I'm starting to believe it now that I'm successful at reading
student.” She then further explained how her goals are to obtain an associate’s degree and
transfer. She stated:
I didn't feel like I was ready for a four-year university. Or maybe I felt, “Oh, I'll go to a
community college and then see within in a year if I would want to get transferred”
because I think right now I'm just going from A.A. [Associate’s degree] and transfer. I
think basically just getting my associate's degree and taking classes that I need in order to
get it. Making sure I meet with counselors and making sure I'm going on the right path
for that and I'm not straying away from it and taking classes I shouldn't need to. So, I
could be on track better and get out of here quicker.
Dorothy continued explaining that she graduated from high school and did not have guidance to
enroll in college. She stated that she “didn't have the guidance, and I didn't ask questions. I was
shy, and now I'm here. I took it upon myself to come back, and I would like to transfer to a
university.” Dorothy stated that she had to finish what she started:
Usually I start, but I never finish. Finish what I start meaning completing this two-year
college. And another goal is to pass my classes. To pass all of my classes and not just
with average, which I'm used to. I want to do more than that, so that's what I set my goal.
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 101
Gracie was undecided in her goals while attending community college. She shared that
she was
trying to figure out what I want to do for a major, and then trying to improve my classes
too so I can get better grades in my classes. I want to also look into what career that I'd
like to do, so that's something else that I've been thinking about, like what should I do for
a career. There's a lot of stuff that I like here to study, but I also want to think about what
I want to do for a career.
She added that she is
not sure how long it will take me to complete my goal ‘cause I haven't decided yet, that,
because like I mentioned, I still don't know what I want to do for a career. So, it's holding
me back a bit because I still have to figure out what I want to do, and I still haven't
decided yet.
Students responses varied regarding the length of time they felt it would take them to
complete their goals while at MBCC. Some students stated that it would take them at least two
years to graduate with their associate’s degree. Other students shared that since they have to be
full-time students while working, it may take them a little longer, perhaps even two and a half
years, to accomplish their goal of transfer. Other students felt that it would take them a year
longer than the normal two years to complete their overall goals.
Rita felt that it may take her a bit longer than average to complete her goals. She
explained, “This year, this is my first time in college. Because I took a year off, which was a
mistake. So, I had to catch up. Hopefully two years, maybe two and a half.”
Also, Gracie shared that she is not certain about how long it will take her to complete her
goals; she explained:
Not really sure how long it will take to complete my goal, but I’m trying to set it for the
two years. I don't want to be wasting time. I want to get it done right away. It's better than
me being stuck here and struggling. I'd rather get to my four-year university than being
here. It's a good stepping stone, I guess, going to community college instead of going
straight to the four-year university, but as of now I'm trying
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Raphael shared that he did not do so well in his first year of college and explained that it will
take him “two and a half years” to graduate with his associate’s degree and transfer “because this
year, I slacked off a lot. And I would have been able to finish already but can’t now.”
Flora, like Mac, felt that completion of her goal of graduating with her associate’s degree
will be delayed. She explained, “Well, I feel like it's gonna take me another extra year because I
haven't been doing all the classes that are required. Because of work. So, I feel like next year I'll
be able to have more time for school than this year.”
Category one, “Goals and Success,” emerged within the theme of self and describes the
difficulties students face with fulfilling their academic goals and the challenges they face with
completing their goals and obtaining success in college. Students faced difficulties that were tied
to their goals and success, describing how the factor of self represents the student perspectives in
this category.
Category 2: Motivational challenges. During the individual interviews and focus
groups, participants discussed the reasons they had motivational challenges in their Reading 19
course. Students shared various examples, such as Margaret stating,
Sometimes students just stop showing up ‘cause either the class is too difficult or too
easy or they just get bored or drop out ‘cause they see their friends getting ahead in the
class and passing, and then they lose the feeling to continue or the class gets too easy,
then they decide they are not being challenged and drop out. It just depends.
Gracie discussed reasons why she feels that students do not attend their reading courses:
“I think that the reason why students don't show up to class when it comes to reading is because
they lose interest in either the reading or they just think it’s too boring.” Similarly, Margaret
commented that she has seen her peers in class show lack of motivation: “When our friends are
struggling to pass and they see you succeeding, then they get discouraged and drop class. That’s
the sad part.” Dorothy discussed that sometimes students are pressured to attend college, which
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 103
brings motivational challenges. She shared, “We want to better ourselves, but I feel some
students are here maybe because their parents force them to come, and it’s just not in them.”
These students are expressing that they have knowledge of how students can be challenged with
motivation.
Gracie shared that in her experience, students have motivation issues that keeping them
from doing well in their reading course:
Sometimes, like, for students, either they struggle with the reading or because they don’t
understand what the reading is about, or they just don’t want to give it a try ‘cause they
are afraid to look dumb ‘cause they need extra help. It keeps them from doing their work.
Gracie then continued to further explain:
Or, like, sometimes I don’t understand the class, so instead of coming to class ‘cause I
don’t want to be the one that does not know what’s going on, I would just rather avoid
that situation and not show up. I felt like that at times, not showing up to class because I
don’t get it, so I just rather avoid the situation instead of being asked questions in front of
the class, but yeah, maybe sometime students don’t want to feel like that, left behind.
Dorothy correspondingly described that, “Some students just avoid trying ‘cause some students
don't get what the lecture is about, and they just avoid showing up to class, not feel lost.” Rita
shared similar feelings with Dorothy and Gracie in that she described that students “don't really
care about school.” She also added that students can have a lack of motivation, causing them to
“not come to class” and “drop out” from their school responsibilities.
Lorenza identified with challenges with keeping her motivation and being properly
prepared for her class. She shared:
The class isn’t that hard. It's just that I probably didn't motivate myself enough, and I
didn't get the books until later on. So, I didn't really do that much work, but I tried on the
test, and I completed the reading lab. I feel like I should be fine, but overall my biggest
challenges was probably finding time to do everything all at once while trying to go to
and finish my other classwork and or other classes.
Dorothy found that her friends sidetrack her from doing her school work. She explained,
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Friends are a challenge because sometimes they want to go out, and that's a big
distraction. Also, family. Families have events, and you want to attend, and sometimes
you have homework to do, but you want to also be in good standing with your family. So,
those are distractions that will distract me from achieving what I will like to do, like
distract me from studying and achieving my goals.
Students felt pressured to complete their courses but felt that since they were at such a
low-level reading course it will take them longer. Mac shared,
I know it's going to take me long, but hopefully, I could take good classes and finish as
fast as I can and not waste my time on a class. I know this is going to help me and take
me to the path that I want to go to.
Overall, category two, “Motivational Challenges,” emerged from the theme of self and
described the difficulties surrounding motivation that remedial Reading 19 students faced while
trying to pursue and accomplish their goals as they matriculated through their institution.
Students in this category of Schlossberg’s transition theory, self, encountered difficulties as they
transitioned through their courses.
Category 3: Motivation and perseverance. During the first focus group, Gracie
explained how it would be different for her to transition from a person who works to a student
who craves more in her life and education. She described wanting to break the cycle that her
family has thought for many years of “once you finish high school, you start working.” She
added that this is how families make their children feel and discourage them from attending
college.
That’s how it works, you start helping your family, you start providing, and I would like
to break that cycle and know there is more than just high school, an associate’s degree,
master’s and doctorate degrees. I feel that once I am able to break this cycle and start
achieving and accomplishing, I feel like someone in my family can do it too, and maybe
me for sure and my son could even be doctors. We have to think outside the box to do it
to accomplish it.
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As Margaret described, “We always face challenges, and we have to do it step by step, like
walking up a ladder, you got to finish a class, understand it, make sure to understand everything
in that class, in order for you to keep moving.”
Remedial reading community college students maintained their perseverance as Margaret
described: “I think if you wanted, you could do it, and you could pass the class, no matter what
the situations are.” Margaret was explaining her perspective on student drive and their ability to
be successful in their courses.
Gracie explained how creating a setting for success allows free-flowing consistency and
perseverance to take motion. She expressed:
Definitely changing your mindset. Having a different mentality of making time to study,
that’s a challenge. That’s a huge challenge to make that time to do your homework, to
read, and that’s a big one, but once we start getting that momentum of, like, taking the
time to read, to study, once we overcome that, then it comes easier to us. It’s not as hard
as we thought. It’s just consistency and perseverance.
Margaret shared her advice on helping struggling students succeed: “Well, um, one
advice I can give students struggling is to just hang in there and to keep trying their best, even
though the obstacles in life are hard, and just keep going.” Margaret’s advice on how
perseverance leads to academic success was given to assist students who are academically
challenged.
Dorothy described the importance of remaining focused on goals and taking action to
bring goals to fruition:
Well, it's a huge challenge to graduate. It's a huge challenge, and if we challenge
ourselves and stay focused here and challenge our brains, I feel like we could be
successful. They could give you, hand you everything and have all these resources, but
it's within ourselves. How bad do we want it? We could say it, but it's action. Action has
to be taken for your success. For your own success.
Lorenza shared how she would help a struggling remedial reading student in need of
advice, exemplifying perseverance and motivation:
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 106
I'd tell them don't give up. Motivate yourself. You can do more than you know. Even
though you're struggling, if you spend at least, maybe, two hours a week, you'll get it.
Just actually put effort into it, and you'll see the results once you're doing stuff. Like me,
I'm not really sure I might pass this class. Well, the book, I didn't get it right away, but
even though if you think you're not going to pass, that's not the way you should be
thinking. You should think positively.
Lorenza described her principles to motivate reading students who are struggling.
Flora shared that motivating oneself is the wisest choice necessary for a student to be
successful:
Motivate yourself, and you'll achieve more than you know. You'll do better if you're
motivating yourself rather than putting yourself down. If you put yourself down, you're
not going to believe in yourself. You won't put as much effort as you would if you
motivated yourself. You'll put more attention to the class. Just push yourself to the next
step, and you'll be there before you know it.
Flora then went on to explain that she watched the movie Rocky with Sylvester Stallone and that
students who lack motivation need to view it for “confidence.”
In this example, Margaret exemplified that students obtain motivation when they do well
in their courses:
I feel like once you start getting, seeing good grades, you start getting motivated, you
start actually understanding lectures, you get motivated to accomplish your academic
goals. Just when you're doing good, you want to do better, so personally that's what my
motivation is when I start seeing my grades, good grades.
Gracie shared Margaret’s thoughts that seeing progress brings motivation; she described her
feelings thus: “I think what makes students motivated to accomplish their goal is when they
actually try to accomplish what they set out to do for college, rather than to just not do anything
productive.”
Raphael shared his feelings about motivation. He stated:
I feel that everybody wants to feel accomplished. I was able to do it, and you just gotta
have that in you, that you were able to accomplish your goal and graduate and be
someone in life. I think that's why people motivate themselves: because they want to
finish, they want to be something in life where people notice them and that they were
able to finish.
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Dorothy described reading an article in her class and how it was inspiring to her:
In our reading class, we read this article called “Grit.” It talks about how some people,
they always think about short-term goals, and they never think about long-term goals,
like what do you want in the long run. Like as soon as I read that article, I felt kids are
like that. They have this resilience in them that they don't fear anything. They fall, they
just get back up, and for us reading students, if we fall or something happens, we are
scared of it. We're scared to do it again. We’re going to school is something that’s, like
her and I, we haven’t been in school for a long time, and going back, it’s not easy. I know
it sounds easy, like you’re going back to school, but it’s life changing because your brain
is not used to it. It’s very challenging, but it’s doable, if we really want it to accomplish
class after class and pass and study it’s within us. All we have to do is try.
Margaret shared in Dorothy’s feelings about how trying makes her want to continue and
brings her motivation. She stated:
School is definitely not for me, but it’s not that it wasn’t for me. It’s that I didn’t take the
time to try. I never tried. I always thought I was just an average student, just happy with
just maybe even just barely passing, but that was because I’ve never tried, and I felt now
that I have a different mentality, I feel like I’m more mature. I’m actually trying, and it’s
different, and I am not that bad as I thought, but it wasn’t until I started trying and caring.
It’s not for my parents; it’s for myself. Before it was more for like what they want me to
do. Now it’s like what I want for myself, for my future, for when I have kids. That’s what
I want … It’s for me not for anybody else but for myself.
These Reading 19 students all shared that with motivation and the right direction, they
could reach their goals. Dorothy shared, “You can accomplish anything if you set your mind to it
by preparing yourself to do the work and study, write, and finishing the homework.” Mac shared
similar feelings, stating that completion is important. He said, “Or in general, just to finish
something that you really want is motivation enough. You’re studying for something that you are
passionate about, and you see yourself doing that in the future, not having a basic job.” Mac
further shared that looking towards the future brought a sense of motivation that brings him hope
for his “future.”
Edward discussed that his motivation stemmed from his sister’s example. He stated:
Like my sister, she was going to school, and she stopped, and now she goes to work, and
she's not happy with her job, but she has no other option, ‘cause she doesn't want to go
back to school ‘cause it's been so many years. It's for her to start all over again, so she
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 108
just rather not even try anymore. I see that as I don't want to be like that, and I rather
accomplish what she couldn't.
Raphael also felt that college brought him a sense of motivation in that it made him want more in
life. He shared, “Everybody wants a nice car, a nice house, a family, all that, but you can't get
that if you're working a minimum-wage place. Until you go to college, then doors open.”
Rita and Edward gave their advice on maintaining their motivation. Rita described her
perspective: “Don't let things affect you because in a few years, you're gonna look back and
realize if you let the little stuff get to you, you would've never passed the class. So, you have two
choices, either you stay struggling that moment, or you study and work hard for that class to
pass.” Edward stated that this motivation comes from within each individual: “actually put effort,
motivate yourself.” He then went on to explain how motivation cannot be learned; instead, it has
to be felt inside like a burning fire. He assured that he does have “that fire” as he grinned, giving
a thumbs-up sign.
Margaret shared how challenges at times do arise, but with determination, it is possible to
achieve and succeed. She went on to explain,
I feel like not only myself but everybody has obstacles. You just have to get to a point
where you want to be determined, and nothing will stop you from it. We all have
obstacles every day. If you really want something like that, nothing should stop you from
it. I mean, sometimes, yeah, it takes longer, or sometimes if you feel like it's impossible
too, but I feel like if you really put your mind to it, you'll get there somehow or some
way.
Gracie gave her advice to other students, stating,
Don't quit. I know we all have situations that they are very hard. We're all here because
we're all struggling. We all want to do something in life. We want to all get a career. We
want to all get a better-paying job. So, I don't think they should just feel that they struggle
because everybody's struggling. We all struggle, so I would just say not to quit, stay
focused, and do what you think is best.
This student’s advice comes from her experience as a student who struggles due to motivational
challenges.
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Category three, “Motivation and Perseverance,” which emerged in the factor of self,
discussed challenges that Reading 19 students face with motivation and perseverance. These
students were aware of the proper steps and have knowledge of the efforts necessary to maintain
motivation and perseverance occurring in Schlossberg’s self, and the students provided helpful
tips for incoming and current students who may be facing these or similar challenges with
motivation and perseverance.
Emergent theme two “Self-The Reading Student” discussed the challenges that reading
students face as they matriculate through their community college courses. Students shared their
perspectives by discussing the challenges they faced. These students described how they as
community college reading students felt about themselves and their challenges by use of three
emergent categories, which were: Goals and Success, Motivational Challenges, and Motivation
and Perseverance. This emergent theme answered the research questions: What do community
college students enrolled in remedial reading perceive as the challenges they face while trying to
matriculate? And, how do these challenges impact their academic success? Students provided an
insightful look into the challenges that occur within the factor of “Self-The Reading Student” in
this emergent theme.
Theme 3—Support: On Campus
The third emergent theme, “Support: On Campus,” involved hearing remedial Reading
19 student perspectives in relation to the challenges they face with student support on their
campus and how this affects their academic goals. The factor of support in this emergent theme
can be viewed as an approach that quintessentially describes the help students acquire on campus
during their transition. This theme answers the research questions: What do community college
students enrolled in remedial reading perceive as the challenges they face while trying to
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 110
matriculate? In addition, how do these challenges impact their academic success? This emergent
theme is comprised of three emergent categories: Assessment Test, Advisement Challenges, and
Professional Development. These categories are seen by the institution as support for assisting
students during their transition. It is imperative for students to have a solid and secure support
system as they transition. Schlossberg’s factor of support is the guiding theoretical framework,
providing a lens through which these three categories that represent the support challenges that
Reading 19 students face as they transition through their community college courses can be
viewed.
Category 1: Assessment test. During individual interviews, students shared their
perspectives on whether or not the assessment test was a true indicator of the type of student they
were, and their responses were compelling. Rita shared her experience with taking the
assessment test and pointed out that she is the type of student who at times gets distracted and
thinks of personal issues when taking tests:
No of course not, I could have done better on my assessment test ‘cause I do not pay
attention sometimes, so if I were to pay attention, it would’ve shown the type of student I
really was. Sometimes, I pay attention, but that time I didn’t and got distracted with other
things that were happening in my life. Like sometimes when I take tests, I bring personal
issues from my life that aren’t supposed to be involved during test time.
Students shared that they did not have enough preparation and were misinformed of the
importance of the assessment test. Raphael mentioned:
When I went to take the assessment test, I came with my sister. So, I didn’t know it was
an assessment test, so I just took it, and it ended up telling me I scored low. I started at
where I am at now, at Reading 19. I could have been at Reading 21 or higher at least. So,
I felt that they didn’t give me enough information to let me know that I was going to
placed in the low class where I am now.
Raphael also noted that during his assessment test,
They didn’t give enough information to tell me that was going to be the important
assessment test. I feel like people should have let me know that this was going to be a test
that will place you in all of your classes for the rest of your schooling. You know that the
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test is going to decide what class you’re going to take. For me, maybe the test was good
and everything, but I didn’t know it was going to place me in this low-level class that I’m
in right now. I feel like they should’ve guided me more by telling me this was going to be
a big test. Or just tell me to study so I could’ve taken it the next week. I just went and
took it ‘cause I thought it was going to be a normal exam.
Edward shared,
When I went to take the assessment test, they didn’t ask me if I wanted to study before
the test. They just made me take it. So, I took it and answered the questions honestly, and
I placed low. They acted like they had told me to study but never did, so now I am
starting from the bottom.
Margaret added,
I feel like they should at least inform students to study or at least review so they can be
aware of what the placement test is going to be about. You know, I’ve heard a lot of
people that they just took the test, and they didn’t even know it was going to place them
in that level in college. So, I feel that they should get more informed about that, and they
should let students review a little bit in their math, reading, and English to help them
sharpen up before the test.
During the second focus group, Lorenza shared her experience with taking the
assessment test with the other students:
For me, I don’t know about you guys, but I certainly didn’t know that it was a placement
test, so I scored bad on the reading part, so that’s why I’m starting at Reading 19. It’s a
big barrier for me. I belong in higher classes. It’s too bad ‘cause Reading 19 is already
stuff I know, but it still affects me, and now I have to start from the beginning.
Flora interjected during Lorenza’s statement and confessed, “I think it affects us all. I fell asleep
during the placement test, so that probably set me back from the beginning.”
Mac was in agreement with his fellow focus group members:
Yeah, I agree with them because when I took the placement test, I didn’t know it would
affect my classes. Then they told me that I scored bad and told me after that it would take
a year to replace those classes.
Edward added, “I guess we were not all prepared for that test, so we didn’t put our effort. That
made us all score low and start at Reading 19 when we could have scored higher, but we just
didn’t try.” In unison, Rita added, “Yeah, when I came, I didn’t think that it was going to affect
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me, so I just kind of guessed so I could finish the test.” Edward contributed to the discussion by
sharing,
Yeah, when I went to take the test, they just told me this is the test you have to take and
the classes you will have to take. I didn’t know that the assessment test affected which
classes I would be taking.
Mac added, “For sure it was crazy. They woke us up at 8:00 a.m. in the morning. That’s the time
we were supposed to be at school. Honestly, how am I’m supposed to be awake at 8:00 a.m.?”
Edward concluded the discussion by stating,
I feel like I wasn’t really prepared when I came in. I was sick that day, and I was really
coughing during the entire test. At one point, the person giving the test in that room just
kept staring at me, so I felt that I had to finish faster and get up and out ‘cause she kept
staring at me, and I was freaking out. There were more people in there taking the test, so I
felt I was interrupting everyone while coughing. I tried finishing quicker and leaving.
When I got there, I didn’t feel prepared. I didn’t study enough, and then well, I scored
low on the test, and now I’ll have to start from the beginning and build my way up. It
makes me feel bad. I could have done better. Now I won’t finish in two years like it is
supposedly recommended.
Rita described,
I wasn’t aware of that… well, ‘cause like I said, I did bad on the placement test, so I
wasn’t sure if I was gonna go back to having to deal with main ideas and details on
compare and contrast. Compare and contrast, that’s like fifth-grade level, and I was in
high school, and that was my highest level, so it’s like having to go back to fifth grade,
and I don’t think I was ready to go back to elementary school. When you’re in high
school, you’re already ahead, and then you forget about the past of what you already
learned in lower grades sometimes. You forget what “main idea” actually means. You
know what it means, but you just don’t know how to explain the subject, so that’s
probably something I wasn’t prepared to do all over again.
Rita emphasized that incoming students need to study for their assessment test:
Yes, all students need to be prepared ‘cause if not, they will take classes they don’t need
and waste time. They have to be prepared and make a little quiz for themselves on what
they think is going to happen on the test so that they can be prepared.
During Gracie’s individual interview, she shared,
So, when I took the assessment test, I was really like, “Do I remember all of this?”
Because if they took it from high school or middle school, so sometimes student forgets,
like, everything that they've learned from the past. So, it's a struggle to remember
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everything that they learned if they can't remember the rest of the stuff they've learned
because either they slacked off or they didn't pay attention to their class.
Gracie felt that new students should study for their assessment test. When asked, she responded,
“Yes, they should because if they study for their assessment test so that they can actually pass
their classes and the test.”
Edward discussed that he does not feel that the assessment test was a true indicator of the
type of student he is. He shared:
Not really was the assessment test good at telling if I am a good student or not because
when I took the assessment test, I wasn't ready for it. And maybe ‘cause I didn't get rest
that night before I didn't sleep a lot. Because... I don't really remember, but I just know
that I didn't sleep a lot, and I was kinda sleepy, and my head hurt. Plus the high school I
was going to, they didn't really guide me about the assessment test. Therefore, I had to be
by my own when I took the assessment test. So, I wasn't really aware what was gonna be
on the test.
Students believed that it is imperative for incoming students to study for their assessment test.
Edward responded, “Yes, because it helps you not just to see where you are, to get your classes
that you need to, either to transfer or to get your AA.”
Flora felt that students should study for their assessment test. She expressed:
Yeah, they need to study. I'm pretty sure they need to. Because it is important. It impacts
what you're gonna take for college, like, the classes. For me, I should have... knew it was
really important, and I didn't... I guess, probably, they did tell me, but I didn't pay
attention. Or, like, I decided, it was gonna be hard. So, I feel like, yeah, students should
take it serious and be prepared for it because it does affect me.
Flora further explained her experience with the assessment test:
Oh, my God, I was good at English, and the assessment messed me up and dropped me
all the way down. And now, I have to take this class, which is easy, but you just have to
take it now. And with math as well. For me, that was challenging too, and I still can't pass
because it's hard. But now, I'm, like, trying to get help. But I feel like math and English
are really important on the assessment tests. And you have to take your reading really
serious.
Lorenza discussed her feelings about how she could have done better on her assessment
test, recounting,
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As of now, I feel like that test might have just pushed me lower than I should have been. I
feel like I probably could been at a higher English, higher math if I would have studied.
Most of the stuff I know, like for math and English and reading. I guess it’s okay to start
right here. It’s a stepping stone into a further English course, but I mean everybody else
has their own opinions. That test, I guess everyone does good or bad, depending on how
they work. Sometimes tests aren’t really accurate enough, but I feel like I should be at a
higher English, but I guess it’s okay to start from the beginning.
Lorenza believed an incoming student should study for their assessment test, and she further
explained:
Yes, you should because you don't want to be in the lower English or lower math. I mean,
it's not bad. It's okay, but it's better to finish faster. If you study, you'll be prepared. You'll
know what to do. But yeah, studying would be a better advantage. I feel like if I had
studied, I would have had a better score, but I didn't study as much as I wanted to, so you
have to start from the beginning.
Mac shared that he would have preferred to have scored higher on his assessment test
since he scored low and is now in the beginning-level reading course. He described, “I feel I
could’ve just tried better because it was kind of like I wasn't really trying. I was more like
guessing, and that's why it placed me to Reading 19.” Mac added, “If you study, you're going to
score better on the assessment. I could have for sure done better.” Flora similarly shared that she
feels her goals are linked to her assessment test:
At least your A.A. you could get. Just have that good feeling that you did something, like,
you didn't come to school, just, and waste your time. I feel like that's something I would
add to it, to just have that good feeling, that you were able to do something. Not waste
your time. Actually accomplish, at least, something. And, well, to take the assessment
serious. Because a lot of students don't, and that's something that impacts all of the
students, to stay longer, because they have to take more courses that weren't needed to be
taken if you would take the assessment serious.
Dorothy shared her perspective on taking the assessment test and how she had been out
of school and felt that it affected her test aptitude. She discussed,
I feel like the assessment test, it does let you know where you're at, but I mean some of us
haven't been in school in a long time, and we forget. We forget what we have learned,
and it's not that we don't know the stuff. It's just a small review would help for us to get a
higher rank. But I mean, I didn't score how I would have liked to score. I scored low, but
if I need to start from where I need to start, then I'm willing to.
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She continued to explain that she felt that incoming students need to study and review for their
assessment test and even obtain assistance on campus. She explained,
Oh, definitely. Definitely they should study and go over or go to the learning center.
Have that opportunity for someone to help you and tutor you for your test and for them to
let you know if you're ready or not or to study more before you take that test because that
test is really important. That places you where you're going to start, and if you have a
higher rank, then you don't have to take four classes before your English 101. So, it's
better. It's important to study before. I didn't do that.
Flora shared that she was not properly prepared for her assessment test. She stated,
I feel like, no. I feel like the assessment test was, like, I didn't take it serious. And I get
explained, like, “Oh, you have to take it serious, ‘cause that's what it's gonna be based on,
the classes you have to take.” So, I didn't study, or I wasn't prepared for it. So, when I
took it, like, I didn't think that was gonna impact my classes. My counselor had told me
that I had to start from reading just because I didn't focus right, and it made me feel, like,
really bad. Because I knew I was able to do better. And, well, now I'm here, trying to
pass.
Taking the assessment test and receiving his scores and placement made Edward feel sad.
He shared:
Well, I feel like I am smart enough, and taking that test made me feel down, that I wasn't
really prepared. And just because of me not getting informed that I had to study, I thought
I was just coming to turn in papers, not to take the test. So, when that happened, I felt
like, “Oh, my God, like, what am I gonna do?” So, I thought it was just a requirement,
not to... just because I had to take that, I was gonna take the classes that was based on the
test. So, when that happened, I felt really bad. I felt like I was able to score better, and it
just made me feel that I could have done better. And then, I just didn't do it. Just because,
oh, I didn't take it serious. But I didn't think it was serious. So, that made me feel, like,
that's what I get for not being informed well, that I had to take it serious. I just thought I
was coming for basic, turn-in papers, and that's it. Not to take an exam that was gonna
tell me what classes I have to take and how to start my college year.
Gracie’s feelings resonate with Edward’s in that she discussed that she could have been
placed in a higher-level class than where the assessment test placed her. She shared, “I feel like I
should have been placed higher because I understand everything, so it's like, I could have been
higher, but... I'm here, in Reading 19.” Gracie appeared to be upset with the placement she
received from taking the assessment test.
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Dorothy described her feelings for her assessment test results as being
overwhelming because I would have loved to score to 101, to take two classes and then
continue in that momentum, but now it’s 19. It disappoints me, but I know it’s possible
for me to continue, but it’s going to take me longer, but it’s doable.
Dorothy went on to share that she feels that taking the assessment test could have placed her in a
different reading course level. She illustrated her frame of mind by stating, “Oh my God, we
were doing the same stuff in high school when we could have been advanced in a better... not in
a better, but in another level of English class.” These examples exemplify that students felt that
the assessment test did not place them into their courses properly.
Lorenza shared her perspective on taking the assessment test and scoring low: “It takes
longer because you have to start from the beginning, so in Reading 19 you have to start from the
beginning when you probably did bad on the placement test.” Lorenza was explaining that when
students don’t score well on their assessment test, it took them longer to reach their desired
goals.
Overall, the first category that emerged within the support factor, “Assessment Test,”
described the challenges students face when taking their entrance assessment test. Challenges
that occur with student on-campus support affect their academic goals and overall college
experience. Assessment tests can be seen as the prognosticator determining the length of time it
will take students to complete their educational aspirations based on scores as discussed in this
emergent category. Students described their assessment test as the support they are given by their
institution as they transition.
Category 2: Advisement challenges. During the first focus group, Dorothy explained
that she and her peers came to college without the knowledge of which courses they would need
to take. She explained:
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Sometimes, we don’t know what classes to take. We don’t take initiative within ourselves
to go see a counselor to get guidance. Sometimes, we take classes that we’re not even
supposed to take, and that could be a big problem. Another problem is… like for me for
example, I had come to school before, and I did not take any reading classes. I didn’t take
a math class. I didn’t know what math classes to take. I didn’t know what reading classes
to take, so I took a Spanish class, and I took a PE class, classes that I don’t even really
need, and now that I’ve seen the counselor, he is guiding me and telling me what to take,
and it was sad for me to find out that I’m taking Reading 19, which is like the basic class
when I was supposed to score at 101. It is going to take me longer than two years now to
complete my degree, so that’s also a problem.
Dorothy shared that these challenges are examples of the struggles that incoming students face.
During the same focus group, Gracie shared that like Dorothy, she enrolled in college
without proper guidance and felt lost. She explained:
As in for me, I haven’t been to college for five years now, and when I came in, I felt lost.
I didn’t know what classes to take, so I went to go see an advisor, but I felt like… in the
beginning, I didn’t know that it went by semester, and so I felt pressured, and at the
beginning, and I didn’t take it that very serious. So, I don’t know it’s kind of… I felt like
someone guiding you is important, especially in your first years, and me as a single
mother, it’s hard for me to come every semester or to get the appropriate or right classes
for me to take.
Gracie sharing that she needed guidance upon entering community college shows the barriers
that students face when enrolling into community college during their initial semesters.
Edward shared that he feels that academic advisors are not helpful with advisement and
scheduling an appointment for advisement can be difficult. He explained, “It's sometimes hard
‘cause the counselors don't really help you that much. ‘Cause they have other stuff to do. Like if
you have work, it gets difficult to schedule a time for an advisor.” Rita discussed that she does
not have “faith” in her counselor “‘cause he has too many students to take care of.” She goes
further to state that “those advisors don't help people.” Raphael shared similar issues as Edward
and discussed his difficulty when setting appointments with his advisor. He shared, “It's kind of
like, well… every time I go to set an appointment, they're always full, and you have to get there,
like, really early to set the appointment.”
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Rita felt that that advisement should not be offered just once a week. She also found it
difficult to go in person to campus to make an advisement appointment. She explained:
When they make the appointment, it's every week. When I went in, I went on a
Wednesday, and they told me that they were booked, to come in on Friday, but then most
of us all have class on Friday. It's kind of sometimes difficult to go from the house, to go
and make an appointment for the counselor.
Edward shared a similar sentiment as Rita and felt that going in person to make an appointment
is time consuming. He stated, “Yeah, why are you going to waste a day that you might work to
just come to the counselor? It doesn’t make sense to me.” Lorenza gave a suggestion to solve the
advisement problem as discussed by Rita and Edward. She shared that it would be helpful “to get
more staff for counseling because they're always booked. It'd be better if you could see them
sooner. Then you're not worrying if you will get a date for the time you are available.”
During focus group one, students shared their experiences and opinions of obtaining
advisement on their campus. Margaret shared advice that she felt was important for students
when they visit their academic counselor. She shared that it is important to
talk to your counselor so you know that you’re not taking the wrong classes so you won't
be here longer. There’s a lot of programs. There really is a lot of programs, but you
probably just don’t ask because I know that there are a lot of schools that you could
transfer to, especially if you already know your degree or what school do you want to go
to.
Dorothy, like Margaret, provided advice and suggested students be certain to
ask questions, and ask what kinda resources the college has for students. I know there’s a
lot of ways to help, but I don’t know any that they could actually guide you and help you
and walk you through every step so you could get to that transition of transferring or
whatever it is that you want to do, but I am not sure how ‘cause my advisor has no time
to meet with me, and I’m now getting behind.
Gracie shared ways she feels a successful reading student would ask their advisor for
guidance. She shared, “I guess they would ask him for ways that they can actually improve their
grade or ways to pass their classes.” Gracie has not had any experience with an advisor since
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they are always “busy” when she tries to obtain an appointment. Edward shared that he would
ask his advisor “which class I need to take for me to transfer to a four-year university. Be sure to
ask for other help like which major to take and anything else if needed.” Some students have had
an appointment with an advisor before and are knowledgeable of the type of questions to ask
during appointments. Mac gave his advice, sharing that if students are in need of knowing where
to transfer, advisors are the ones to provide assistance. He shared, “Well, if you need help to
transfer, then just ask the advisors, and then they'll tell you where to go or how to apply.” Flora
shared her experience with obtaining advisement. She shared:
My counselor? I never had, like, an appointment ‘cause it's hard to have a one-on-one
with him. Like, every time I try, he sends me away, telling me to come back another day
and that I have to wait to see her at a certain time, which makes me so mad. So, I only
have seen my adviser, like, once.
Lorenza confessed that she wished that advisors would help her transfer and “accomplish the
goals I have set, but I hear such bad things, that advisors give bad advice on which classes to
take, and then students take longer to graduate. I don’t want that to happen to me.”
Margaret suggested that students should ask their advisors helpful questions when they
meet in relation to whether they are on the right path. She further explained that it is important
for students to ask as many questions as they can from a variety of topics such as if students need
“help with transferring” and “to be sure to sign all papers when in their office.” She continued to
add, “Yeah, like, if there is anything else I need to keep me going in the right path, going in the
right direction towards graduation.” Rita pitched in during the conversation and added, “You
could ask, ‘What classes I need to take next?’ or ‘Am I doing good? Am I going to reach my
goal by this time? Or do I have to take more classes in order to reach it?’” Rita seemed
enthusiastic about asking these questions because she mentioned that she “went in with guns
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 120
blazing” to her advisement appointment. However, she felt that the advisor “was asleep half the
time, picking random classes for me to take,” making her experience difficult.
Rita explained the wide range of questions that reading students can ask their advisors to
be prepared for their meetings; she shared:
You could ask them, “Oh what classes should I take? Or am I taking the right ones?
Should I drop this one? Should I take this one instead?” Ask if you're on the right track or
path, and make sure you don't stray away from it so you're doing good by the time that
time comes. You will be on track and being ready to get your A.A. You don't have to
worry about it. Like, “Oh, I spent a semester taking the wrong classes.” So, you can make
sure that you're on the right track, and you'll take the classes you need to in order to get
your A.A. instead of wasting time. It’s better to ask good questions so you can go into
university quicker.
During his interview, Edward brought up the best type of questions to ask your advisor as
a Reading 19 student. He suggested that students should “just ask for better help making an
appointment, and ask for advice in general, like if I passed this class, can I take accelerated
English course and transfer faster?” He added that he asked his advisor how he could skip
courses if he did poorly on the “darn assessment test” and jump to his proper course level, where,
as he stated, “I need to be.” He said that his advisor did not answer this question and put him off
when he asked this type of question.
During “Advisement Challenges,” the second emergent category within the factor of
support, students discussed the difficulties they encountered with obtaining academic
advisement. Academic advisement is the support given to students to help them as they
matriculate. The advisement struggles that students expressed not only affected their academic
goals but also created difficulties with support while students are on campus, as shared during
this emergent category.
Category 3: Professional development. Students had a preconceived notion that college
professors don’t care for their students’ learning. Lorenza shared:
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Some teachers in high school, they put more effort into their students because they see
them on a daily basis. Not in college. They'll see them maybe once or twice a week, and
that's about it. In high school, you see them daily, and they recognize you, they remember
you. It's more like an intimate, personal level. They'll tell you, “Oh, you're doing this
wrong, or that,” and if you have any questions, you won't be shy or anything because you
see them every day. They remember you.
Edward felt that students need to be motivated by their professors and be told, “Oh,
you're doing good,” or “You can achieve more than you think, just keep at it.” He shared that this
type of encouragement is what makes students feel that they can achieve more, by the student
internally feeling, “Oh, my community college professor is right. I can do more than I think. I
can accomplish more than I want.” Edward expressed that it is important that professors
encourage their students and create a connection, which sometimes is difficult due to them being
“part-time adjuncts” and working at many campuses and “not having the time to spend after
class with us when we need help. Sure professors have office hours, but it isn’t enough
sometimes.”
Margaret gave an example of the role professors play with students. She stated, “I guess
the professors play a role by helping us get to where we want to go by giving us notes and
preparing us with quizzes and with the class material.” Margaret stated that her experiences with
professors at MBCC have been helpful to her education, but her challenges are feeling that
sometimes “the reading stuff is boring,” making it difficult for her to follow. Mac had similar
feelings about the reading material being boring. He shared that there was
a lot of homework and reading too. It kind of gets a little bit boring once you read the
same over and over, the same book, and then the one thing that I'm not really good at is
doing tests. That what's kind of, like, makes my grade go down. It goes lower. Because
I'm not very good at it at all, and that's kind of like one of the challenges to struggle with.
During her focus group, Dorothy gave an example of how sometimes professors
discouraged their students from asking questions. She shared:
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Some instructors if you ask questions, they give you, like, the eye, like really, and I feel
now… I've got that before, and I was afraid of asking questions, and if the instructor
plays a role of just answering or not giving you the eye of like, that’s a dumb question, it
makes us ask more questions and more questions, and questions have answers, and now
we get it, so just them not having a “there’s no dumb question,” that actually means a lot.
Margaret shared that she felt that it was imperative for students to have a proper learning
environment through having professors who are capable of having patience and care for their
students. She shared,
I guess the professors can help the students with the reading by having patience. By the
professor having patience, the student can feel better because there are students that don't
have any patience either, and they, like, just get mad or frustrated, and it’s something that
professors sometimes can’t handle. Two wrongs don’t make a right. Being patient with
students that don’t want to participate or listen is something that professors need to know
how to do.
Margaret exhibited that she has similar feelings about professors and their capabilities of helping
students, stating that “it is important for students to have a good working relationship with the
professors because they are able to tell us how we're doing in class.”
Gracie felt that it was most important to have a positive professor-student relationship,
which is conducive to assistance that the professor can provide the student if the student
maintains proper communication. She shared:
Once you have good communication with the professor, they’re always willing to help
you around the schedule. In case you have any problems, they're willing to help you, so
it's very important to have the communication, or maybe you were late for a quiz, and
she’s like, “If you come late, you can't have that quiz,” and if you just take the time to
like ask her to, “Come on, help me, it was just five minutes.” If you have that good
communication with a professor, she will be more likely to let you slide and let you take
your quiz later, or whatever the problem is, she will work around it. But that’s the
problem, most students don’t want to talk to the professor ‘cause they are scared or
intimidated.
Gracie added that her greatest challenge with passing a course stems from her liking what the
reading material encompasses. She explained:
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It depends, but my biggest challenges as a reading community college student is trying to
pass my reading classes because I'm not really into reading. Like if I'm interested in a
book, then I'll read it, but if I'm not really into a book, I'll just put it aside.
She said that is why she has flunked her reading course two times in a row: she “wasn’t really
into the readings.” She also mentioned that the readings have to “capture” her interest or she
“won’t read” them.
Margaret communicated that professors would be able to help their failing students if
they had “individual counseling to help each student who needed help.” She further shared that,
“If we were struggling, maybe having to set an appointment. To visit her during her office hours,
that would be helpful so we don’t have to struggle.” Lorenza added to Margaret’s sentiment by
sharing, “Maybe sometimes professors can be flexible in times to make an appointment ‘cause
some of us, for example, me, I go from here to work, and sometimes I don't have time to talk to
her after class or before class.”
Lorenza explained why she felt that professors aren’t hands-on and helpful like when
they were in high school. She shared:
It's understandable because it's not high school anymore, it's college. The professors don't
seem to care about you; they do care, but it's just their job to teach. Unlike in high school,
it's their job to teach and help you pass. Right here, it's we can't put blame on instructors
only, just blame on ourselves, that to set up, like, an appointment with people who are
like failing but also setting up appointment yourself because you know you've missed
work. It's your choice, your decision, the blame’s between you, which me, I know I'm
failing, and I tried talking to her, but I don't want to, like, force to her to help me pass the
class. Yes, the blame is on me too for not turning in things on time.
Margaret described that reading is not for everyone and that it takes effort to read if the
student does not like the course reading material. She shared:
I think that not everybody likes reading. Reading, I think, is not for everybody, and I feel
once you have a book, you really have to concentrate, and you really have to pay
attention because there’s new vocabulary that you don’t know. You need to actually have
time for you to grab a book and sit down and just read and keep along. Or sometimes, I
feel like not everybody likes the same reading, so that could probably be like… If I’m not
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into nonfiction, I’m not going to be so into the story, then I fail classes. I gotta like the
readings to get into them.
Dorothy shared her thoughts:
I think that the other reason students don’t read is because either they start reading and
taking a reading class, and then they lose interest in the reading or class ‘cause their
friends are passing and they aren’t, or they get bored from it ‘cause it is too easy of a
class.
Rita shared that students need to come across the type of genre that they appreciate, and
then reading will come with ease to them. She shared:
Come on now, don’t think that students don’t like reading ‘cause I think if they aren’t
reading, it is ‘cause they haven’t found the right book. Students should pay attention in
class even if it is boring. I have to do other stuff in my life which keeps me busy and not
passing my reading class.
Gracie shared that her professor suggested that students prepare before their courses and
read the material to become acquainted with it to prepare to be asked questions in class. She went
on to explain,
Our professor recommends that we read our books before we get to class, that way we
know what we're doing and you know the subject already, so when there's a question, you
just answer it right away. Reading beforehand will help. If you're going to use the book
during class, some students don’t do that, and that’s why they don’t pass their classes.
Flora discussed challenges with having a professor who is willing to teach students by
creating a welcoming atmosphere. She shared her feelings:
Well, I feel, like, it depends on how the teacher is. I feel like all teachers have to be open,
so students are able to feel comfortable when asking questions. But not always do
professors come across open, and that is the challenging part. It's just up to them if they
are willing to be open to teach. But I feel, like, teachers are able to help if they are sincere
and show care.
In her interview, Margaret discussed in depth the importance of having a positive
instructor: “Cause without a professor that shows they care all, students get depressed that they
are not doing well in class.” She continued to share,
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I feel like we also have to challenge ourselves because if a professor is explaining things
to us and we have the material to go over it, it’s within us to study because to them, they
already have their career. They’re just there to teach us. They’re there to provide us to
their knowledge, to share what they know. For us, we have to challenge ourselves to
study.
Edward agreed with Margaret and shared that he was in a course once, and the “professor
marked up everyone’s paper with a red pen, and everyone dropped the class.” Edward went on to
explain how the importance of “good” professor communication with each student can help
students know “where they’re at in class so they can do better.” He also said he had a professor
who never gave feedback through grading papers, and it made it difficult to know how well he
was doing in class. He said, “Students not doing well in class has to do with them, but also it
depends on the type of professor the student has,” and if a professor will “go the extra mile” to
help students, it “shows how good the student will do too.” Edward felt that professors have an
impact on student success.
Overall, category three, “Professional Development,” emerged within the support theme,
and students shared their perspectives on the challenges they faced with professors who lack
professional development when building their curriculums and in their interactions with students.
Students shared helpful tips for working with professors that can assist students in overcoming
support challenges. Professors are the support that students are provided by their institutions to
help them transition through college. Students would benefit from with having professors who
utilize “professional development” opportunities on campus to provide students with optimal
support as shared by students in this emergent category. Students shared that having professors
who lack professional development in their teaching can cause them academic setbacks and
affect their academic goals.
In all, the third emergent theme, “Support: On Campus,” within the factor of support
discussed student perspectives in relation to the challenges they face with support on their
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campus. This emergent theme answers the research questions: What do community college
students enrolled in remedial reading perceive as the challenges they face while trying to
matriculate? In addition, how do these challenges impact their academic success? This emergent
theme is comprised of three categories within the factor of support: Assessment Test,
Advisement Challenges, and Professional Development. These three levels of support are
provided by the student’s institution to assist students during their transition. Schlossberg’s
factor of support was the guiding theoretical framework in these three emergent categories,
which represent the support challenges that Reading 19 students faced as they transitioned
through their community college courses. Support that was offered to these students at their
institution was impactful, as they shared.
Theme 4—Strategies: Student Approaches While Transitioning
The fourth emergent theme, “Strategies: Student Approaches While Transitioning,”
involved listening to Reading 19 student perspectives on how they were challenged and the
strategies they used to overcome obstacles as they transitioned through their college experience.
The factor of strategy described the approaches students used to maneuver through their
transitions. Strategies were the only factor in which students were in full control. Students in this
factor regulated how data was uncovered as it pertained to them and how they managed their
transition.
This emergent theme answers the two research questions: What do community college
students enrolled in remedial reading perceive as the challenges they face while trying to
matriculate? In addition, how do these challenges impact their academic success? The theme
emerged within the factor of strategies, which is made up of two emergent categories: Peer
Connections and Student Transitions. Schlossberg’s factor of strategies was used as the guiding
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 127
framework for these findings, representing the barriers students face as they transition through
their community college courses.
Category 1: Peer connections. Transitions are easier when students make peer
connections. Edward shared his feelings of the importance of making connections with students
in his class. He stated:
Make connections with people in class. That way, if you want to make a study group, you
can. You can help each other out. If you're struggling on thing and somebody else gets it,
they'll help you and vice versa.
Flora described her experience with meeting classmates and how they pushed her to
continue in class. She explained:
Oh, so far, I met people older than me that have been there, and they tell me to that not
give up. And I see that as a help, and I try to not give up, and like, not come anymore.
And this guy that I met in class, he really impact me, saying that it took him a long time,
and he felt the same way as me. But he was gonna graduate already. So that really
encouraged me that to not give up.
Lorenza explained that student help groups are important in case the situation arises that a
student is absent and needs additional help. Then, a friend would be able to guide them on what
they missed during class. She explained:
I guess... once you enter college, you should probably join groups, ask people, get
contacts because it's important. If you're, like, lost, you can message somebody or email
someone, and you'll have a better connection with people. That's better in the long run
because if you miss a day, you could ask them for help or what the work was, and you'll
turn it in. That way, you won't be falling behind. It's better to have connections than to
rather do it on your own and be like, “Oh, I missed a day. It's okay. I'll figure it out.”
Sometimes, like, they're at a whole different subject once you go back. It's better to have
connections. That way if you miss a day, you can ask them what they did, or they can
send you the notes via picture, email, instead of you wondering, “Oh, how am I going to
catch up?” or “Do I have time to turn in the work?” You'll have a better chance of doing
better than you'd have if you didn't email anyone.
This student felt that it was important to maintain peer connections so that students do not
fall behind in class if they are absent.
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Margaret described how when in the process of attending her course, she was able to
make meaningful connections with other students, further exemplifying that student networking
was important. Margaret shared:
Meeting people that are in the same page as me and are able to overcome it makes me
feel like I could do it too. And, like, teachers, who... like, my reading teacher. She's
really, like, made me understand that school is important, and I should take in more in
consideration that it does change people's lives, as to having a career and stuff. So, I feel,
like, some way support from classmates and a good teacher makes me have a different
point of view of school and the way of thinking. It does really matter.
Gracie further exemplified that proactive support systems are important. She discussed
that “there are two types of friends in class. One type of friend is when someone is telling you
that you can do it, and the second type of friend is when someone is actually coming and taking
an action to actually help you.” In this example, Gracie described the way in which friendship is
seen as it relates to peer support and networking in her course.
In this example, Margaret shared her mother’s advice on selecting a peer connection and
its benefits:
Because when you’re in high school, you're still in that mentality where you have to grow
up, but you're still a teenager. It's just depending on the crowds that you hang out with.
My mom always says, “Tell me who you hang out with, and I'll tell you who you are.”
She goes based on that a lot. If you hang out with someone that just who doesn't take
anything serious, who thinks that they're very low, then I feel like that's contagious. It's
contagious to hang out with people who are not motivated to do anything. But also, when
you hang out with people who are very successful or people who are very positive all the
time and very motivated, they have that motivation, that eager in them, you follow that
because that's what you want to do.
Margaret further explained:
So, I think in high school, they need more resources. Not only for avid students, but I
think in general for everybody. How to help them transition from being a teenager to an
adult. How to take education very seriously, not just for granted.
These examples help explain how students felt about how important peer connections and
networking were during their transition.
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As Margaret shared,
Our friends in class are the ones who keep us on track, and we are each other’s buddy
system to make sure we don’t fail, but we should pick reliable classmates to pick for our
buddies ‘cause if not, we are delayed even further without help. Until we find another
buddy in class, it is important to get each other’s phone number to call one another for
help sometimes.
As a result, students were able to find strength and reassurance in knowing that they have a
classmate’s support.
The first category, “Peer Connections,” emerged within the factor of strategies in which
students provided their perspectives on the challenges that come from not having peer support.
Students shared the importance of peer connections as an outlet that alleviates struggles they may
face as they transition. Peer connections was an emergent category that described how students
maneuver their transition by way of making connections with others in their same or similar
circumstance. Students also shared their advice for current and incoming students on how to
make peer connections. Students saw the peer connections they obtained as their support during
matriculation as strategies they utilize that influence their academic goals.
Category 2: Student transitions. Students have varying challenges that keep them from
attending four-year universities. Gracie described her situation:
I had a low GPA back in high school. My mom was diagnosed with breast cancer, so I
had to struggle with having to achieve high school. I was accepted to... I wasn't accepted,
but they considered me to go into Chico State University. I was so happy and so... and
then my father, who is... was never part of the picture, he was actually in New York. He
told me that he was gonna take me up there, he was gonna take me to New York, so I
turned down Chico State for him, and at the end of the day, I never wound up going with
him. So, I had to come to MBCC.
Students described their experiences during their transition from high school to college.
Margaret told a story about how she attended a trade school after high school. She divulged:
Right after I got out of high school, I didn't come to college right away. I went to a trade
school, and I went for medical assistant. But I felt like for a trade school, it does help you
a lot, but it just gives you the knowledge for what you want to do. If you want to go for
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 130
medical assistant, it just helps you with medical assistant, and coming to college is
different. College it is like starting high school again, but they're more straightforward
pretty much.
Rita described that her greatest challenge was graduating high school and then working
full time and now going back to school.
My biggest challenging was the transformation of someone who works 40 hours a week
to becoming a student. That was a biggest challenge. And getting your mind, mentality...
your mentality is changing because you're not a robot at work. You're learning, your
brain is ticking, and yeah.
In this example, the transformation from a person who works at a job to a student who learns in a
classroom is a difficult challenge.
Students selected community college over attending a university for various reasons.
Gracie explained the reasons she wanted to attend a community college. She shared, “It was like
in a way I picked the community college because universities are way more expensive than the
community colleges, and universities have more requirements than the community colleges do.”
Mac described his choice for selecting a community college as,
Well, I would have gone to a four-year university, but it’s like you have more
opportunities here at community college. I always feel that courses will be, like, more
difficult if I would go to a four-year college. That's why I'm starting at a community
college first, so I could get the hang of college, then I will go to a four-year college. I
want to have, like, more college experience so I can get into a go to a harder college later.
During an individual interview, Edward discussed his transition from elementary school
to high school. This Reading 19 student felt that he was influenced to transition through support
from outside sources, such as his parents. Edward explained about his parents’ influence:
Well the person that influenced me to transition to high school was my parents ‘cause
they didn't have the chance to go to high school. They were, they came here for me to
have a better life. And maybe not just for that. I chose the community college because I
didn't think I was ready to a four-year school. I had a chance to get in there, but I didn’t
because I didn't think I was ready for the challenge. Then I was here.
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Edward further explained how his high school teacher also played a significant role in his
decision to attend a community college: “My high school teacher made us create a vision board
with our goals. She always described how she attended community college and that we should
too since she was our role model. If she could do it, we could too.”
These examples demonstrate how Edward had the support that was necessary to
transition from elementary to high school and on to community college. Raphael described his
transition from high school to community college and reasons why he did not attend a university.
He stated:
I didn’t go to university because I didn't see the point of going. I just focused on working
to make money. But my cousin came along, and she enlightened me to check out and
start off in college, start off small in community college. So, then I started following what
she told me, and here I am. If it weren’t for all of her help, I wouldn’t be in college right
now.
Family and high school teachers alike were strong influencers for students to keep
moving up in their education. Additionally, other examples of Edward’s feelings on his transition
were that he does not feel that his high school prepared him for college-level work. Edward
recounted:
I think high school, they treat you like a little kid. And once you get to college, it’s a big
difference because I mean sometimes the professors, they just give the lesson, and they
leave. They don't have to be worrying about some of us are passing or not. Because you
have to ask for that help. They don't go to you. You have to ask for that help.
Students felt that their high schools prepared them for their college Reading 19 course
since their high school courses were much more rigorous. Edward began by sharing his
experience with high school-level material versus what he is learning in his Reading 19 course:
Well for that reading work, yes, the high school prepared me. Well, the classes I took did.
And it wasn't that hard just to keep up with the work. Well in Reading 19, yeah. Because
we have to do work from the book, so it's usually what I did in high school. Reading the
books, and I have my reading class in high school, which is also like I had to read three
books. I feel like it did prepare me. It took me way further than what I'm doing right now.
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These examples describe that Edward felt that his high school prepared him for his Reading 19
course since the work he did in high school was much more advanced.
Margaret agreed with Edward’s feelings in how high school prepared them for college
and that the type of work done in high school was much more advanced than what they were
doing in their Reading 19 course. She shared:
Well in high school, I used to read three books per class. In reading right now, I’m only
reading one. So, I feel like I’m good enough to keep up with the class. With all the
classes that I’m taking, I feel like high school prepared me for that.
Raphael shared his experience with how high school was more challenging than what he
is learning currently in his Reading 19 course. He shared:
Like in high school, I feel like I did more work as I do now. So, I feel right now that
college is easy because the work that needs to be due, it's simple for me. Because in high
school, I was, like, doing four essays per class. But right now, I'm only doing one essay
per class. So, I feel like high school did prepare me for difficult tasks that right now I'm
not facing, but maybe in the future when I take my classes, I'll probably be facing more
challenging things.
Flora’s experience was similar with that of Raphael since she too feels that her Reading
19 course is not challenging. She explained:
My Reading 19 course level, it’s not really difficult. I feel like I'm taking a high school
English class in some way because we do, like, a reading. And it felt like I was in twelfth
grade, like, reading the book, answering, like, questions, doing group work. So, I felt like
it wasn't challenging. I felt like I was, I knew what it was all about. So, working with a
group, it was like, well, easy because I had already done it in high school. So, it wasn’t,
like, hard for me.
Students felt that high school teachers motivated them. Lorenza described that in high
school, a teacher told her that “you have the potential. You just have like to unlock it.” She said
that in high school her teachers would “tell you you're on the right path or you did this wrong,
and then you'd understand, so you'd fix it right away, and the from there, you'd learn more and
more.” Gracie shared that while in high school, she attended MBCC on a field trip. “So it's like,
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 133
that's how I started going to MBCC.” Students found that high school prepared them for college
through support; as Margaret shared,
When in high school, we had college students going to our school, telling us we needed
to sign up for taking field trips to local colleges to motivate us to go to college. I feel that
it gave us the push.
Rita shared her story of how her high school teacher influenced her to attend college.
In high school, I had a teacher. Her name was Mrs. Adela. Some of the stuff that I’m
learning here in my Reading 19 course, she taught me. She would give us a lot of
classroom activities, and she would help prepare us with certain subjects and topics that
we could use at UCLA if any of us wanted to go to college ‘cause she was a professor at
UCLA but decided to become a high school teacher instead. She was my favorite teacher.
She always made me feel like I could be anything in this world. Very inspirational and
such a positive person to have teach me. So, I didn’t find it hard coming to the college
life.
While transitioning from high school to college, sometimes students do not attend college
right away. Flora shared her experience:
I feel like my high school did prepare me. I feel like my classes were really good, like, I
had good teachers. I took a break from graduating from high school for a year. So, I
didn’t come to college right away. So, that was hard. Because you forget stuff. So, that
was pretty challenging because I was really good at, like, writing and doing my essays
pretty good.
Students had support from their high schools, especially from teachers who advised them
to attend college, inspiring an inner awareness and confidence in them. Lorenza shared:
I would say probably my teachers and myself motivated me to attend college after high
school. In the beginning, I wasn't sure if I wanted to go to college, but I asked some of
my teachers for advice, and they all said I have to further me education. Get a better
understanding of everything. That way once I’m done, I can have something to fall back
on even if I can't find a job right away. I can just apply places and use your degree.
Edward shared that at his high school, they scaffolded their students who were in pursuit
of attending college:
At my school, they had a bunch of help for all this, for signing up for college at the
college center. They helped you fill out the applications, do your financial aid. It was like
they were basically holding your hand through it, but you had to do it yourself too. It was
good. That helped me… I guess… to make the decision to come to college.
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Lorenza shared, “I remember when I was in the 10
th
grade, the teacher had us doing MLA so we
could be ready for the expectations of our college professors.”
Mac expressed that his parents wanted better for him than they had for themselves:
My parents want me to have a better life so that I don't struggle like them. My mom was
like 17 when she had me, and my dad started to work. That's why they always influenced
me to go to school more, so I could have like a better education and a better life. One of
my cousins, he didn't go to school because he wasn't really good at it. He wanted to leave
school because it was so hard, and I didn't want to be like him. I just want to have a good
education.
Flora stated that a family member encouraged her to transition from high school to
college. She provided her perspective:
Well, who influenced me was my sister and this lady, and that this lady who I used to
help in high school who was from the college center. She was the one that told me that I
was able to go to a four-year college, but it was gonna be more expensive, and, well,
since I don’t want to depend on my dad and it was gonna be hard for me to like pay for
all my books and stuff because it was more expensive. So, I'd just rather stick to the
community college and then just transfer. That's why I didn't go to a four-year. Because
of money.
In all, category two, “Student Transitions,” emerged within the factor of strategies and
discussed student perspectives on their academic transitions and the support they encountered
along the way, which is known as their strategies in this emergent category. Students described
their transitions and the support given to them through their transition, providing their reasons
for enrolling into community college. In this emergent category, students described how they
strategized their situation with the assistance of others, providing them the backing to continue
on through their transition.
Emergent theme four, “Strategies: Student Approaches while Transitioning,” shared
student perspectives on the challenges they faced and the strategies that they used to overcome
these challenges as they transitioned through their courses. This emergent theme answers the
research questions: What do community college students enrolled in remedial reading perceive
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 135
as the challenges they face while trying to matriculate? In addition, how do these challenges
impact their academic success? The theme falls under the strategies factor and describes how
students maneuver through their transition. This theme is made up of two categories that
emerged within the factor of strategies, which are Peer Connections and Student Transitions.
Schlossberg’s factor of strategies was used as the guiding framework of these findings, which are
utilized in this emergent theme to represent the barriers students face as they transition through
their community college courses.
Theme 5—Findings not in Schlossberg’s Transition Theory: Student How and Why Advice
Emergent theme five, “Findings not in Schlossberg’s Transition Theory: Student How
and Why Advice,” is much different from the other four previous emergent themes since it does
not fit Schlossberg’s transition theory’s four S’s of situation, self, strategy, and support. In this
emergent theme not fitting the a priori coding, students provided advice comprising of two
categories: How to Overcome Academic Challenges and Why College is Valuable for Success.
This emergent theme’s findings reach past Schlossberg’s transition theory but still answer the
research questions: What do community college students enrolled in remedial reading perceive
as the challenges they face while trying to matriculate? In addition, how do these challenges
impact their academic success? In this theme, students discussed varying ways on how to
overcome academic challenges that they faced as they matriculated through their reading
courses. These students also shared their advice on why they felt college is valuable for their
success in completing their goals.
Category 1: Student advice on how to overcome academic challenges. Flora described
her advice on the importance of an education:
I think school is for everybody because, like, when I wasn’t coming to school, to me my
routine was to wake up, go to work, or just do the same thing on repeat, and I was tired of
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 136
it. I was very bored doing the same things and having my college friends like, “Oh we did
this.” They would talk about something, and I didn’t know what they were talking about,
so to me, I feel like school every day you learn something new, and it’s very important.
When you’re driving, you already know that you’re driving to your house, so you always
take the same road. As students, we should try and learn everyday inside and outside of
class so we can learn new helpful things that are important to our lives and futures ‘cause
that’s our hope to be better. All students need to go to school and try hard to do better.
Lorenza shared some methods that reading community college students use to overcome
the challenges they face while trying to take and pass their courses: “Get classes that won’t affect
your normal schedule so you can just keep working, and if you have a kid, take your classes in
the morning or in the afternoon when maybe they’re sleeping or something.” Lorenza further
explained that her method is one that will promote success among her peers. Mac shared similar
advice to Lorenza’s regarding selecting courses that align properly with schedules. He shared,
Get a class that you know you can have enough time to do other stuff. For example, I
have class in the morning, so I have all afternoon to do other things. Get a class that'll be
maybe in the morning or maybe be at night, so you can have hours to work or to do other
stuff, so you can have time to study.
Raphael shared that at times students take on pessimistic perspectives on the outcomes of
their course grade due to not attending their enrolled course. His advice was to not presume that
failure is an option and to continue attending courses. Raphael shared his perspective:
They assume they're going to fail. Just by missing a couple of assignments, they think
they will be failing. People assume that they're going to fail and just decide not to come
to class. But don’t give up. Keep coming to class.
Rita urged her fellow community college reading students to challenge themselves. She
explained her experience while driving when she altered her normal route home and how she felt
so elated to challenge her mind. Rita explained:
Why don’t you challenge yourself, why don’t you challenge your brain to go different
places? Because sometimes when I’m driving, I know where I’m going, so sometimes I
dazed out, and I pass the light or pass the street where I’m going. That day when he said
that I actually went home a different way, and I was like, “Oh.” It got me actually
thinking where I’m going. Wow, I didn’t know that you could come through here. I
actually did it, and it was like something that you push yourself, you push your brain.
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Mac expressed his perspective on how students need to develop a strategic plan when
wanting to become successful. He stated, “By making a plan. Like, you have to figure out a plan.
Like, write it down or something so you don’t forget, and you can succeed.”
Margaret advised students to not allow situations to keep them from success and to
continue despite their odds. She added that she too at times feels “overworked” due to her course
load but continues to push through to fulfill her desire to reach their achievement. She shared:
Sometimes, I feel like I’m in school and I’m tired, but not tired physically. I feel like I’m
tired mentally. Sometimes, I feel like I’m not myself, I’m so tired. Sometimes, I tell my
mom that I feel like I get more tired in school than at work. She’s like, “Yea, you’re
pushing your brain, you’re pushing yourself.” She’s like, “Just don’t stop going because
if you stop going, you’re never going to finish.” She’s like, “It’s just better, take it. If you
cannot handle four classes, do two classes, but just keep going.” She’s like, “It doesn’t
matter how long it takes you as long as you just do it.”
Gracie shared that reading students must continue learning to get out of the ruts students
who do not attend college face. She explained that students have to always “keep learning and
growing.” She said:
So, I guess we’ve got to make our brains feel like you got to continue reading and going
to school and get our brains ticking, so it’s very different than not learning and doing the
same boring routine day end and day out, like students who don’t go to college. If we
keep learning and going to college and moving up, we keep growing.
During individual interviews, students shared specific advice on ways to succeed in
college. Gracie stated, “As long as you don't procrastinate, you'll be fine.” Gracie demonstrated
strong know-how and confidence about her when she shared pearls of wisdom for students to
succeed in college.
Raphael suggested that if students are accountable for their efforts in their courses, they
will be able to succeed. He stated, “I would suggest study, do your work, show up to class.
Actually, do the readings, and you'll be fine.”
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 138
Rita provided her advice for students to be successful in their courses. She explained that
“success is a feeling a person gets upon meeting their accomplishment of a sought-out goal.” She
went on to tell students the keys to success in their courses: “Depending. Students should
withdrawal the class during the withdrawing times, or they should just work really hard. Stay up
at night like I did. Just go straight after work, go straight into studying.” Mac went on to advise
that “to have success in college, have many methods. Some methods they do is lack of sleep.
They lack so much sleep. You go a day without sleeping just to study for that specific course,
which I'm doing right now.”
Edward gave his personal account of how he solves his problems when he does not attend
courses and general advice on how to succeed in courses. He stated, “Oh, if I miss a day, I'll just
get it from somebody else. I get it if you work or you're busy or you can't make it to class, but try
your best to make it, and do the work, and you'll pass.”
Raphael shared his accounts for progress and success in courses. He advised that “if you
study your material for class, you should be able to do fine. You'll do better than, I'll say maybe,
like, 80% of the students in your class.”
Edward described, “I’m like, you’re not just wasting your money, but you’re wasting
your time, which is very valuable for your education. You’re wasting a lot of things.” Edward
suggested that students share in his mindset of having a positive outlook on success and “think
positively.” He explained, “Instead of just saying, ‘Oh, I'm not going to make it. Oh, I'm failing.’
Stop making excuses.” During student’s courses, they might feel like there are many obstacles in
the way of their success. Flora shared, “I feel like if you put obstacles all the time in your way, it
is going to affect you from reaching your academic goals. Don’t be your own obstacle.”
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 139
Mac felt strongly when sharing his personal account of asking the professor and
classmates “good questions.” He shared, “There is no thing such as dumb questions.” When
describing what he learned in his reading courses, he stated, “Be sure to ask questions and to not
give up on any hard work that may come across. It's not like before. You could just Google a
word. Don't let a fancy word make you feel like you can't read.”
Participants shared their perspectives on how students need to find their success and
determination. Edward advised his fellow peers that in order to find success, students must “have
that eagerness in you, that if you want, you could do it. So, I feel like we have to overcome our
challenges. We have to challenge ourself in order for us to be find success.”
Margaret shared her positive views on student success:
I would just tell students not to quit because at the end, everything is going to pay off.
You just have to challenge yourself and continue going. Don’t stop, and you will
persevere, and it will stick, and at the end, it’s all going to be better for you.
Gracie shared that she enjoys hearing stories of students who strive for more to become
successful in the end. She shared:
I always admire stories, you know. Because hearing someone that from the bottom and
they are on their way to the top or are on top already, it is so interesting to me. It's like,
“How did you do that? What got you there? What did you do to be where you're at?”
That’s my advice: to find out who you admire and be like them. I tell my college friends
to do that to be more successful.
Mac held similar perspectives to Gracie; he shared his advice with students who felt that they
may not succeed: “I would say to students: stay focused, and never give up.”
Margaret provided her input about “making the most out of your time while in college.”
She advised, “You have 24 hours in one day. What more do you need?” She added, “You have
eight hours, six hours to sleep, eight hours to work, and what do you do with the other hours?
You’re just on your phone? Sitting, sitting on the couch and not doing anything?” She explained:
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 140
We have everything here. Now we have the library, which is free. You have no excuse to
get your hands on, like, even reading or education or anything. We have everything, even
our phones. You don’t always have to go to social media, you have the news app, the
Yahoo, and everything involves reading. Even when you’re messaging, you’re still
reading. Everything involves reading.
Gracie and Margaret explained the importance of “paying attention to what students are
learning in their courses.” Gracie provided her opinion by explaining that students have to solely
focus on their desired accomplishments so that they can become successful. She shared:
You have to focus on what you’re doing and not think about other problems. And also,
you have to pay attention to what you're learning because if you're not paying attention,
so then you're not going to get the concept of what it is about. So, that can be a struggle,
to pay attention if you can't, like, focus either but possible if you put your mind to it.
Margaret shared that when students attend college courses, they need to simply focus on what
they are learning and nothing more. She suggested that students ask questions so that they are
able to understand their lessons. She explained,
When you go to school, make sure you go and pay attention. Don’t worry about anything
else. Don’t worry about your problems, don’t worry about anything. Just go concentrate
because that’s your future. This is my future. Don’t go and just sit down, and if you don’t
understand something, ask because you’re all in the same class. If you’re going to just sit
there and not pay attention just sit in your house.
Mac and Lorenza shared perspectives that are related about the impact that fear can have
on students who wish to succeed in college. Mac discussed:
I think we need to leave fear on the side because to me, fear is very powerful. It takes
over what you want to do. It makes you scared to even… like to even a shy person, to go
ask what resources we have. You know it’s… you need to leave fear to the side because
it’s not good at all. You need to empower yourself. You need to overcome all the
challenges that I know as we students, we face all the time.
During her individual interview, Lorenza discussed a similar stance to Mac’s by sharing about
the impact that fear has on her and how she finds “conquering fear an empowering feeling.” She
said:
Fear, yeah. I think that one of the challenges is fear. It's probably insecurity, being
insecure of yourself, not only physically but mentally. I feel like once you go through
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 141
something that you thought you couldn't do it and you did it, it makes you very
successful. It makes you want to do more. It makes you want to even motivate others.
You're pretty much a role model for others as well. So, I have challenges every day and
am learning to face them head on.
Overall, during emergent category one, “Student advice on how to overcome academic
challenges,” students discussed their advice and perspectives on how to become successful by
overcoming challenges they may face during their matriculation. Students provided their advice
for incoming and current students alike on overcoming the challenges that students encounter
while in community college. Students shared how to be successful and fulfilling their academic
goals by overcoming their educational challenges, extending past Schlossberg’s transition theory.
Category 2: Student advice on why college is valuable for success. Reading 19
students provided reasons why college is valuable to them and advice and supporting evidence
for students to utilize when trying to accomplish their academic goals. In some cases, mothers
provided students advice and encouraged their children to complete their personal goals.
Margaret described:
My mom’s like, “I know you want to do it for your son, but it’s also for you because after
you finish school you are going to feel like you accomplished something, and that’s not
something that you’ve accomplished something small. That’s your future. That’s
something that’s going to be a better pay, better living. You’re going to be able to
actually travel, or you’re going to do a lot of things.
Gracie shared the reasons why students would want to attend and complete their desired
goals while at community college. She stated:
Probably family, they want to make their mom or dad proud of their kid. That they
finally, maybe the first time from college they graduated. Maybe that could be one of the
reasons. Also, because they don’t want to stay stuck in this same place that maybe their
parents stayed. They found a job that doesn't pay them enough. They don't want to be like
that. They want to offer more, maybe to their parents or their future kids.
Mac described reasons why students felt that community college was important to attend.
He expressed:
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 142
People come to college because they want what everybody else has, that they see on
movies or TV. They glorify it as something more, like people with big houses, nice cars.
Everybody wants that. That's probably a reason that they come to college, to get a better
life, to try to succeed where other people failed, to accomplish more than their parents
did, so that their parents can be proud of them.
During Margaret’s focus group, she discussed the importance of an education and how
money cannot purchase a person’s title or knowledge. She explained:
I guess you could relate, agree, or disagree, 'cause the guy who invented Facebook, he
left school when he invented, he legit made so much money. As soon Facebook was
made, he went back to school. He has thousands of dollars in his bank account. He didn't
need to go to school, but he wanted a title. He wanted title, and he got a title, and having
a master’s or bachelor's degree in Harvard was something. I guess he's inspirational
‘cause money didn't stop him from having a title.
Edward gave his advice: that students need to advance in their courses by doing well with
a strong commitment for success. Then, when students who wish to transfer submit their
transcripts, they are allowed admittance into their choice of university. He explained:
I think that one way the students can actually have success is if they actually do their part
in when it comes to college and not just, like, slack off. Because those other universities
are going to say, “Why do we want them here if they’re not going to do their part in
accomplishing their goals?” So in a way, that’s a student’s choice if they want to do good
or not.
Raphael accounted for the reasons why students find it difficult to remain committed to
their college goals. He explained that money is temporary and that an education is forever. He
shared:
Nowadays, it's harder for people to think that college is important to them because they
can become rich with anything. They could start a YouTube thing, and they become rich
the next day or so. It's hard for people to stay motivated for college because they're
probably thinking, “Oh, I'm in college, I'm trying,” and then they have a friend, and they
start something, and then they become rich. They're like, “Why am I even in college?”
Then if you see in the long-run, they're adding something to their life, something good
like education, and you have a title. You could become someone, and if they invent
something or do something like that, by the next year it could be gone, and your money,
you wasted it, it's gone, but your college degree is always going to be there.
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 143
During Rita’s individual interview, she discussed her opinion on the reasons why
students decide to attend college. She described that students like her have “hope for a better
future than what their parents had.” She shared that all students are college bound:
Just having potential in general, everybody has college potential in some way. People
overachieve shyness, they tend to not follow their parents’ steps, they don't want to work
their whole life, they want to be able to retire one day.
Rita also expressed the “pride she feels to be called a college student.”
Gracie explained the importance of an education and how her parents were not given the
same opportunities for advancement. She also mentioned that students should be always
cognizant of their futures and not forget the “opportunities college can offer.” She described:
How students should be grateful. They’re not even happy waking up. They are like, “Oh
my God, I have to go to this job,” and they hate their jobs. Our parents, they didn't have
the option to go to college to have a better life. Their only option was to go to work, like
it or not. At least we have options so we can make more outta our lives and get better jobs
that pay more. All students need to remember the big picture.
Rita shared similar sentiment with Gracie on the importance of an education and that in
the future, college will be the reason for her success.
Sometimes I… think it was last week, I was actually sitting down very stressful, and I’m
like, “Why I’m I complaining if it’s going to take me four/six years? You already went to
school 18 years,” I tell myself. This four to six years is going to be for a better future for
my education. It’s going to be something for me. All students need to not forget this
when in classes and feeling like it’s too hard and it’s never going to be over.
Margaret discussed her reasons for attending college. She explained that her son and
mom push her to do better so she can be there for them in the future. She explained:
My son, he’s my motivation. He's my role model. Also, my mom because she came from
struggling. She came here. She struggles. She gave us everything, but she didn't have that
education. So now that I'm coming to school ‘cause I don’t want to struggle, I sometimes
have to teach her how to comprehend stuff or, like, even for applying for jobs. Now,
everything, it's the technology. So now you have to do everything online. My advice is to
be there for your parents and children. They will be so grateful to you since you will have
a bright future after college and will be able to be there even more for them.
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 144
Mac expressed the reasons why students feel college is valuable for success. He
explained student aspirations and the importance of taking courses to better prepare students for
the upcoming courses they will be taking, leading them obtaining their goals.
Students want to achieve, students who want to have a AA and students who want to
transfer out, once we go to another class don’t forget about it because that’s why we’re
there. It’s basic, and you’re just going up, so everything you did in your last class, you
need to know what’s going to happen for the next one. We need to program ourselves and
our brain to keep all that information. It’s so fundamental.
In all, for emergent category two, “Student advice on why college is valuable for
success,” students provided advice on why college was valuable for reaching their academic
goals. Students provided reasons why they were attending college and the reasons why they find
college important for helping them reach their academic goals. These findings reached past
Schlossberg’s transition theory and provided in-depth student perspectives on why college is
valuable for student success.
In all, emergent theme five, “Findings not in Schlossberg’s Transition Theory: Student
How and Why Advice,” does not fit any of Schlossberg’s transition theory’s four S’s: situation,
self, strategies, or support. The two emergent categories in this theme included Student Advice
on How to Overcome Academic Challenges and Student Advice on Why College is Valuable for
Success. Students provided their advice on a much different level during this theme since these
emergent categories did not fit the a priori coding. This emergent theme reached past
Schlossberg’s transition theory and answered the research questions: What do community
college students enrolled in remedial reading perceive as the challenges they face while trying to
matriculate? In addition, how do these challenges impact their academic success? In this final
emergent theme, participants discussed varying ways to overcome academic challenges that they
faced as they matriculated through their reading courses. These students also shared their advice
on why they felt college was valuable for their success in completing their educational goals.
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 145
Summary
As found through these revelations, a total of five themes explained in depth the
challenges that remedial reading students face that affect their transition and academic success
moving into, through, and out of their courses. The first four emergent themes fit with
Schlossberg’s transition theory and include situation, self, support, and strategies. They are titled
Theme 1-Situation: Community College 101 Hardships; Theme 2-Self: The Reading Student;
Theme 3-Support: On Campus; and Theme 4-Strategies: Student Approaches while
Transitioning. The fifth emergent theme, which not fit Schlossberg’s transition theory, is titled
Theme 5-Findings not in Schlossberg’s Transition Theory: Student How and Why Advice. All
five emergent themes contain two to four emergent categories, providing reading student
perspectives and answering the two research questions: What do community college students
enrolled in remedial reading perceive as the challenges they face while trying to matriculate? In
addition, how do these challenges impact their academic success? The five emergent themes give
a voice to these disadvantaged students who face challenges as they transition through their
courses.
The student voices shared in the first emergent theme, “Theme 1-Situation: Community
College 101 Hardships,” uses Schlossberg’s theory of “Situation,” encompassing Reading 19
student perspectives on the situation community college students face as they transition and the
hardships that they came across on the forefront of their academic careers. These challenges are
the internal challenges that students face on a daily basis. Students in this emergent theme
described the importance of attending community college and the hardships they faced while
taking reading courses. Reading students encountered issues with trying to obtain transportation
to and from their college campus. These students shared that they have challenges when trying to
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 146
balance being a community college student while simultaneously being employees at their jobs,
finding it difficult to do both. Reading students also endured financial hardships by being
challenged monetarily to pursue their academic goals.
“Theme 2-Self: The Reading Student” emerged within Schlossberg’s theory of “Self” as
students transition through the college system. Reading 19 students described their desired goals
and the success they wish to achieve before, during, and after their remedial reading course.
Students described the motivational challenges that Reading 19 students have difficulty with
when trying to reach their goals. Students described the difficulties that arise with motivation and
perseverance, and they shared positive advice for overcoming challenges that can hinder
remedial Reading 19 students’ aspirations while attending community college.
“Theme 3-Support: On Campus” emerged with Schlossberg’s theory of “Support,”
focusing on students’ actualizing their transition while matriculating through their Reading 19
course. Students described their experiences and challenges surrounding taking their assessment
test. Students shared their perspectives on the challenges they face with their academic
advisement as incoming and current students who seek council to obtain proper guidance with
their academic goals. Students expressed their opinions on the importance of professional
development for their professors, who lack proper communication with students, as well as the
need for their reading course material to remain interesting and the challenges that come from
not having these items to foster their learning potential.
“Theme 4-Strategies: Student Approaches while Transitioning” emerged within
Schlossberg’s theory of “Strategy,” emphasizing student voices on the importance of their peer
connections serving as their support to alleviate their challenges while obtaining their academic
goals as they transition through their Reading 19 course. Students also described the triumphs
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 147
they encountered as they matriculate from high school to college and the people who influenced
and supported them in attending community college.
“Theme 5-Findings not in Schlossberg’s Transition Theory: Student How and Why
Advice” emerged as the final theme without fitting Schlossberg’s transition theory lens of
creating emergent themes out of situation, self, strategies, or support. Instead, this emergent
theme focused on students sharing their advice on how to overcome academic challenges that
they faced as they matriculated through their reading courses. These students also shared their
advice on why they felt college was valuable for their success in completing their academic
goals.
In all, remedial Reading 19 students shared their perspectives on the challenges they
faced while transitioning through community college in pursuit of their academic goals. Students
faced internal and external challenges as described by the use of their voices. The perspectives
heard in these five emergent themes serve as indicators of the personal and institutional
challenges that these students face as they matriculate through their courses, affecting their
desired advancement in higher education.
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 148
CHAPTER FIVE: DISCUSSION
The objective of Chapter 5 is to explain the findings that came about from this in-depth
case study that utilized qualitative methodology. Reading community college students face
varying challenges that are remarkably pointed towards reasons for their lack of academic
achievement in the United States. Previous research that is discussed in Chapter 2 provided
remarkable insights pertaining to remedial community college student challenges affecting their
success as they transition. First, it was found that a mere 13% of community college students
graduate within the expected two-year period (Chen, 2015). Secondly, it is important to note that
students who take basic skills courses in reading, writing, or mathematics were not able to take
and finish courses necessary to perform college-level course content as determined by a higher
education institution (Jenkins & Boswell, 2002). Thirdly, Hagedorn and Kuznetsova (2016)
added that one of the largest barriers for students who begin in the remedial channel are
aspirations to enter the college credit-bearing level, meaning students are unable to qualify to
progress toward degree completion and/or attend a four-year university. Lastly, Hagedorn and
Kuznetsova added that searching for wiser solutions is crucial to how to remedy these issues for
community college developmental students. With this in mind, community colleges must be
aware that their remedial students need to be given backing such as better preparation, campus
services, and resources to help facilitate and advance their academic success to better their
futures.
Chapter 5 consists of seven parts: Overview of Study, Executive Summary, Summary of
Findings, Strengths and Weaknesses, Implications for Practice, Recommendations for Future
Research, and a Conclusion. It is important to note that this chapter’s findings reflect and match
significant results from Chapter 4. This study is explained in full through an informative
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 149
overview, which is the first section in the sequence of parts from this chapter, serving as recap of
noteworthy aspects of this study.
Overview of Study
The research interest of this study was to uncover how community colleges attempted to
support their remedial students who face challenges affecting their academic success as they
transition. The purpose of this in-depth case study that used qualitative methodology was to
examine why remedial reading community college students have been reported to have low
success rates as well as to better understand the challenges these students face when trying to
succeed as they matriculate.
Chapter 5 provides an overview of the findings, the types of methods utilized, and their
implications for this qualitative case study. This study uncovered the challenges impacting the
academic success of nine remedial reading students as they transition at Marina Blue Community
College (MBCC). The findings in this case study were guided by two overarching research
questions: What do community college students enrolled in remedial reading perceive as the
challenges they face while trying to matriculate? How do these challenges impact their academic
success? The findings were analyzed through the lens of Schlossberg’s Transition Theory to
examine the perspectives of student participants as they transitioned through their reading
courses. The analyzation of the findings in this study allowed for rich knowledge and
compassion considering the challenges that remedial reading students face as they transition to
reach their goals.
For this case study, I collected data from two focus groups and nine individual student
interviews. The students who participated in one of the focus groups also participated in an
individual interview to provide plentiful data. This was the best approach to provide meaningful
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 150
data to best understand remedial student challenges and the academic impact on their success
that results as they transition, which has not been extensively studied.
This chapter is arranged using the four “S” factors of Schlossberg’s Transition Theory,
which include self, situation, support, and strategies. The utilization of Schlossberg’s transition
theory was helpful in analyzing reading students’ challenges and how these challenges affected
their academic success as they transitioned. The fifth theme of this chapter provides findings that
were not part of Schlossberg’s Transition Theory, where students shared their advice on how to
overcome the academic challenges they faced as they matriculated through their reading courses
as well as why they feel college is valuable for their success in completing their academic goals.
Student “challenges” within each of the five themes are factors for assessing how students
manage and take stock of their transition. Students in these categories faced similar challenges as
they matriculated, providing their advice and perspectives.
Chapter 4 is comprised of themes that emerged as students discussed the challenges they
faced that affected their academic success. The first four emergent themes fit with Schlossberg’s
Transition Theory 4 S’s, Situation, Self, Support, and Strategies. They are titled: Theme 1—
Situation: Community College 101 Hardships, Theme 2—Self: The Reading Student, Theme 3—
Support: On Campus, and Theme 4—Strategies: Student Approaches While Transitioning. The
fifth emergent theme, which does not fit Schlossberg’s theory lens, is titled: Theme 5—Findings
not in Schlossberg’s Transition Theory: Student How and Why Advice. All five themes and their
connecting emergent categories were created through perspectives obtained from reading
students who participated in two focus groups with nine students who each participated in
separate individual interviews. Chapter 5’s Executive Summary contains significant findings that
are highlighted from this study.
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 151
Even though this chapter, like Chapter 4, is broken down by four “S” factors and one
separate fifth emergent theme that was not part of Schlossberg’s Transition Theory lens, it is
noteworthy to state that remedial community college students face varying challenges as they
transition that affect their academic success, which are shared in order of importance for this
study.
As shared previously, Chapter 5 offers investigation and discourse concerning answering
the two research questions that created the themes that emerged from the study. It also is
separated by the four “S” factor emergent themes as well as a fifth factor emergent theme not
part of Schlossberg’s Transition Theory. Subsequently after the analyzation of each emergent
factor theme in connection with the participant focus groups and individual student interviews,
discussion and recommendations are presented. Chapter 5 determines recommendations for
promoting knowledge of the challenges that remedial reading students face as they transition that
affect their academic success as well as comprehending student perspectives that came from the
focus groups and individual interviews, which can be found in both this chapter’s Executive
Summary and full-length versions in the sections that follow it.
Now that we are fully reminded of this study’s content by use of an overview of it, we
can look to the next section in this chapter, which discusses significant findings and
highlightable moments from this study by use of an executive summary.
Executive Summary
Chapter 5’s Executive Summary includes the following sections: Summary of Findings,
Strengths and Weaknesses, Implications for Practice, and Recommendations for Future Research
within this chapter. It is a guide to share and highlight the most significant high points from
Chapter 4’s findings as they relate and add depth to Chapter 5’s encompassed sections. It
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 152
discusses five very carefully selected key findings from Chapter 4 that are seen as the most
significant to this study and are organized in order of importance. After this Executive Summary
section, in the layout of this chapter are full versions of in-depth sections for further reading for
readers who want to obtain detailed context and deeper understanding of how these findings
relate to each other and this study. Within the Executive Summary are the five most significant
findings from this study, they are frontloaded in the Summary of Findings and Implications for
Practice sections. These five significant findings are the ones that stood out the most out of all
findings in this study. For the Summary of Findings section, they include the following: #1—
Support: On Campus: Assessment Test, #2—Self: The Reading Student: Motivation and
Perseverance, #3—Findings not in Schlossberg’s Transition Theory: Student How and Why
Advice: Student Advice on How to Overcome Academic Challenges, #4—Strategies: Student
Approaches while Transitioning: Student Transitions, and #5—Situation: Community College
101 Hardships: Importance of Community College and Reading.
The five significant findings that encompass the Implications for Practice section in this
Executive Summary are: #1— Support: On Campus: Assessment Test, #2—Self: The Reading
Student: Motivational Challenges and Motivation and Perseverance, #3—Findings not in
Schlossberg’s Transition Theory: Student How and Why Advice: Student Advice on How to
Overcome Academic Challenges and Student Advice on Why College is Valuable for Success,
#4—Strategies: Student Approaches While Transitioning: Peer Connections and Student
Transitions, and #5—Situation: Community College 101 Hardships: Importance of Community
College and Reading. While the Executive Summary has the top five significant findings that are
most notable in this study it also highlights chief areas on the study’s Strengths and Weaknesses
and Recommendations for Future Research sections.
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 153
Summary of Findings
The Summary of Findings section in this Executive Summary is comprised of five key
significant points of interest that are most notable to this study’s findings. Each of the five
findings share a snapshot of major points not guided by any of the themes. These five significant
findings, which were selected out of all other points in this study and are listed in order of
importance: #1—Support: On Campus: Assessment Test, #2—Self: The Reading Student:
Motivation and Perseverance, #3—Findings not in Schlossberg’s Transition Theory Student
How and Why Advice: Student Advice on How to Overcome Academic Challenges, #4—
Strategies: Student Approaches while Transitioning: Student Transitions, and #5—Situation:
Community College 101 Hardships: Importance of Community College and Reading.
This section highlights important aspects of this study and discusses the findings and how
they relate to the literature that is reviewed in Chapter 2. For those wanting to read a more in-
depth Summary of Findings, see sections following the Executive Summary in this chapter,
which are full sections with further detail.
#1 Support: On campus: Assessment test. This first significant finding, which was
selected as the most important point in this study, highlights student perspectives on their
assessment test, which is the “support” offered to them on their college campus. From the
literature that I reviewed, Schnee (2014) found that students who took their assessment tests felt
disappointed and discouraged by their placement into remedial courses, the extra time it would
take them to obtain their degree while being remedial students, and the lack of information given
to them in regard to the importance of the assessment test on their academic careers. Student
participants in this study also encountered challenges when utilizing their on-campus support, an
assessment test. They disclosed that they were not advised to study for the assessment test, and
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 154
they were misinformed of its importance. Participants felt as though they were not prepared for
the assessment test, had forgotten concepts they were tested on during the assessment test, and
that they could have used refresher or review material to properly prepare since the concepts they
were tested on were from what they learned in the past.
The literature that I reviewed by Melguizo et al. (2011) shared that students who took an
assessment test and were placed into and required to take remedial courses performed just as
well as students who were non-remedial students. Student participants in this study shared that
they were later aware of the importance of the assessment test and that it was a forecaster for
their goals, affecting their academic futures.
Students felt that the assessment test placed them incorrectly, and as a result, they were
delayed in their goals. According to the literature I reviewed by Brothen and Wambach (2012), it
was suggested that course placement in developmental courses was linked to low graduation
rates. Literature that I reviewed by Scott-Clayton et al. (2014) suggested that a significant
number of students were improperly placed into their remedial courses. Participants in this study
stated during their interviews that they felt very badly about how they scored on their assessment
test due to lack of preparation from their institution and felt that they should have been placed in
more advanced or higher-level courses than Reading 19 level.
#2—Self: The reading student: Motivation and perseverance. This second significant
finding highlights student perspectives on “motivation and perseverance” within the “self,”
which centered on Reading participants’ feelings about how they needed to have
motivation and perseverance to be successful despite the academic challenges they faced.
From the literature that I reviewed, community college students who were academically
advanced in college had higher self-value skills and were more likely to lack performance-
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 155
avoidance objectives when compared with their peers who had lower self-value; these students
were more likely to have destabilized performance-avoidance goals, weakening their chances for
graduation (Hsieh et al., 2007). Student perspectives in this study offered advice such as
“changing your mindset” for success is challenging but important for perseverance. Students also
provided advice on helping struggling students succeed: By remaining focused on goals and
taking proper steps, success occurs with perseverance.
The literature that I reviewed shared that there are many variables that gave students
perseverance to continue on to their next college semester, and a subcategory that was
interrelated had to do with student continuation, advancement, and increased whole grade point
average. Participants in this study described how they would help a struggling remedial reading
student in need of advice. Students shared that if a student wants to motivate themselves and
persevere, they must believe in themselves and that success brings motivation. The literature that
I reviewed by Koh et al. (2012) stated findings regarding three remedial students who shared if
they did not pass their developmental course, they would take course over again, and they shared
new approaches that they would utilize to increase their chances of success.
Participants in this study discussed the importance of motivating oneself, having long-
term goals for the future, and not being afraid. Students in this study advised their peers to not
give up and continue to persevere in pursuit of their goals despite their struggles. In the literature
that I reviewed, findings suggested students who lack self-efficacy and goal orientation are more
likely not to graduate from community college (Hsieh et al., 2007; Martin et al., 2014).
#3—Findings not in Schlossberg’s Transition Theory: Student how and why advice:
Student advice on how to overcome academic challenges. This third significant finding
highlights student perspectives on findings that were not part of Schlossberg’s Transition
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 156
Theory, “Student Advice on How to Overcome Academic Challenges.” Participants offered
their personal accounts of how they keep themselves positive and overcome challenges. Findings
in this study indicated that students motivate themselves so that they can be successful.
Participants in this study advised incoming and current students to challenge themselves
to overcome the obstacles that they face. Other advice was related to participants feeling that in
order for students to be successful, they need to schedule their courses appropriately to allow
time for both their personal lives and study time so that they can be academically successful and
make a plan of action that would allow them to complete their goals. During the interviews and
focus groups, participants provided helpful tips to students who may need advice on how to
overcome academic challenges. For example, Gracie described enjoying motivational success
stories that made her want to overcome her challenges.
The literature that I reviewed by Rueda (2011) suggested that low-achieving students
keep to the notion that they are not intelligent enough to succeed. Participants provided advice
that emerged as findings that gave insight into how to overcome academic challenges based on
their firsthand experience being Reading 19 students. The literature that I reviewed found
empirical findings from several studies indicating that students who lack self-efficacy and goal
orientation are more inclined to not graduate from community college than their counterparts
who are successful in school and have greater self-value and non-avoidance goals (Hsieh et al.,
2007; Martin et al., 2014).
#4—Strategies: Student approaches while transitioning: Student transitions. This fourth
significant emergent finding highlights key high points of student perspectives on “Student
Transitions” as a “strategy” centered on student challenges that the participants faced as
they transitioned into their college setting. According to the literature that I reviewed by
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 157
Schlossberg (2011), all individuals have undergone transitions in their lives, and these transitions
change our existence, character, afflictions, customs, and expectations, and even anticipated
transitions can be difficult and disappointing.
Student participants in this study shared that having challenges kept them from attending
four-year universities. Literature that I reviewed by Hagedorn and Kuznetsova (2016) found that
four-year universities do not admit students who need to take developmental courses; instead,
they direct these students toward community colleges. Some students, like Margaret, shared that
after high school they did not attend college first and went to a trade school, then transitioned to
community college. Literature that I reviewed by Brothen and Wambach (2012) found that
developmental education has different meanings in diverse situations to different students, and
they added that when remedial courses were suggested to community college students and they
did not enroll in those developmental courses, they were found to have lower overall grade point
averages and registration rates than students who were required to take and subsequently
completed remedial courses.
Participants felt that community colleges were their first attempt at college since
universities are more expensive and rigorous, while other participants preferred working over
attending a university to gain financial means. Literature that I reviewed by Dowd (2007) stated
that community colleges have few registration prerequisites and offer incoming students low
tuition costs. Findings from participant interviews suggested that students received strong
support from their families and high school teachers to transition to community college. Most
students felt that their high schools prepared them for community college-level work.
Participants shared how their high school teachers were instrumental in motivating them and
influencing them to attend college by providing a positive outlook for attending community
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 158
college. Literature that I reviewed suggested that the way a person effectively copes with
adjustments in their life is linked with how they identify the transition in connection with their
circumstances (Schlossberg, 2011).
#5—Situation: Community college 101 hardships: Importance of community college and
reading. This final significant finding highlights student perspectives on the “Importance of
Community College and Reading” in the student’s “situation.” This emergent significant
finding explaining student perspectives on the “Importance of Community College and Reading”
focused on students sharing their positive feelings regarding the importance community college
and reading had in their lives. Students who shared their views during their interviews and focus
groups for this study shared that they strive for an education but at times are held back by
challenges that create their situation. The literature that I reviewed by VanOra (2012) explained
that developmental students encounter many obstacles on a daily basis.
According to literature that I reviewed by Hagedorn and Kuznetsova (2016), community
college students begin their academic career without the educational knowledge and abilities
they need, which keeps them from higher educational achievement. Findings from the
participants during this study indicate that they felt that many benefits come from reading.
Students also shared that they value having the large vocabulary that the act of reading and
reading courses can bring them. Student participants in this research sample felt that reading is
important since without it they would not have the ability to speak to professionals or hold
meaningful conversations. The literature I reviewed by Scott-Clayton and Rodriguez (2015)
stated that remedial courses do not sufficiently improve students’ capabilities or their
opportunities for academic achievement. Findings from the students who participated in this
study’s research sample indicated that their academic goals are important to them and they are
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 159
motivated for success. The literature that I reviewed by Brothen and Wambach (2012) explained
that even though many students are motivated to overcome obstacles that get in the way of their
academic goals, they are not able to overcome this intimidating undertaking.
Strengths and Weaknesses
Highlights of the strengths and weaknesses of this study include the following: I was able
to recruit many participants to join the two focus groups and nine individual interviews to
acquire fruitful findings. My data analysis used the triangulation method. All participants were
from the same section in their Reading 19 course, making for more concise responses since all
students matriculated into their reading course at the same time. Having two separate focus
groups and a total of nine individual interviews in all offered meaningful data.
A perceived weakness in this study was that on the first day, a focus group with only
three students participated in their individual interviews. However, on the second day six more
students participated in their focus group and individual interviews, making for a more fruitful,
meaningful data sample. At first with only three student participants, the number of participants
seemed that be a weakness, but in all, it turned out to be a strength, with a total of nine student
participants who offered their perspectives over a two-day period. An actual weakness of this
study was the timeframe, which allocated for data collection only during a single semester rather
than a longer period of time.
Implications for Practice
This study’s most important key points for Implications for Practice are discussed in
order of importance. As it turned out, there is one significant finding per theme: #1—Support:
On Campus: Assessment Test, #2—Self: The Reading Student: Motivational Challenges and
Motivation and Perseverance, #3—Findings not in Schlossberg’s Transition Theory: Student
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 160
How and Why Advice: Student Advice on How to Overcome Academic Challenges and Student
Advice on Why College is Valuable for Success, #4—Strategies: Student Approaches While
Transitioning: Peer Connections and Student Transitions, and #5—Situation: Community
College 101 Hardships: Importance of Community College and Reading. Each of these five
findings contains implications for practice highlighting significant points to be noted. In this
Implications for Practice section, sections #2-4 have two findings that are combined together per
each section and provide implications for practice that relate to both findings.
#1—Support: On campus: Assessment test. The first significant finding is the
assessment test as a form of student “support.” Participants were discouraged by their low
placement into remedial courses as well as the extra amount of time it would take them to reach
their goals based on their performance on the assessment test. They also voiced their
disappointment with not being given the opportunity to properly prepare for the assessment test,
as well as lack of guidance and information on the importance and weight that their assessment
test held in affecting their academic future. Participants admitted to feeling that they could have
done better on their assessment test if they had reviewed material since the concepts they were
tested on were one they learned long ago.
Implications for practice would be to have community college institutions offer their
incoming and current students unaware of this situation the opportunity to brush up on their
academic skills in a refresher course that offers sample questions that appear on their assessment
test. Another implication for practice would be to offer students the opportunity for preparation
as incoming students to learn about the impact the assessment test has on their academic goals,
inviting parents and family to accompany incoming community college students to offer them
support and understanding of their transition. This orientation meeting would discuss the
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 161
magnitude the assessment test held for students if they decide to not take their test on a day they
are fully prepared. Based on findings and the literature that I reviewed, an implication for
practice would be to utilize another source of assessing student abilities, such as requiring
remedial reading students in all of their reading courses to take pre- and post-tests during their
courses administered by their professors.
Based on participant response findings and the literature that I reviewed, the implication
for practice would be to create a college entrance bridge program with local high schools
increasing student success and abilities to reach their academic goals faster. Positive findings in
literature that I reviewed are in support of bridge programs offering community college students
support.
#2—Self: The reading student: Motivational challenges and motivation and perseverance.
The second significant finding in this Executive Summary is motivational challenges and
motivation and perseverance, which is related to their individual “self.” Participants shared
that remedial reading students stop attending their reading courses due to decreased motivation
and are discouraged to continue due to being misplaced into their course or courses by the
assessment test. Participants also found that they stopped attending their reading courses due to
decreased interest in the learning material because they found it “too boring,” which is an
indicator of misplacement.
Implications for practice that would be recommended for community college institutions
to implement would be to allow students to select their learning material so that they can have a
voice in the types of textbooks and learning materials they use in class, which will allow them to
find interest in the subject matter, increasing their ability for success and aligning with their
learning needs. Another recommendation to community college institutions would be to create a
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 162
student services program in which incoming reading students are paired with senior-level
remedial reading students who are motivated to persevere.
#3—Findings not in Schlossberg’s Transition Theory: Student how and why advice:
Student advice on how to overcome academic challenges and student advice on why college
is valuable for success. The third significant finding shared in this Executive Summary
highlights the most important parts of the Student How and Why Advice: Student Advice on
How to Overcome Academic Challenges and Student Advice on Why College is Valuable for
Success section, which identifies findings not in Schlossberg’s Transition Theory that are
significant to this study. Participants described their perspectives on the ways in which students
can overcome their academic challenges and student advice on why college is valuable for
success. The findings suggested that students overcome academic challenges by motivating
themselves so that they can be successful. Participants advised incoming and current students
about challenges they had to overcome and obstacles they faced. Remedial reading students
shared their advice: that students need to schedule their courses appropriately with their personal
lives to become successful. Participants described wanting to become successful to make their
parents proud and serve as role models for their families. They also described that they want to
attend college to have a better life and future.
Implication for practice recommendations should be addressed to community college
institutions. A student service program to develop a framework for transforming community
colleges can be implemented. With the use of these evidence-based practices, community
colleges can provide students strategies for overcoming academic challenges by use of a
pamphlet created by the community college district offered to all incoming students as an
informational handout. This pamphlet can be further extended into an informational workshop
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 163
for all incoming students and their parents and families to understand how remedial reading
students can overcome academic challenges and why college is valuable for student success.
#4—Strategies: Student approaches while transitioning: Peer connections and student
transitions. The fourth significant finding shared in this Executive Summary highlights the
most important points of peer connections and student transitions as parts of “strategies”
student participants described in this study. Student participants described their transitional
challenges, such as life issues, not attending college after high school, and transitioning from a
person in the workforce to a college student, which kept them from attending four-year
universities and deciding to enroll into their community college. Participants described their
support through their transition as being from family and high school teachers motivating them
to enroll into college after high school. Participants shared the benefits of peer connections in
their courses and described that making connections in class was beneficial to learning, and
creating study groups enhanced learning.
As a recommendation for community colleges to assist remedial students in their
transitions, learning communities can be implemented. A further recommendation would be to
implement academic coaches to assist students in their transition, providing them strategies to
incorporate in their support network of peer connections while on campus. These academic
coaches can help students advance in their abilities by assisting them in allocating on-campus
programs and services that may foster their connections with their community college peers as
they transition.
#5—Situation: Community college 101 hardships: Importance of community college
and reading. The last significant finding to note in this Executive Summary is the importance of
community college and reading. Participants in this study described their optimistic feelings and
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 164
advice on how to succeed in community college and reading but expressed challenges with not
having the proper vocabulary due to not reading as effectively as they would like or not being
able to hold high-vocabulary conversations with professionals such as doctors and lawyers.
Students felt that their vocabulary was not as well established as professionals fields with higher
education levels.
The implications for practice that are recommended to community college institutions
would be to create a student services program in which current students are involved in pairing
up with professionals and graduate students within the community who can offer their time to
mentor individual students and or whole classes of students. Participants in this case study shared
that that reading is important when trying to comprehend subject areas across the curriculum
especially when reading their math problems. The implications for practice that are
recommended to community college institutions would be to decrease the amount of Reading
courses in the course sequence leading students toward academic credit course level attainment
and increasing their success by combining only a few select Reading courses with these
academic credit courses such as math, history and science.
Recommendations for Future Research
Highlights that are important to note from the Recommendations for Future Research
section from this chapter can be found below. More in-depth recommendations for future
research can be found later in this chapter in the full Recommendations for Future Research
section.
First, when implementing recommendations for future research, it is important to allow
further analysis to continue while replicating this study to collect longitudinal and comparative
data and to implement recommended implications for practice needed for future research.
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 165
Second would be to implement a transition model to help incoming and current students with any
challenges they may face as they transition to better obtain their academic goals. Lastly, future
research should replicate this study by using a model based on the same theoretical framework,
Schlossberg’s Transition Theory, but with different participants from at minimum six different
community colleges. Data would be gathered as part of a longitudinal study. Interviewing
student participants over a longer period of time would allow for introspection into how student
challenges occur over time. This type of replicative model could be used to comparatively
analyze various levels of education from the end of high school to the middle of college levels.
This concludes Chapter 5’s Executive Summary. The next section in this chapter is an in-
depth Summary of Findings section.
Summary of Findings
Schlossberg’s Transition Theory framework assisted with the systematic arrangement and
appraisal of my findings for remedial reading student perspectives on the challenges they faced
that affected their academic success as they transitioned. There were four themes that provided
findings that emerged while working through Schlossberg’s Transition Theory lens. A fifth
emergent theme emerged that was not part of Schlossberg’s Transition Theory. I identified five
themes that surrounded these remedial reading student challenges; each fit within two to four
unique categories. The first four emergent themes are suitable with Schlossberg’s Transition
Theory lens; they include Situation, Self, Support, and Strategies. They are titled: Theme 1—
Situation: Community College 101 Hardships, Theme 2—Self: The Reading Student, Theme 3—
Support: On Campus and Theme 4—Strategies: Student Approaches While Transitioning. The
fifth emergent theme does not fit Schlossberg’s theory lens, and it is titled: Theme 5—Findings
not in Schlossberg’s Transition Theory: Student How and Why Advice. All five emergent
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 166
themes contain two to four emergent categories, providing remedial reading student perspectives.
The findings of this study are discussed in summary form and the literature that I reviewed can
be found below within Theme 1.
Theme 1—Situation: Community College 101 Hardships
Many factors were taken into account when investigating the first theme, “Situation:
Community College 101 Hardships.” Literature that I reviewed by Chickering and Schlossberg
(2002) suggested that the number of students who start college right after high school and end in
four years is slowly dropping due to a significant number of students needing additional time to
understand the reasons why they want to go to college. The findings that emerged from within
this first theme were the Importance of Community College and Reading, Transportation
Challenges, Work Challenges, and Financial Challenges. These findings provide understanding
into the challenges readings students’ face that keep them from accomplishing academic success,
thus creating their “community college hardships” in their situation. According to the literature
that I reviewed in Bettinger and Baker’s (2014) study, the process of transitioning through the
higher education system by first taking remedial courses can be challenging without appropriate
direction from the institution. The summaries of the four emergent findings are discussed in this
section, linking them as the same, opposite, or new with the literature that I reviewed.
Importance of community college and reading. The first emergent category explaining
student perspectives on the “Importance of Community College and Reading” focused on
students sharing their positive feelings regarding the importance community college and reading
had in their lives. Students who shared their views during their interviews and focus groups for
this study shared that they strive for an education but at times are held back by challenges that
create their situation. Students like Gracie offered their views, “I feel like sometimes some of us
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 167
are here in college because we actually want to study, we want to learn something new.” The
literature that I reviewed by VanOra (2012) explained that developmental students encounter
many obstacles on a daily basis. Gracie continued to explain, “Every day, we learn something
new, but we also want to get a career, but sometimes things get in our lives and hold us back.”
According to literature that I reviewed by Hagedorn and Kuznetsova (2016) community
college students begin their academic career without the educational knowledge and abilities
they need, which keeps them from higher educational achievement. Findings from the
participants during this study indicate that they felt that many benefits come from reading; as an
example, Dorothy said, “I feel like reading is a very important part for everyone, because reading
gets you everywhere.” Students also shared that they value having the large vocabulary that the
act of reading and reading courses can bring them. Student participants in this research sample
felt that reading is important since without it they would not be able to have a larger vocabulary
and the ability to speak to professionals or hold meaningful conversations. The literature that I
reviewed by Scott-Clayton and Rodriguez (2015) stated that remedial courses do not sufficiently
improve students’ capabilities or their opportunities for academic achievement. Findings from
the students who participated in this study’s research sample felt that their academic goals are
important to them and are motivated for success. As an example, Dorothy shared, “Put
everything aside and just focus. Just focus on reading and focus in school, because there is
nothing like school. Money can’t buy your knowledge that you’re going to learn in school.” The
literature that I reviewed by Brothen and Wambach (2012) explained that even though many
students are motivated to overcome obstacles that get in the way of their academic goals, many
students are not able to overcome this intimidating undertaking.
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 168
Transportation challenges. The second emergent category, “Transportation
Challenges,” narrowed in on the challenges that students face in their situation with
transportation to and from their college campus, which led to ongoing challenges to obtaining
their academic goals and success as they matriculated through their community college courses.
Margaret explained the struggle students’ encounter with transportation issues by stating, “Not
everyone has transportation, and without it, students won’t want to try to come to school.”
Students felt that without proper transportation, students do not attend their courses like their
peers who have transportation. Students agreed that public transportation arrives late to pick
them up, and this makes them tardy for their enrolled courses, causing a time conflict. Students
also described how the lack of having their own vehicle to drive to campus at times encumbered
their academic success. Their examples indicated the importance of transportation for remedial
reading students and explained how it added to their challenges as they transitioned within their
“situation.”
The literature that I reviewed in this area of the findings concerning transportation is
significant in that it deepens interpretation and gives perspective to the challenges remedial
reading students face as they transition in pursuit of their academic goals. The literature that I
reviewed by Kolenovic et al. (2013) shared that the City University of New York’s Accelerated
Study in Associate Programs strived at increasing graduation attainment by offering several
support opportunities to community college students who were in particular majors. Significant
to note is that all ASAP students in the program obtained Metrocards for public transportation
once a month. Participating in Accelerated Study in Associate Programs was significantly related
to students obtaining credits, transferring, staying in college, and obtaining their degree. I did not
anticipate these findings when the study was first initiated. This theme of transportation causing
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 169
challenges for remedial reading students was an important finding in this study.
Work challenges. The third emergent category, “Work Challenges,” concentrated on
students sharing their perspectives that create their “situation” as it pertains to the challenges
they face when having to work and attend college simultaneously. Participants revealed that they
felt it was difficult to schedule time to work and attend college since the hours overlapped,
causing them to miss out on either working or attending their scheduled courses. Students
remarked that studying and class attendance are greatly affected by having to work. In addition,
students stated that working affects their ability to concentrate in class. As an example, Edward
shared, “Sometimes they give me the night shift, and then it’s hard because I didn’t sleep the
whole night and then for the next day come to class.” Students shared that if they work and
attend class, they lack sleep, causing them not to pay attention in their courses. Students shared
that is difficult to find an equal balance between working and attending their courses. Margaret
shared, “You have to work to make money to eat, pay rent, and buy books and your classes and
then study to pass classes.” Participants shared that students miss attending their courses just to
go to work to make money to pay for their responsibilities, making attending college difficult.
Almost all of the participants agreed that having to work to meet financial obligations in
combination with keeping up with their studies while enrolled in college is challenging while in
their situation.
The literature that I reviewed discussed challenges for students who had children and did
not begin college until a later time or began as a half-time student, linking these characteristics
with low graduation rates. The literature that I reviewed involving work challenges discussed the
notion that work study significantly influenced graduation rates for community college students
(Attewell et al., 2011). I did not anticipate this finding when this study was first designed.
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 170
Financial challenges. The fourth emergent category, “Financial Challenges,” shared
student voices on the financial hardships they faced while in their “situation.” In the literature
that I reviewed, participants stated that students are set back by their financial situation, thus
affecting their academic goals. This occurred for Rita, who shared that at times financial
assistance is not provided to students and they have to work due to needing money to pay for
essentials, causing a delay in their goal of obtaining an associate’s degree within a two-year
period. Students shared that they found it difficult to purchase necessary textbooks since their
financial aid award did not arrive in time to purchase books before the start of the term.
Pluhta and Penny’s (2013) study that I reviewed discussed The Promise Scholarship and
deepened interpretation in that it found that with the removal of financial obstacles, college
students were able to attend college, enrollment increased, and students were able to see
themselves as college qualified. In addition, I reviewed Attewell et al. (2011), and they suggested
that students who begin at two-year colleges are impacted by financial aid, and it is the most
reliable forecaster of graduation. Bremer et al.’s (2013) findings that I reviewed found financial
aid to be an indicator of student achievement.
Flora and Mac shared that they found challenges with finances in that students had to
contribute to their family’s income by working, not allowing them to focus on their studies or
attend their courses. In the literature I reviewed, Plutha and Penny (2013) found that the cost of
college attendance has a significant impact on a student’s choice whether to attend, and students
who receive financial aid have a higher inclination to graduate from college. Students shared
their worries about finances and that whether they are able to pay for their college courses and
materials weighed heavily on their minds since they wanted to obtain their associate’s degree
and/or transfer. The literature that I reviewed shared that if students are unable to complete their
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 171
academic coursework, they are still required to pay back the debt they obtained through their
student loans (Hagedorn & Kuznetsova, 2016).
Theme 2—Self: The Reading Student
I considered many aspects during the analysis of the second theme, “Self: The Reading
Student.” Previous studies that I reviewed related to Schlossberg’s Transition Theory’s “self”
suggested that knowing the scope of life-changing circumstances shows the significance the
transition will hold for the individual person (Chickering & Schlossberg, 2002). The findings
that emerged within the theme of “self” were Goals and Success, Motivational Challenges, and
Motivation and Perseverance, lending better understanding of the “self” where challenges occur
pertaining to the reading student. Summaries of these three emerged findings and the literature
that I reviewed are discussed within Theme 2.
Goals and success. The first emergent category within the theme of “self,” “Goals and
Success,” was based on student participants being aware of their personal goals and most
importantly knowing the importance of those goals and how they can bring them success.
Previous literature that I reviewed has added to the discussion linked to student perspective
findings and was found to correspond with and deepen interpretations for student goals.
Participants were aware of the barriers that kept them from obtaining their goals. Most student
participants in this study shared that they wanted to graduate with their associate’s degree and/or
transfer to a four-year university.
The literature that I reviewed deepens interpretations of participants’ goals and adds that
remedial education can generally weaken community college pupils’ chances of obtaining their
goals of transferring to four-year colleges, with damaging implications for students who take
remedial community college mathematics and English courses. Literature that I reviewed by
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 172
Brothen and Wambach (2012) found that 25% of the community college student population
transferred to four-year institutions, but students who were considered developmental were less
likely to be among this group.
Participants felt that graduating might be challenging; as Gracie shared, “I started at such
a low reading level, and it will take me forever to accomplish my goals.” Literature that I
reviewed by Hagedorn and Kuznetsova (2016) found that 25% of community college students
who enroll in basic skills courses obtain a degree within an eight-year period. In the literature I
reviewed, Hagedorn and Kuznetova also shared that remedial students have low completion
rates, which is due to having to track through many levels until they are ready for academic
credit-bearing courses and curriculum.
Literature that I reviewed also shared that remedial students were concerned with the
amount of extra time it would take them to complete their remedial courses and be able to
matriculate into college-level courses that lead to graduation (Schnee, 2014). Participants were
aware of the setbacks these challenges will provide them if they do not accomplish their initial
goals; as Raphael noted, “They’ll affect me by backing me up, not finishing on time, taking
longer to finish my classes or taking longer to transfer.” Students also shared how they want to
be the first ones in their families to graduate and not have to struggle like their parents. Students
felt that it would take them longer than two years to accomplish their goals due to the challenges
that they face.
Motivational challenges. The second emergent category, “Motivational Challenges,”
focused on participants sharing the reasons they have motivational challenges in their Reading
19 course. Literature that I reviewed deepened interpretation and corresponded to student
perspective findings in relation to the challenges community college remedial reading students
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 173
face as they matriculate. Participants shared various examples of reasons why they faltered in
their courses and their experiences with other students they have seen who have motivational
challenges. For example, Margaret stated,
Sometimes, students just stop showing up ‘cause either the class is too difficult or too
easy, or they just get bored or drop out ‘cause they see their friends getting ahead in the
class and passing, and then they lose the feeing to continue, or class gets too easy, then
they decide they are not being challenged and drop out. It just depends.
Literature that I reviewed by Hagedorn and Kuznetsova (2016) found that remedial
students have low completion rates due to having to go through so many levels of classes until
they can reach courses that are credited and count towards their academic goals. Participants in
this study shared that they have seen students not attending their courses due to the lack of
interest or finding the reading material “too boring.” The literature that I reviewed offers reasons
for students becoming discouraged and not obtaining their academic goals, including students
becoming dejected and discouraged from reaching their goals of continuing to their next level of
English when they have to repeat their remedial English course over again (Schnee, 2014).
In this study, participants discussed understanding the struggle with reading and finding it
difficult to ask questions for fear of being teased by their peers. They shared that they would
rather not attend their courses so that they do not get made fun of by their peers. Students lost
their motivation upon seeing their peers succeeding when they were failing their courses, and
they tended to drop out of the class due to lack of motivation. Literature that I reviewed by
Schnee (2014) found students who had to retake their developmental course rather than continue
to the next-level English course felt discouraged. Student participants in this study described that
their motivation becomes challenged when their friends and families distract them from their
goals. Overall, participants knew the importance their motivation had for their futures; as Mac
shared, “I know this is going to help me and take me to the path I want to go to.”
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 174
Motivation and perseverance. The third emergent category within the theme “self,”
“Motivation and Perseverance,” centered on participant voices in regard to their feelings about
how they needed to have motivation and perseverance to be successful despite the academic
challenges they faced. As Margaret shared, “I think if you wanted, you could do it, and you
could pass the class, no matter what the situations are.” From the literature that I reviewed,
community college students who were academically advanced in college had higher self-value
skills and were more likely to lack performance-avoidance objectives when compared with their
peers who had lower self-value; these students were more likely to have destabilized
performance-avoidance goals, weakening their chances for graduation (Hsieh et al., 2007).
Student perspectives in this study offered advice such as “changing your mindset” for success is
challenging but important for perseverance. Students also provided advice on helping struggling
students succeed: by remaining focused on goals and taking proper steps, success occurs with
perseverance.
The literature that I reviewed shared that there are many variables that gave students
perseverance to continue on to their next college semester, and a subcategory that was
interrelated had to do with student continuation, advancement, and increased whole grade point
average. Participants in this study described how they would help a struggling remedial reading
student in need of advice; as an example, Lorenza commented,
I’d tell them, “Don’t give up. Motivate yourself. You can do more than you know. Even
though you’re struggling, if you spend at least, maybe, two hours a week, you’ll get it.
Just actually put effort into it, and you’ll see the results once you are doing stuff.”
Students shared that if a student wants to motivate themselves and persevere, they must believe
in themselves, and that success brings motivation. The literature that I reviewed by Koh et al.
(2012) stated findings regarding three remedial students who shared if they did not pass their
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developmental course, they would take course over again and shared new approaches that they
would utilize to increase their chances of success.
Participants in this study discussed the importance of motivating oneself, having long-
term goals for the future, and not being afraid. Rita shared that challenges bring choices, and it is
up to the student to select the proper direction:
Don’t let things affect you, because in a few years, you’re gonna look back and realize if
you let the little stuff get to you, you would’ve never passed the class. So, you have two
choices, either you stay struggling that moment, or you study and work hard for that class
to pass.
Students in this study advised their peers to not give up and continue to persevere in pursuit of
their goals despite their struggles. In the literature that I reviewed, findings suggested students
who lack self-efficacy and goal orientation are more likely not to graduate from community
college (Hsieh et al., 2007; Martin et al., 2014).
Theme 3—Support: On Campus
Several aspects were analyzed during the third theme, “Support: On Campus.” Literature
that I reviewed related to Schlossberg’s Transition area of “support” suggested that support can
be seen as the kind of aid that is available for those in need (Goodman & Anderson, 2012).
Emergent categories that occurred within the theme of support discussed findings on types of
support students received on their campus, including the Assessment Test, Advisement
Challenges, and Professional Development. Summaries of the three emergent findings and
literature that I reviewed are discussed below within Theme 3.
Assessment test. From the literature that I reviewed, Schnee (2014) found that students
who took their assessment tests felt disappointed and discouraged by their placement into
remedial courses as well as the extra time it would take them to obtain their degree while being
remedial students and the lack of information given to them in regard to the importance of the
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 176
assessment test on their academic careers. This first emergent category, “Assessment Test,”
focused on participants’ disclosures about the challenges they encountered from utilizing their
on-campus support, an assessment test. Rita shared that she felt that she could have done better
on her assessment test and that due to personal issues; she was distracted while taking the exam,
causing her score to be lower than if she were focused. Student participants in this study felt that
they were not prepared enough, nor were they advised to study for the assessment and were
misinformed of its importance. As an example, Raphael shared, “I feel like people should have
let me know that was going to be the test that will place you in all of your classes for the rest of
your schooling.” Participants felt as though they were not prepared for the assessment test, had
forgotten concepts they were tested on during the assessment test, and that they could have used
refresher or review material to properly prepare since the concepts they were tested on were from
what they learned in the past.
Rita, like other participants, became aware too late that “students need to be prepared,
‘cause if not, they will take classes they don’t need and waste time.” The literature that I
reviewed by Melguizo et al. (2011) shared that students who took an assessment test and were
placed into and required to take remedial courses performed just as well as students who were
non-remedial students. Student participants in this study shared that they were later aware of the
importance of the assessment test and that it was a forecaster for their goals, affecting their
academic futures.
Students felt that the assessment test placed them incorrectly, and as a result, they were
delayed in their goals. According to the literature I reviewed by Brothen and Wambach (2012), it
was suggested that course placement in developmental courses was linked to low graduation
rates. Flora, like other participants, felt that she was not prepared for her assessment test, and
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 177
when she was told by her academic advisor that she had to take a reading course, she stated, “I
didn’t focus right, and it made me feel really bad. Because I knew I was able to do better and,
well, now I’m here, trying to pass.” Literature that I reviewed by Scott-Clayton et al. (2014)
suggested that a significant number of students were improperly placed into their remedial
courses. Participants in this study stated during their interviews that they felt very badly about
how they scored on their assessment test due to lack of preparation from their institution and felt
that they should have been placed in more advanced or higher-level courses than Reading 19
level.
Advisement challenges. Participants in this study offered their views in detail on the
challenges they faced with the on-campus support of their academic advisors. Literature that I
reviewed on community college advisement discussed the benefits students receive from their
academic advisors and how this assistance helps their success rates. The literature that I reviewed
by Brothen and Wambach (2012) reflected the positive effects that distinctive advisement has on
remedial community college students’ graduation and success rate. This study’s student
participants identified and explained that their challenges came from not knowing which courses
to take and shared their dissatisfaction with having to take Reading 19, which delayed their
academic progress.
In the literature that I reviewed by Kolenovic et al. (2013), it was found that the main
predictor of student graduation success was student involvement with their advisors in academic
advisement meetings. The findings from the participant interviews and focus groups in this study
reported students admitting to feeling “lost” regarding the need to enroll into their courses.
Participants shared that they do not have trust in the capabilities of their advisors. As Rita shared,
“He has too many students to take care of.” Participants complained about how advisors did not
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 178
provide them the assistance they needed and that they had difficulties setting appointments to see
their advisors due to an over population of students and student schedules not aligning with the
available appointment hours provided to them for academic advisement, which in turn affected
their progression toward their goals. Literature I reviewed from Kolenovic et al. (2013) discussed
how hands-on academic advisement promotes successful academic results for community
college students.
Participants in this study provided advice for current and incoming students on what to
ask their advisors and how to be prepared when communicating with their advisor. Some of the
participants had no experience with their advisors due to the advisors being overbooked and
unable to meet with them for an appointment. Some participants during the interviews and focus
groups provided questions that they would ask their advisor since they had experience during an
appointment concerning their academic goals and futures. Most student participants either heard
or encountered a negative experience concerning academic advisement at their institution.
Professional development. This third emergent category, “Professional Development,”
showed students’ views on the support they are provided on campus by their professors.
Participants discussed various challenges they faced with their professors on campus. They
shared that they found their teachers in high school to be more effective with the level of support
they provided than their college professors. Students felt that with proper communication,
professors can motivate their students to want to do better in their courses. The literature that I
reviewed by Nagda et al. (1998) shared that faculty and student interaction strongly influences
student graduation rates; however, due to professors teaching part time, they do not have much
time for student interaction after classes are taught. In the literature that I reviewed, Moss et al.
(2014) found that remedial student accomplishment was higher when community college
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 179
remedial students were taught by full-time teachers. Literature that I reviewed by Goldrick-Rab
(2010) offered findings echoing the notion of part-time faculty being the reason for low
community college graduation rates and added that part-time faculty rarely obtain professional
development activities and share minimal time with their students.
Student participants in this study shared that their course material can be boring, and
some students do not excel at test-taking strategies. As Mac shared,
It kinda gets a little bit boring once you read the same, over and over, the same book, and
then the one thing I’m not really good at is doing tests. That’s what kind of like makes
my grade go down.
The literature that I reviewed by Brothen and Wambach (2012) found that college faculty often
only concentrate on their subject area and not on learning new strategies to help teach their
students abilities that are important in other areas.
The literature I reviewed by Rueda (2005) discussed professional development for faculty
being important as it allows new ideas to be brought into the classroom. Participants offered their
perspectives and shared that professors play a role in students’ comfort level when asking
questions in class and how they will be perceived by others. Students went on to discuss that
professors need to have patience with their students, and as Margaret shared, students need to
have “a good working relationship with the professor because they are able to tell us how we’re
doing in class.” Margaret communicated her advice for professors to be able to help their failing
students by “individual counseling to help each student who needed help.” Literature I reviewed
by Koch et al. (2012) found that students felt more self-assured as they reached their
achievement in their developmental courses when they had the help of their professors.
Margaret also shared that students need to find the reading material enjoyable in order to
have the desire to continue reading, which affects course grades. She said, “If I’m not into
nonfiction, I’m not going to be so into the story, then I fail classes. I gotta like the readings to get
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 180
into them.” Student participants discussed on how professors help them with success by having
them prepare for courses by reading the course material before class and asking questions based
on the readings once in class for further clarification. Students in this study agreed that
professors who provide a welcoming and positive classroom with proper levels of
communication allow students to feel comfort when asking questions in class and promote
overall academic success for students.
In the literature that I reviewed by Moss et al. (2014), findings shared that teacher
characteristics influenced developmental student success in their English classes. Participants in
this study discussed that the importance of positive faculty communication and character were
indicators of their success. Literature that I reviewed described academic coaching serving as an
indicator for students’ positive achievement and success rates (Bettinger & Baker, 2014; Bremer
et al. 2013; Brothen & Wambach, 2012). Literature that I reviewed by Chickering and
Schlossberg (2002) found that training faculty to properly address the needs of students can raise
student achievement and graduation rates.
Theme 4—Strategies: Student Approaches While Transitioning
Several aspects were investigated during this fourth theme, “Strategies: Student
Approaches While Transitioning.” Literature that I reviewed suggested that support can be seen
as the kind of aid that is available for those in need (Goodman & Anderson, 2012). The emergent
categories that occurred within the theme of “strategies” were Peer Connections and Student
Transitions; they can be seen as strategies students utilize while transitioning. Summaries of the
two emerged findings and literature that I reviewed are discussed within this Theme 4.
Peer connections. The first emergent category, “Peer Connections,” discussed ways for
remedial students to strategize their transition to assist them with the challenges they face,
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 181
concentrating on students making peer connections. Literature that I reviewed by Chickering and
Schlossberg (2002) discussed principles for students coping when going through a transition and
the action students should do would be to first act upon altering the transition, struggle, or
concern by seeking council from others and come up with an innovative strategy. Literature I
reviewed by Chickering and Schlossberg described that students alter the implications of the
transition, struggle, or concern by realizing that all transitions require phases to adjust to new
circumstances and that making optimistic assessments by comparing oneself to others less
privileged brings positivity to the new phase. Participants shared that making connections with
students in class can be beneficial to learning if students are struggling and creating a study
group with student peers is a way to help each other with learning. Students in this study
discussed that they motivated and encouraged each other in class to continue and to be
successful.
In the literature that I reviewed, Clark (2012) conducted a study and found that students
collectively identified with having reassuring relationships and feeling a sense of fitting in was
influential in the way they developed confidence and in how they successfully completed their
objectives. In this study, Lorenza explained that students can provide each other support by
joining a group in case an absence occurs and the student needs to know what they missed and
“not fall behind.” In the literature that I reviewed, Clark concluded that a student’s feeling of
belonging and discussion with peers on shared challenges, such as hearing about others’
struggles while in college, contributed toward perseverance in ways and proved beneficial for
students. Margaret shared that her professor helped her understand the importance of an
education; she stated, “So, I feel, like, some way support from classmates, and a good teacher
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 182
makes me have a different point of view of school and the way of thinking. It does really
matter.”
The literature that I reviewed by Clark (2012) found that a student’s individual cohesion
with college faculty and fellow students gave them more reassurance to persevere over hurdles
that occurred while on the journey to graduation, such as monetary, institutional, and individual.
Gracie discussed the importance of having friends as a support system in class and that having a
friend who will “take action and help you” is important. Margaret advised that finding a support
system that includes students who are like-minded and goal orientated is critical for students who
want to accomplish their goals. The literature that I reviewed by Roggow (2014) found that
students are likely to drop out of college due to not being a part of or involved in the college
community and/or not feeling properly supported or endorsed.
Student transitions. In the literature that I reviewed by Schlossberg (2011), all
individuals have undergone transitions in their lives and these transitions change our existence,
character, afflictions, customs, and expectations, and even anticipated transitions can be difficult
and disappointing. This second emergent category, “Student Transitions,” is centered on student
challenges that the participants faced as they transitioned into their college setting.
Literature that I reviewed by Evans et al. (2016) found that oftentimes individuals who
are at the initial stages of their transition face difficulties with a sense of belonging, making their
transition much more difficult. Student participants in this study shared that having challenges
kept them from attending four-year universities, such as Gracie having life issues with her
mother being diagnosed with cancer, a low high school grade point average, and feeling that due
to these setbacks, she had to enroll into a community college. Literature that I reviewed by
Hagedorn and Kuznetsova (2016) found that four-year universities do not admit students who
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 183
need to take developmental courses; instead, they direct these students toward community
colleges.
Other students, like Margaret, shared that after high school they did not attend college
first and went to a trade school, then transitioned to community college. Literature that I
reviewed by Brothen and Wambach (2012) found that developmental education has different
meanings in diverse situations to different students, and they added that when remedial courses
were suggested to community college students and they did not enroll in those developmental
courses, they were found to have lower overall grade point averages and registration rates than
students who were required to take and subsequently completed remedial courses. Rita described
being challenged in her role and transitioning from a person in the workforce to a student.
Literature I reviewed by Chickering and Schlossberg (2002) stated that individuals
slowly move from their previous pattern and create new phases and associations during their
transition. Students in this study discussed reasons why they selected a community college over a
university; for example, Mac shared, “It was like in a way I picked the community college
because universities are way more expensive than the community colleges, and universities have
more requirements than the community colleges do.” Participants felt that community colleges
were their first attempt at college since universities are more expensive and rigorous, while other
participants preferred working over attending a university to gain financial means. Literature that
I reviewed by Dowd (2007) stated that community colleges have few registration prerequisites
and offer incoming students low tuition costs.
Findings from participant interviews suggested that students received strong support from
their families and high school teachers to transition to community college. As an example of
family support, Mac shared that his parents were strong influencers and stated, “That’s why they
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 184
always influenced me to go to school, so I could have like a better education and a better life.”
Most students felt that their high schools prepared them for community college-level work. As
an example, Raphael shared, “So, I feel like high school did prepare me for difficult tasks.”
Participants shared how their high school teachers were instrumental in motivating them and
influencing them to attend college by providing a positive outlook for attending community
college. Literature that I reviewed suggested that the way a person effectively copes with
adjustments in their life is linked with how they identify the transition in connection with their
circumstances (Schlossberg, 2011).
Theme 5—Findings not in Schlossberg’s Transition Theory: Student How and Why Advice
The emergent categories that occurred within the fifth theme of “Findings not in
Schlossberg’s Transition Theory: Student How and Why Advice” were Category 1: Student
Advice on How to Overcome Academic Challenges and Category 2: Student Advice on Why
College is Valuable for Success. Participants in this study provided advice from their
perspectives that did not fit Schlossberg’s Transition lens on important topics concerning
overcoming challenges and the value of college for success, which can be helpful for current and
incoming students. The summaries of the two emerged findings and literature I reviewed are
discussed within Theme 5.
Student advice on how to overcome academic challenges. The first category that was
not part of Schlossberg’s Transition Theory, “Student Advice on How to Overcome Academic
Challenges,” discussed participants’ perspectives on ways in which students can overcome
academic challenges. Participants offered their personal accounts of how they keep themselves
positive and overcome challenges. Findings in this study indicated that students motivate
themselves so that they can be successful. As an example, Raphael shared his views on students:
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 185
They assume they’re going to fail. Just by missing a couple of assignments, they think
they will be failing. People assume that they’re going to fail and just decide not to come
to class. But don’t give up; keep coming to class.
Participants in this study advised incoming and current students to challenge themselves
to overcome the obstacles that they face. Other advice was related to participants feeling that in
order for students to be successful, they need to schedule their courses appropriately to allow
time for both their personal lives and study time so that they can be academically successful and
make a plan of action that would allow them to complete their goals. During the interviews and
focus groups, participants provided helpful tips to students who may need advice on how to
overcome academic challenges. Gracie described enjoying motivational success stories that
made her want to overcome her challenges.
The literature that I reviewed by Rueda (2011) suggested that low-achieving students
keep to the notion that they are not intelligent enough to succeed. Participants in this study
provided their advice to other reading students; Edward stated, “Think positively,” and Flora
shared, “Don’t be your own obstacle.” Mac advised, “You need to leave fear to the side because
it’s not good at all. You need to empower yourself.” Participants provided advice that emerged
as findings that gave insight into how to overcome academic challenges based on their firsthand
experience being Reading 19 students. The literature that I reviewed found empirical findings
from several studies indicating that students who lack self-efficacy and goal orientation are more
inclined to not graduate from community college than their counterparts who are successful in
school and have greater self-value and non-avoidance goals (Hsieh et al., 2007; Martin et al.,
2014).
Student advice on why college is valuable for success. The second category that was
not part of Schlossberg’s Transition Theory, “Student Advice on Why College is Valuable for
Success,” discussed findings that reflected participants’ views on why college is important for
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 186
their academic success. Participants in this study felt that being a student and attending college
was beneficial to them in various ways. They described wanting to accomplish their goals to
make their parents proud, to be role models for their children and families, and to be able to be
financially secure and have a better life than their current one. In literature that I reviewed,
VanOra’s (2012) study described that students were driven to persevere by the idea that they
were involved in new concepts while being role models to their family members and friends.
I did not anticipate the findings from this theme when beginning this study. The findings
are unique and provide student advice on why college is valuable to them for success, including
Mac sharing his views on remedial students: “That’s probably a reason they come to college, to
get a better life, to try to succeed where other people failed, to accomplish more than their
parents did, so that their parents can be proud of them.” Rita shared that students like her have
“hope for a better future than what their parents had.” Margaret described not wanting to
“struggle like her mother” and feeling that attending college is the way to have a better future.
Findings suggested that some students wanted to attend college so that they could achieve
more than their parents achieve and have a more successful future, and they felt that reaching
their goals in college could offer them more “opportunities” for their futures. Students provided
positive outlooks and advice, linking college as being of most value to them for obtaining their
academic success. As Raphael shared when talking about the benefits of students attending
college, “They’re adding something to their life, something good like education, and you have a
title.” By sharing these findings, students felt that they could be academically successful and
found value in attending college.
The next section in this chapter discusses this study’s strengths and weaknesses through
an in-depth explanation.
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 187
Strengths and Weaknesses
The strengths for this in-depth case study using qualitative methodology are that I was
able to recruit a large number of students to participate in my study, providing me fruitful focus
group and individual interview findings. My data analysis used triangulation methods that
included nine individual interviews and two focus groups (three students on the first focus group
and six different students during the second focus group) with the same students who gave
insight into the challenges that remedial reading students face as they transition that affect their
academic success. These students were all from the same Reading 19 course section, making for
more concise student responses since these students all shared similar experiences in their course
and as they matriculated into and through the course together.
Being able to have two separate focus groups offered significant meaningful data and
findings since the second focus group had six individual interview participants. The weakness of
this case study was that on the first day of holding student individual interviews and the focus
group, only three participants arrived, allowing for a smaller group discussion. However, this
actually turned into a positive instance since due to the intimate, small group setting, participants
felt very compelled to share their sensitive and serious emotions, making for intensive data
gathering during the individual interviews and focus group that day. On the other hand, when the
other six participants participated in the individual interviews and focus group on the following
meeting day, they were much more pumped and excited since they were a large group of
students during the focus group setting and knew each other from the class, allowing for the
familiarity of a class setting. They built ideas off each other’s thoughts and perceptions on the
topics discussed during the second focus group. Both groups provided comprehensive data but in
different ways due to the different atmosphere created by the number of participants in each
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 188
focus group.
Another weakness is that this case study’s time frame for data collection was a single
semester of time, which did not allow for more data to be gathered for a longer duration. If data
were collected over a longer period of time, the discovery of how reading students face further
challenges as they matriculate and defining these specific challenges in other courses as they
matriculate may prove significant for providing services to these reading community college
students so that they can obtain academic success. With this in mind, we must remember that the
Reading 19 students who participated in this study were all freshmen incoming community
college students since Reading 19 is the first of several sequenced courses students are placed
into if they score below the cut-off benchmark to enroll in credit-bearing college-level courses.
Thus, tracking their perspectives as they matriculate through their courses could offer
significantly deeper understanding of views they expressed.
The next section in this chapter discusses the implications for practice in this study.
Implications for Practice
This case study’s results can be utilized to advise and notify community colleges to offer
their students the proper support and services needed to assist them with the challenges they face
as they matriculate through the community college pipeline towards obtaining their academic
goals with success. The challenges community college remedial reading students face as they
matriculate affect their academic success and have a deeper meaning by allowing understanding
of the many similar challenges that community college students share across the curriculum in all
courses.
This case study’s findings can help inform discipline areas that are associated with
community college remedial students and the challenges they face as they transition. Its findings
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 189
have specific implications for practice and research for an expectant social change on levels
encompassing the individual student, institutional, and community. The implications for practice
are tied to adding more understanding and solutions for answering the two overarching research
questions: What do community college students enrolled in remedial reading perceive as the
challenges they face while trying to matriculate? How do these challenges impact their academic
success?
The implications for practice are based on the five emergent themes: Theme 1—
Situation: Community College 101 Hardships, Theme 2—Self: The Reading Student, Theme 3—
Support: On Campus, Theme 4—Strategies: Student Approaches While Transitioning, and
Theme 5—Findings not in Schlossberg’s Transition Theory: Student How and Why Advice.
These five themes individually describe the contributing factors that are challenges remedial
reading students face as they transition, affecting their academic success. Learning about the
student perspectives as well as existing literature indicating the challenges remedial students
encounter as they transition brings the need to identify implications for practice.
The implications for practice in this study are offered to two-year community college
institutions who serve remedial reading students as well as any other higher educational
institution that serves students who face similar challenges affecting their academic success as
they transition. Implications for practice can also be utilized by students who would like to be
informed on the types of challenges they might face as current and or incoming students,
allowing them to gain awareness, resulting in higher academic success rates for reaching their
desired goals and objectives. The results of this study and implications offered inform and serve
as indicators for change if followed within community college institutions and districts, as well
as for their administrators and chancellors and state and federal funding sources, providing
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 190
further funding to community colleges during accreditation and increasing student success
scorecards across districts with the implementation of the implications recommended during this
study, thus providing further funding to create student service programs. Community colleges
can utilize the implications for practice given in this study to understand and resolve the
challenges remedial students face presented in the four themes that utilized Schlossberg’s
Transition Theory “S” factors as well as the fifth theme that emerged that did not fit Transition
Theory to assist students with obtaining a successful transition and increasing their academic
setbacks due to the challenges described in this study.
Theme 1—Situation: Community College 101 Hardships
The findings in the theme “Situation: Community College 101 Hardships” describe the
challenges remedial reading community college students shared that affected their academic
goals and success. Implications for practice are offered to the specific community college
institutions and remedial student audiences regarding the importance of community college and
reading, transportation challenges, work challenges, and financial challenges. During interviews,
students voiced a positive understanding of the importance community college and reading hold
in their lives. These students also shared that they are motivated to be successful but are held
down by obstacles in their lives. The implications that need to be recommended are based off the
challenges that students shared having to do with transportation, work, and finances.
Importance of community college and reading. Participants described their optimistic
feelings and advice on how to succeed in community college and reading but expressed
challenges with not having the proper vocabulary due to not reading or being able to hold high-
level vocabulary conversations with those in professional fields such as medicine and law since
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 191
students felt that their vocabulary was not as well established as those with higher education
levels.
In the literature that I reviewed by Hagedorn and Kuznestova (2016), remedial students
had low completion rates. The implications for practice that are recommended to community
college institutions would be to create a student services program in which current students are
involved in pairing up with professionals and graduate students within the community who can
offer their time to mentor individual students and/or whole classes of students. The mentor/
mentee relationship can also be guided by having discussions on a selected book or books that
students are reading in their courses to build their conversation and reading/vocabulary skills.
Through this mentorship, students will not only gain role models but also increase their
vocabulary and reading skills, which are essential to their academic success, assisting their
situation and increasing their completion rates.
In the literature that I reviewed by Hagedorn and Kuznetsova (2016), low completion
rates are caused by remedial students having to track through several levels of courses until they
are able to reach their academic credit courses and curriculum. Participants in this case study
shared that they feel that reading is important when trying to comprehend subject areas across
the curriculum as they shared, especially when reading their math problems. The implications for
practice that are recommended to community college institutions would be to decrease the
amount of Reading courses in the course sequence leading students toward academic credit
course level attainment and increasing their success by combining only a few select Reading
courses with these academic credit courses such as math, history and science. By doing this,
students will learn the vocabulary and reading curriculum as it pertains to the content being
taught in the academic credit level courses. This can be done by pairing Reading and credit
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 192
course level faculty members to team teach and the reading faculty member to center their
reading teaching focus in the classroom with their students on techniques that will aid the credit
level course content being taught and tested. Which will not only benefit the reading student who
will take less reading courses needed toward graduation but also assist their learning of academic
credit courses.
Students shared that reading and community college is important and that with
determination, success is possible to students. With the implementation of these implications for
practice students will be able to feel more confident and accomplished increasing their
vocabulary and conversation skills which overall will better their situation.
Transportation. The problematic issues with transportation students shared have to do
with not having proper transportation. Students found it difficult to attend their courses on time
and sometimes not at all, lowering their chances of reaching their academic goals. The
implication for practice that community college institutions should be addressing can range from
providing transportation services to students, such as a bus designated for their students which is
located throughout the community, so that students are able to receive the transportation
necessary to help them attend their courses. In the literature that I reviewed by Kolenovic et al.
(2013), findings suggest that the City University of New York’s Accelerated Study in Associate
Programs strived at increasing graduation attainment by offering Metrocards for public
transportation to community college students. Partaking in this program was significantly related
to students obtaining credits, transferring, staying in college, and obtaining their degree.
Implications for practice for transportation can also be done by institutions renting or
selling at a low cost to their students scooters, skates, and skate boards to utilize for their
transportation. The institution can create a “buddy system,” gathering days and times that
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 193
students attend class and linking students with their peers who live near each other to ride share
to class at the same days each week. These recommendations are based upon students’ needs,
and the outcome for carrying out these transportation services will allow for students to arrive to
their courses on time and not be absent, allowing for higher student success, transfer, and
graduation rates, easing their situation.
Work and finances. Participants voiced concerns with challenges they faced with having
to work and needing financial support to increase their academic success, which meant they had
to take courses and work simultaneously. They shared that they needed to work to earn money to
pay for their cost of living expenses, tuition, and books for their courses, but working kept them
from completing their studies. Therefore, it would be beneficial for institutions to create new
ways to increase academic support for all current and incoming students in these areas. Findings
from literature that I reviewed in Attewell et al. (2011) suggested that work study significantly
influenced graduation rates for community college students since they were much more sensitive
to economic sustainability and the financial aid gradient than students who began at four-year
colleges. It should be indicative that community college institutions take notice of the need
students have to obtain financial means to pay for their college and life necessities and provide
students opportunities to be able to participate in work study on their campuses. Another
implication for practice to recommend to community college institutions is to create a program to
link students with employers who understand the time students need to attend college, study, and
complete their assignments so that students are able to work hours that correspond with their
college schedules and make an income that can assist them with their academic and life needs.
These implication recommendations are all based upon remedial reading students’
situation, facing challenges with transportation, work, and financial needs that participants
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 194
expressed during their interviews. If carried out, these recommendations would provide greater
opportunities for students to overcome the obstacles keeping them from obtaining their academic
goals by increasing their academic success rates through these types of assistance.
Theme 2—Self: The Reading Student
The findings in Theme 2—Self: The Reading Student describe the challenges remedial
reading students discussed experiencing during their transition to community college, which in
turn affected their academic goals and success. Implications for practice are offered to specific
community college institutions, their administrators, and remedial student audiences regarding
the importance of understanding the challenges remedial reading students face regarding their
goals and success, motivational challenges, and motivation perseverance as it pertains to their
“self,” the individual community college remedial student.
Goals and success. Participants reporting having the goal of graduating with their
associate’s degree and/or transferring to four-year universities but being held back by all of the
courses they have to matriculate through. The implications for practice for community college
institutions would be to pair courses so that students are completing recommended courses at
faster rates. Another recommendation to increase student success would be to create a program
that provides students coaching/tutoring and mentorship in their remedial courses so that if
students have additional questions or concerns outside and inside of their courses, they are able
to voice them before their grades become lowered due to not getting the academic assistance
they need. The coach/tutor would sit in remedial reading student courses and help students in
their courses with questions as well as outside the classroom in the learning center laboratory by
providing tutoring services. Further implications for practice for community college institutions
would be to provide incoming students an informational orientation session, informing them of
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 195
the varying levels of remedial courses they will need to matriculate through to reach their desired
goals. These implications must be implemented so that individual students will be able to
understand and have knowledge of the requirements and dedication necessary to become
academically successful as it pertains to their individual “self” as they transition.
Motivational challenges and motivation and perseverance. The problematic issues
that are being addressed are the challenges remedial reading community college students face
with their motivation as it applies to their individual “self.” Participants shared that they stop
attending their reading courses due to losing motivation to continue because the course is either
too difficult or too easy. Participants also described becoming discouraged due to their peers
advancing while they were failing their courses. Participants also found that they stopped
attending their reading courses due to losing interest in the learning material because it was “too
boring.” Implications for practice that would be recommended for community college
institutions to implement would be to allow students to select their learning material so that they
can have a voice in the types of textbooks and learning materials they used in class so that they
can find interest in the subject matter, increasing their abilities for success. Participants shared
advice that could help struggling reading students, and they were highly motivated to persevere
despite their challenges. The implications for practice that are recommended to community
college institutions would be to create a student services program in which incoming reading
students are paired with senior-level remedial reading students who are motivated to persevere,
as was shared during the findings when participants provided their perspectives and were highly
motivated to provide struggling reading students advice on how to be successful and be
successful despite the challenges affecting their academic success as they matriculate.
These implications are helpful for community college institutions to implement so that
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 196
students are able to feel that they have a voice in the selection of learning material they will be
using throughout the semester. In addition, by pairing incoming remedial reading students with
motivated students who can provide advice for them to not lose their determination to succeed
and reach their academic goals, community college institutions are able to help remedy student
challenges as they pertains to their individual “self” as they transition through their courses
toward graduation and/or transferring to a four-year university and increase student academic
success as they transition up, in, and through their community college academic experience.
Theme 3—Support: On Campus
The findings in the Theme 3—Support: On Campus describe the transition challenges
that participants discussed, which in turn affected their academic goals and success. Implications
for practice are offered to the specific community college institutions and remedial student
audiences regarding the importance of understanding the challenges remedial reading students
face regarding their Assessment Test, Advisement Challenges, and Professional Development as
they pertain to the types of support remedial community college students obtain on their campus.
Assessment test. Remedial reading students voiced their struggles with their assessment
test as support offered to them on their community college campus. The results indicated that
participants were discouraged by their low placement into their remedial courses as well as the
extra amount of time it would take them to reach their goals. They also voiced their
disappointment with not being given proper preparation, as well as lack of guidance and
information on the importance and weight that their assessment test held in affecting their
academic future. Participants admitted to feeling not prepared to take their assessment test and
felt that they could have done better on their assessment test if they had reviewed material to
properly prepare them since the concepts they were tested on were one they learned long ago.
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 197
According to literature that I reviewed by Scott-Clayton et al. (2014), a significant
number of students were misplaced into their remedial courses by use of an assessment test as an
indicator of student capability. An implication for practice given to community college
institutions to offer their incoming and current students unaware of this situation would be to
offer them the opportunity to brush up on their academic skills in a refresher course that offers
sample questions that appear on their assessment test. Another implication for practice would be
to offer students the opportunity for preparation as incoming students to learn about the impact
the assessment test has on their academic goals, inviting parents and family to accompany
incoming community college students to offer them support and understanding of their
transition. The orientation meeting would discuss the magnitude the assessment test held for
students if they decide to not take their test on a day they are fully prepared. Literature that I
reviewed by Giordano and Hassel (2016) argued that more highly developed methods of
placement in combination with proper support are greatly needed by students who are
underprepared for higher education.
Further implications for practice are recommended to community college institutions.
According to literature that I reviewed by Brothen and Wambach (2012), solely utilizing a single
test, such as a college placement test, without the use of other information to determine a
student’s future is not easy to substantiate. In literature that I reviewed by Scott-Clayton et al.
(2014), they utilized organizational data such as high school transcripts, developmental
assessment scores, and college grades to strengthen their exploration on assessment test
effectiveness. Based on these findings, an implication for practice is utilizing another source of
assessing student abilities, such as requiring remedial reading students in all of their reading
courses to take pre- and post-tests during their courses administered by their professors. These
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 198
pre- and post-tests will be utilized to assess student abilities in the beginning of their enrolled
courses and after their courses. The pre-tests gauge whether students are properly placed by the
assessment test in their reading courses, and the post-tests gauge whether students are ready to
move on to their next credit-bearing course.
In the literature that I reviewed from findings by Hagedorn and Kuznetsova (2016), they
added that due to the incongruence between high school and higher education requirements,
students in certain states are required to complete assessments while they are in the 11th grade to
assess whether they will place into remedial education courses to see if they will need further
support while completing their senior year in high school. Based on these findings, the
implication for practice recommended to community colleges would be to create a college
entrance bridge program with local high schools, informing students throughout their time while
in high school of the requirements needed to enroll in college-level courses. During these bridge
program meetings, high school and college academic advisors will meet with high school senior
students and look at their high school transcripts and interview students in a casual fashion to
understand exactly what the individual student enjoys learning about as a basis to help students
select their academic majors so that when they enter college, they will not waste their time in
courses they do not like, aligning with increasing student success and abilities to reach their
academic goals faster. During these bridge program advisement meetings, students will be given
selected readings describing majors offered at the community college and the requirements of
those majors to help students with selecting courses that align with the classes in which they
excelled in while in high school. Exiting high school students in this high school bridge program
will be issued a test to track their understanding of college entrance requirements and to further
narrow their choices for their college academic majors. This method of placing students into
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courses would be built upon students succeeding in courses that they enjoy learning about. Then,
they will have higher success rates rather than being given an assessment test that measures
student aptitude and places them into a course that has no interest to them. This method would be
a better way for students to enjoy and excel in what they will be learning, increasing student
achievement, graduation, and transfer rates.
Positive findings in literature that I reviewed are in support of bridge programs offering
community college students support. In the literature I reviewed by Kallison and Stader (2012),
they presented the effectiveness of bridge programs within seven community colleges and seven
public universities as part of the Texas High School Summer Bridge Program. The study’s
findings revealed that efficacious bridge programs have meaningful relationships with their
associated school districts, allow access to professional development to their faculty, hold
before- and after-orientation meetings, make available bus transportation, have parental
involvement, offer student laboratory practice in support of classroom education, give
educational counsel along with other supportive services, and administer foundational and
collective assessment practices. Although the recommendation for bridge programs is much
different than in Kallison and Stader’s study, the positive bridge program results indicate the
benefits of implementing a bridge program as an efficacious recommendation.
These implications for practice will be leading factors to assist students with adjusting
and finding alternative methods to substitute their assessment test procedures and incorporating
other methods of support on community college campuses to provide backing to students, thus
decreasing the challenges they face as they transition while increasing their academic goals and
aspirations.
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 200
Advisement challenges. The problematic issues community college reading students
described are with their academic advisement provided as their support on campus. An
implication for practice that would benefit community college remedial students would be for
academic advisors to utilize Schlossberg’s transition theory to help guide and understand
students who are in transition, giving them coping mechanisms to better navigate them toward
their academic goals.
The remedial students in this study’s findings indicated that they did not know which
courses to take in the upcoming and current semesters. The implication for practice would be to
recommend to community college institutions to require all students before enrolling into their
course at the beginning of each semester to meet with their assigned academic advisor to receive
clearance upon enrolling into their courses. This would make it impossible for students to be
misguided in the courses they will take each semester and provide them direction forward as they
matriculate through their courses necessary to reach their academic goals. Students shared that
they do not have trust in their academic advisors’ abilities to properly guide them. In this
implication for practice, students will also be advised on which courses they should take in a
program of required courses in their major to ensure that the academic advisor is properly
guiding them.
Remedial reading student findings indicated that they offered many complaints on the
difficulties of setting appointments to see their advisors due to them having an over population of
students. Students admitted to having no experience with their advisors due to advisors being
overbooked. Most student participants encountered or heard of negative experiences from the
type of support academic advisors provided students on their community college campus. An
implication for practice would be for community colleges to hire more full- and part-time
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 201
academic advisors to hold advisement meeting with students and to evenly distribute remedial
community college students to a small student population per advisor, minimizing student
challenges with visiting their advisors and increasing student success by being able to have
meetings with their advisors to navigate the proper courses for them to reach their academic
goals with less restriction than their current situation.
If these implications do not take place, students will be misguided, lost, unable to meet
with their advisors, and not guided with proper reinforcement necessary for students to
matriculate and be successful in enrolling in their courses. With these recommended implications
in place, community college institutions will be able to provide their students the proper support
from their academic advisors, increasing student success rates.
Professional development. The problematic issue identified by remedial reading
students regarding their challenges with professional development as their support on campus
indicates the importance of professional development for faculty. The recommended
implications for practice would be carried out by community college institutions to support their
faculty through a professional development plan to aid in the implementation of increased
remedial student success. This professional development plan would provide workshops and
seminars given to community college faculty to advise and increase faculty learning of the
support necessary to increase remedial student academic success. During this study’s interviews,
remedial reading students shared that they found their high school teachers to be more supportive
than their college professors. The implication that would be recommended for community
college institutions is to educate their faculty through seminars and workshops on the importance
of being able to reach their students and essential ways to provide them support.
Participants shared that their course material can be boring, and some of them did not
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 202
excel at test-taking strategies. Remedial reading students shared that professors play a role in
students’ comfort level when asking questions in class and found it helpful to learn when
professors showed patience in their dealings with students. Participants shared that they found
that it was helpful to their success in their classes when their professors helped them prepare for
courses by reminding them to read course material before class and asking questions about
readings for further understanding. During their interviews, participants suggested that individual
counselling and one-on-one coaching with their professors helped them and professors who
provided a welcoming and positive classroom allowed students to feel comfortable when asking
questions in class. This type of classroom environment increases overall academic success for
students; participants emphasized that a professor’s personality does affect the success of their
students.
Through student interviews, it was found that community college professors teaching part
time does not allow much time for student interaction after classes, and part-time faculty rarely
obtain the benefits of professional development activities, thus affecting their abilities to reach
students and implement proper strategies with them. The implication for practice to remedy this
situation of professors teaching part time and not having much time for their students would be
to increase the hiring pool for full-time faculty and remove adjunct positions, allowing for
students to fully obtain the benefits of after-class attention without adjunct professors having to
commute to other campuses to teach other courses. The implication for practice related to part-
time faculty not attending professional development activities would be to offer these faculty
financial compensation for attending professional development seminars and workshops to better
ensure their attendance to learn strategies to help their students succeed.
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 203
Further recommendations would be that community colleges utilize Schlossberg’s
transition theory through professional development workshops offered to faculty so that they can
learn how to connect transition theory with other student developmental theories in order to
better understand the select group of students at their institution. Faculty, administrators, and
staff should all be well versed in transition theory by use of professional development activities
as a recommendation to better understand their student population as well as make meaning
when teaching and dealing with students on a normal basis. Knowledge of transition theory and
theories of student development are essential to creating varying models for student success on
campus as well as neighboring communities of sister campuses.
With the utilization of these recommendations, which are based upon student voices and
perspectives, community colleges can develop professional development workshops for remedial
reading faculty that will raise their awareness and ability to support students, increasing their
academic success as they transition. If these recommendations do not take place, remedial
reading students will not have opportunities to be properly supported in their learning.
Theme 4—Strategies: Student Approaches While Transitioning
The findings in Theme 4—Support Strategies: Student Approaches While Transitioning
describe the challenges students face in obtaining the proper strategies to transition as well as the
importance of those strategies, which in turn affects their academic goals. Implications for
practice are offered to the specific community college institutions and current and incoming
remedial student audiences regarding the importance of understanding the challenges remedial
reading students face regarding their peer connections and transitions as they pertain to the
strategies in relation to peer connections and student transitions they use to matriculate on
campus as remedial community college students.
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 204
Peer connections and student transitions. Despite the transitional challenges students
described, such as life issues, not attending college after high school, and transitioning from a
person in the workforce to a college student, they discussed reasons that kept them from
attending four-year universities and deciding to enroll into their community college. Participants
described their support through their transition as being with family and high school teachers
motivating them to enroll into college after high school. Participants shared the benefits of peer
connections in their courses. They described that making connections in class was beneficial to
learning and creating study groups enhanced learning. Participants described that their fellow
peers were a way to obtain support and that joining a group in class in the event that an absence
occurred to avoid getting behind in class was a profitable way to maintain success in their
classes. In the literature that I reviewed, Clark (2012) described that the benefits of students’
cohesion with college faculty and fellow students offered them reassurance to overcome hurdles
as strategies they utilized to help them in their transition.
As a recommendation for community colleges to assist remedial students in their
transitions, learning communities can be implemented as a support for students as they transition
into, through, and out of their community college. In the literature that I reviewed, Hagedorn and
Kuznetsova (2016) found that learning communities are collective as well as educational support
systems for students who register for two or more courses within the same particular group, such
as combining a remedial course with a student achievement course. Hagedorn and Kuznetsova
added that learning communities are helpful for forming strong student bonds and associations
and create healthy interactions between students and faculty. Hagedorn and Kuznetsova pointed
out that learning communities offer minimal influence on remedial students because of the many
obstacles they present, such as needing faculty to arrange cooperative courses, requiring extra
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 205
work for which faculty may or may not be compensated, and arrangement issues for students.
The recommendation to resolve this case study’s findings is to incorporate student learning
communities as professional development activities for faculty to teach so that they can gain
understanding of the challenges remedial students face as they transition and be provided
compensation for their teaching and extra necessary hours, which they may need to provide
office hours after class, attend professional development learning activities specializing in
informing faculty of the benefits of community college learning communities, and pre- and post-
preparations for these specialized learning community courses.
Without the implementation of the recommendation of implementing learning
communities for remedial reading students, students may suffer in obtaining their academic goals
and success. Literature that I reviewed by Hagedorn and Kuznetsova (2016) shared that this issue
more times than not causes low student registration, far below courses where students are not in
learning communities. Further recommendations would be to implement academic coaches to
assist students in their transition, providing them strategies to incorporate in their support
network of peer connections while on campus. Academic coaches can utilize Schlossberg’s
transition theory with their students to increase student engagement and academic performance,
resulting in higher graduation rates for remedial community college students. These academic
coaches can help students advance in their abilities by assisting them in allocating on-campus
programs and services that may foster their connections with their community college peers as
they transition.
Without the implementation of these recommendations, students will find it difficult to
foster their peer connecting strategies while transitioning. With the use of these
recommendations, remedial reading students will be able to find and maintain peer connections
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 206
on their campus and in their courses and will academically benefit with proper strategies during
their transition into, through, and out of their community college.
Theme 5—Findings not in Schlossberg’s Transition Theory: Student How and Why
Advice: Student Advice on How to Overcome Academic Challenges and Student Advice on
Why College is Valuable for Success.
In the findings for Theme 5—Findings not in Schlossberg’s Transition Theory: Student
How and Why Advice, participants described their perspectives on the ways in which students
can overcome their academic challenges and student advice on why college is valuable for
success. The participant findings suggested that students overcome academic challenges by
motivating themselves so that they can be successful. Participants advised incoming and current
students about challenges they had to overcome and obstacles they faced. Remedial reading
students shared their advice: that students need to schedule their courses appropriately with their
personal lives to become successful. They motivated themselves by enjoying hearing success
stories from their peers, which made them want to overcome their own challenges. Participants
described that being a college student and attending college was beneficial to them and their
academic achievement in many ways. They described wanting to become successful to make
their parents proud and serve as role models for their families. They also described that they
want to attend college to have a better life and future.
Practice implication recommendations are addressed to community college institutions
and current and incoming remedial student audiences. Based on these findings, institutions can
create student service programs with the advice these students provided to develop a framework
for transforming community colleges in ways to help their students realize their goals more
efficiently and increase success rates by informing these incoming and current students that there
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 207
are remedial students who participated in this study who have the same aspirations and reasons
for success as they do. With the use of these evidence-based practices, community colleges can
provide incoming and current students with strategies for overcoming academic challenges, as
shared by this study’s participants, by use of a pamphlet created by the community college
district offered to all incoming students as an informational handout. This pamphlet can be
further extended into an informational workshop for all incoming students and their parents and
families to understand how remedial reading students can overcome academic challenges and
why college is valuable for student success. It is recommended that this workshop be further
extended by informing students about how to overcome academic challenges but then asking
them why college is valuable for their success to fully engage student understanding on the
importance of college and their academic success. Community colleges can shape this workshop
in a manner that will properly serve their remedial reading students’ needs.
In all, each implication for practice that was recommended in each of the five emergent
themes, Theme 1—Situation: Community College 101 Hardships, Theme 2—Self: The Reading
Student, Theme 3—Support: On Campus, Theme 4—Strategies: Student Approaches While
Transitioning, and Theme 5—Findings not in Schlossberg’s Transition Theory: Student How and
Why Advice, described challenges affecting reading remedial community college student
success as they transition. Recommendations for community college institutions and incoming
and current students are provided to increase remedial reading student academic success. These
recommendations describe actions the community college institution, community college district,
and or/remedial students should and should not take, grounded in research findings from this
study. Consequences to not following these recommendations and advice for implementing them
are provided, including recommendations for an expectant social change on the levels
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 208
encompassing the individual student, institutional, and community levels. Implications for
practice in this section are tied to adding more understanding of and solving by use of providing
academic support when answering these two research questions: What do community college
students enrolled in remedial reading perceive as the challenges they face while trying to
matriculate? How do these challenges impact their academic success? These five themes
individually describe and provide recommendations for implications of practice to remedy
contributing factors within community colleges and for remedial reading students to lessen the
challenges affecting their academic success they face as they transition.
The next section in this chapter provides an in-depth explanation of recommendations
from this study for future research.
Recommendations for Future Research
Recommendations for future research would be to allow further analysis to continue
while replicating this study to collect longitudinal and comparative data and implementing
recommended implications for practice as stated in this study. The objective of this continual
prospectus of study moving forward would be to create and implement a transition model to aid
incoming and current students as they transition through their community college so that they are
able to comprehend, circumvent, and resolve any and all challenges that they might face during
their community college experience so that they are able to reach and further their academic
goals and aspirations. Future research with these recommendations would be to be able to
replicate this study with different participants and higher education institutions; at, minimum six
community colleges should be used to replicate this study’s findings to provide them methods to
address their students’ challenges.
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 209
The reason for this case study’s replication would be to create a model based on the same
theoretical framework using Schlossberg’s Transition Theory’s four S’s to offer profitable
evidence that can be replicated and provide consistent results in all community colleges seeking
remedy for incoming and current students who face challenges as they transition through their
junior college pipeline of courses needed to reach their academic goals. With the use of this
model, replication can bring forth a positive social change for students regarding their individual
self, higher educational institution, and community. The need for this type of model is indicative
of the increasing challenges incoming and current students face as they transition into, through,
and out of the community college system. Remedial students who transition through the
community college system face challenges and can take longer to obtain their academic
objectives and uncovering these challenges will make their transitions salient and much less
difficult, allowing them to achieve their goals with less difficulty.
The procedure for making a model that replicates this study would be the utilization of
Schlossberg’s Transition theory lens for looking into the student challenges that keep them from
obtaining their academic goals as they transition to obtain further data and categorize their
challenges. The process would continue, and the selection of instrumentation and methods for
data collection could be different from the current study to allow for more well-rounded gathered
data, as well as the use of longitudinal and comparative studies to further enhance data collection
and findings to make the analysis and results much richer with data. Data would be gathered as
part of a longitudinal study. During this study, remedial student participants were asked to
answer questions about their current and past experiences, describing their feelings and
perspectives on the challenges they faced currently and during high school. Those remedial
student perspectives reflected their current feelings, and perceptions change as individuals grow
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 210
through their transitions, so the method of being able to interview students to hear their
perspectives as they matriculate with the same and similarly related questions at the end of their
high school and middle to end of their community college experiences will allow the researcher
to fully understand the challenges remedial reading students face as they matriculate through the
varying courses leading to their academic goals. By interviewing student participant feelings
over a lengthier period of time, over several years would allow introspection into how these
students’ challenges occur over time and vindicate them in retrospect. This type of replicative
model of study could be not only utilized longitudinally but also in a comparative fashion by
analyzing varying levels of education from the end of high school to the middle of college levels.
A comparative study would be helpful to this type of analysis and data gathering by
comparing students who were in remedial courses and the varying types of challenges they face
as they transition versus students who are placed into credit-level courses leading towards
graduation but still have challenges, designating the differences between those students who
achieve success due to community college transition and those who are placed differently by
their assessment test. These findings would allow institutions to solve the challenges students
face with services and programs that assist with the challenges they encounter as they matriculate
and help them reach their academic goals. The use of qualitative data would be the best approach
to utilize for this new model of data gathering and analysis, and the use of student interviews and
focus groups like conducted in this study will be the best methods to conduct the next model
with additional varying methods such as pilot surveys and observations of settings in community
college classrooms. The results from this comparative study can provide further insight into the
challenges students face as they transition that keep them from obtaining their academic goals.
The final section in this chapter includes concluding thoughts from this case study.
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 211
Conclusion
The results of the research offered greater understanding through shared student
perspectives of the barriers remedial reading students face as they transition, how their academic
success is impacted by these challenges, and their advice pertaining to these challenges. It is
important to this case study’s content to note that recent important findings came to the aid in
assisting community college remedial reading students with achieving their academic
aspirations. As I neared the completion of this case study’s finalization, a change occurred in
community college institutional policies that needs to be discussed in relation to California
Assembly Bill Number 705 (AB 705); as implied, this new bill will change the placement
process for community college remedial students, and the variant that was in place with remedial
students during this study will no longer exist. This new bill mandates that remedial reading
students like those discussed in this study will be placed directly into college-level English and
math courses.
According to California Community Colleges (2018), as of October 13, 2017 AB 705
was signed by the governor and took effect on January 1, 2018. This bill mandates that a
community college or community college district should make the most of the possibility that a
student may begin and finish their courses that are transferable in math and English in a year’s
time. Instead of students being placed into math and English courses, they will be assessed by
criteria from when they were in high school, such as their high school grades, high school grade
point average, and work completed in their high school courses. This bill also sanctions that the
Board of Governors make use of procedures, tools, and assessment models to be certain that
these assessment models reach their goal of making the most out of students who begin and
complete their transfer-level courses in math and English. The motives behind creating AB 705
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 212
were to assure that students are not placed into remedial courses that might slow down or keep
them from their educational growth except if there is an indication that the student will be
unsuccessful in a college-level class.
As it turns out, community colleges are kept from making students participate in classes
unless they have strong evidence that they will not likely be successful in courses that are at a
higher level without support, as stated in the Section 55003 of Title 5, which can be found in the
California Code Regulations. More important to point out is that this rule is often not adhered to
when following the regulation. Colleges are regulated to utilize multiple measures when
deciphering the proper placement for their students adhering to Section 55522 of Title 5 of the
California Code of Regulations, but important to note is that Title 5 of the California Code of
Regulations stops short of offering proper direction with utilization in multiple measures to be
certain that students are not kept from the classes in which they can reach academic achievement.
California Assembly Bill 705 was created to further explain the rule that already exists
and make sure that students are not sent into remedial reading classes, which could take them
more time to complete or limit their academic success, unless evidence is provided that the
students are likely to not complete college-level classes. More students would finish their
transfer obligations in English and math if they were enrolled straight into their transfer-level
math and English courses, and indications show that community colleges are inserting more
students than necessary into remedial courses. More students would finish their transfer
obligations in English and math if they were just simply placed directly into math and English
courses. When utilized as the main measure for placement, it turns out that assessment tests have
a tendency to place students lower than where they are supposed to be positioned and that high
school achievement is a better indicator of student accomplishment in their courses geared for
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 213
transfer instead of using standardized placement test measures. All colleges are mandated to
make use of the likelihood that a student will begin and finish their transfer-level math and
English courses within a year. Students will also be utilizing one or more of these high school
records: work completed while in high school, high school grades, and grade point average for
placement into their math and English community college courses. It is mandatory that AB 705
be followed by all community colleges by fall 2019.
It is imperative to note that according to AB 705 (2017), which is the California
Assembly Bill’s full-length text, six key aspects resonate, support, and add to the content of this
qualitative case study. First, AB 705 acknowledges that there are serious negative effects of a
college not properly sending a college-level-course capable student into remedial courses. These
negative effects hinder some students from pursuing their college education and cause other
students to have to pay higher educational costs and defer their aspirations for a degree. Second,
community college students who are inserted into remedial college courses are less inclined to
obtain their academic aspirations. Third, many distinguished studies imply that community
colleges are requiring their students to take remedial courses and that more students would be
able to finish their transfer courses in English and math if given the chance to surpass remedial
required courses and simply just take transfer-level courses in math and English. Fourth, studies
indicate that achievement in high school is a larger indicator for accomplishment in transfer-level
courses than standardized tests that place students into their courses. Fifth, placement
applications for students are a positive moving point for making advancements in the community
college arena. The institutional structure’s Multiple Measure Assessment Project and Common
Assessment Initiative have done lengthy research on high school achievement as to advance the
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 214
precision of the community college placement practice. Lastly, it is important to add that
assessment tools are not to be utilized to refuse entrance into the community college system.
Overall, based on the findings of this study despite remedial reading students facing
challenges, they appeared to be optimistic about their ability to succeed and were motivated to
thrive and be successful at obtaining brighter futures. Based on the results of the findings in this
in-depth case study that utilized qualitative methods, we can see that before the implementation
of AB 705, which was not in effect when this study took place, remedial reading students faced
challenges related to issues the bill covers as well as other challenges. With the community
college infrastructure that was in place when this study was conducted, students did not have a
chance at academic success since the institution had stacked the odds against them.
This case study’s findings are in congruence with AB 705, providing assessment findings
that match the new bill based on student need for other placement measures, but this study also
adds depth to the challenges these remedial students faced as they tracked through the
community college system. It is a positive outcome that AB 705 was created and is an indicator
that this case study uncovered challenges that remedial reading students faced. This study’s
remedial students were so enthusiastic about their opportunity to complete their educational
aspirations they even provided advice on how to overcome their own challenges. It is important
to find solutions as AB 705 does, but we also need to not forget to aid the students like those
from this study who are still going through the college system, scraped by the broken system that
occurred before AB 705 came into effect, and offer them guidance to achieve their educational
aspirations since they experienced the change in the system firsthand when taking their remedial
courses that will no longer exist with the implementation of AB 705.
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 215
This study not only provides community college institutions with reasons in detail that
their students are falling behind due to factors that are in their own control but also provides
community college institutions and administrators who are in charge of making changes on a
larger scale the opportunities to hear their own remedial student voices. This case study also
offers recommendations to resolve the problematic issue that falls upon the community college’s
responsibility: to grant their students an opportunity to fulfill their academic goals as stated in
their college mission statement.
This study provided insight by use of student perspectives from two focus groups with
the same community college remedial reading students from nine individual interviews. This was
the best approach to provide meaningful data to understand remedial student challenges and the
academic impact on their success as they transition. These student participants, through their
personal perspectives, implicitly answered the two research questions leading this study, which
were: What do community college students enrolled in remedial reading perceive as the
challenges they face while trying to matriculate? How do these challenges impact their academic
success? The findings were analyzed through Schlossberg’s Transition Theory as a lens to
examine the perspectives of student participants as they transition through their reading courses.
Analysis of the findings in this study connected to literature to generate rich knowledge
regarding the challenges remedial reading students face that affect their academic goals as they
matriculate. With this knowledge in this area of concern, recommendations were offered to
community college institutions for them to better assist and provide backing to help their
remedial reading population of motivated students who have a strong desire to persevere despite
their challenges.
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 216
Based upon the findings of this study, it is the obligation of the institution to provide
student services and proper care to assist students with being able to overcome these challenges,
and this study provided recommendations that offer solutions to remedy disadvantaging
challenges remedial students face. The current situational challenges that reading students face
are not solely restricted to them; other community college students who are in college-level
credit-bearing courses can relate to and share in common experiences of these types of
challenges as well. It appears that these types of challenges, which occur for all remedial
students and their credit-bearing peers, such as transportation, work, and financial challenges,
have been ignored by the community college institution during this study’s enactment since the
participants in this study concluded that these are issues they are currently facing that keep them
from properly reaching their academic goals.
This study’s findings, with the use of Schlossberg’s Transition theory 4 S’s of situation,
self, support, and strategies, found that community college reading students face hardships that
create their challenges through lack of support offered to them from their community college
institutions. Participants shared insightful advice from a fifth emergent theme that was not part of
Schlossberg’s Transition Theory as well. As part of their situation encompassing community
college 101 hardships, these remedial reading students were very aware of the importance that
community college and reading have for them but realize that they are held down by challenges
that keep them struggling, such as issues with transportation, work, and finances. In relation to
their individual self, these remedial reading students want to reach their desires of accomplishing
their setout goals of graduating and obtaining their associate’s degrees and/or transferring to a
four-year university. These students admit that they and their peers struggle with motivation due
to being placed into a remedial class and having to track through all of the remedial courses to
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 217
get to college credit-level courses leading toward graduation. They also shared that it was
discouraging for them to continue to progress when seeing their peers succeeding in their class
while they were not passing due to the material being too difficult or not wanting to continue due
to getting bored since the learning material in their remedial courses was too easy, which was
due to being misplaced into their reading courses due to taking their assessment test and being
unaware of its importance and impact as a forecaster for their academic careers and predictor of
success with their college experience. Despite these challenges, these students were highly
motivated to continue and had many positive insights and strategies on how to be a successful
student, showing that they were indeed highly motived to persevere despite the challenges they
faced.
The on-campus support that remedial reading student participants described as
challenging that were provided by their community college institution to help them reach their
academic goals were their assessment test, advisement with their academic advisors, and the
need for their professors to properly obtain professional development activities. Participants
discussed having difficulties in all of these areas of support, causing them to struggle when
trying to preserve and succeed academically. Students described assessment tests as the reasons
they were placed into their remedial reading courses, causing them discouraging thoughts since
they did not know that they were placed into their remedial courses due to how well or poor they
did on their assessment test. Students described not being informed to refresh content that they
would be tested on and if they knew the importance of this test, they would have prepared more
so that they would not have to be placed into remedial reading course levels that delayed them
from reaching their academic goals within the two-year period that their credit bearing-level
peers were experiencing. Students shared their struggles with obtaining academic advisement
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 218
appointments with their advisors due to lack of staff and student overpopulation. Students shared
that they have either personally experienced negative experiences or heard their peers talk about
the poor advisement they were given, causing them to lose trust in their academic advisor’s
abilities to help guide them in navigating their academic routes toward graduation. This poor
advisement misguides students and causes them to fail, not having the proper guidance of
courses to take, and causes them to not graduate in time, taking additional courses that are not
needed and or delaying reaching their academic goals.
Participants offered insight that they have experienced challenges with their professors
not having time to help them after class due to being part time and having to leave quickly after
class. Participants provided advice for remedying the experiences they had that made for positive
learning in their classrooms with their professors, which included having proper communication,
one-on-one assistance with their professors, and a friendly, welcoming atmosphere, all of which
can help struggling students succeed in their courses. Without professors who are knowledgeable
of their student populations and backed with student-geared sensitivity and teaching skills that
can obtained through professional development activities, students suffer and do not
academically succeed in courses where professors need further professional development skills
and grounding. As found in the results of this study, without proper care and support from
community colleges regarding assessment testing, advisement, and professional development
issues, the consequences of students being improperly placed into their courses and not informed
of the impact their assessment test has on their careers can cause students to continue to fail—not
due to their fault but by the trust they have in the accountability of their institution.
Participants described advice they had in regard to strategies and approaches to a
successful transition, indicating that they are well versed and have the capabilities to transition
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 219
effectively given proper infrastructure at their college. The advice these participants offered their
peers can be utilized by incoming and current students. They shared that it is helpful during
student transitions to utilize peer connections, showing that they have a desire to succeed and use
their resources faithfully to make an attempt to pass their courses and reach their academic goals.
However, they fall short due to lack of understanding of their challenges and support from their
institution. The lack of support that students in this case study faced does not keep remedial
students from being motivated and persevere so that they will one day be role models for their
children and parents. The dream of a better future and not having to struggle as their parents did
fuels them to push to obtain their academic goals and success.
Based on the findings from this study, remedial students entered their college experience
trusting their institutions to lead them down successful pathways toward graduation and
academic achievement. This case study offers through its findings insight into the challenges
remedial reading students faced as they transitioned through their community college experience.
This case study can serve as ample support through its findings for all community college
students in all disciplines who can relate with the challenges these remedial students encountered
when aspiring to fulfill their academic aspirations. The implications and recommendations in this
study demonstrate useful tools to aid in and increase student academic success rates by
identifying the strategic challenges that remedial reading students face as they transition.
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 220
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APPENDIX A: FOCUS GROUP PROTOCOL INTERVIEW QUESTIONS
RQ1: What do community college students enrolled in remedial reading perceive as the
challenges they face while trying to matriculate?
Situation
1. Tell me about the barriers that reading community college students face when trying to
obtain their associate’s degree within the recommended two-year period?
2. In your opinion, what are the reasons why reading students do not pass their courses?
Self
3. What are the reasons why reading students do not come to class (are absent)?
4. What do you think makes students motivated to accomplish their academic goals?
Support
5. How do instructors play a role in helping students pass their reading classes?
6. How can professors help reading students become more successful in their classes?
7. What resources do community college students use to better themselves in their classes?
8. In your opinion, why is it important for students to have a working relationship/good
communication with their professors?
Strategies
9. What is your recommendation for how reading community college students can transition
through their program of courses and accomplish their academic goals?
10. What methods do reading community college students use to overcome challenges they
face when trying to take and pass their courses?
Is there anything additional you would like to mention that you feel is important to add to this
study?
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 229
APPENDIX B: FOLLOW-UP INDIVIDUAL INTERVIEW PROTOCOL QUESTIONS
RQ 2: How do these challenges impact their academic success?
Situation
1. What are your biggest challenges as a reading community college student?
2. What or who influenced you to transition from high school to a community college? Why
not a four-year university?
Self
3. What are your academic goals that you have set out to accomplish while attending a two-
year university? How long do you think it will take you to complete your goals?
4. What obstacles do you think will keep you for reaching your academic goals? How will
these obstacles affect you from reaching your academic goals?
Support
5. What support are you aware of on campus that can help you accomplish your academic
goal?
6. What ways would a successful reading student use when asking their professor and
academic advisor for guidance?
7. Do you feel that the assessment test was a true indicator of the type of student you are?
Why?
8. Do you feel your high school prepared you for college level work? Why? How about your
Reading 19 course level work? Why?
Strategies
9. What is the best advice you can give a struggling reading student who may not pass their
class due to obstacles in their life?
10. Do you think an incoming student should study for their assessment test? Why?
Is there anything additional you would like to mention that you feel is important to add to this
study?
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 230
APPENDIX C: THEORETICAL FRAMEWORK ALIGNMENT MATRIX
Research Questions Theoretical Framework Date Instrument Question
RQ 1: What do community
college students enrolled in
remedial reading perceive as
the challenges they face while
trying to matriculate?
RQ 2: How do these challenges
impact their academic success?
Schlossberg’s Transition
Theory: Situation
RQ 1: Focus Group Questions:
1-2
RQ 2: Individual Interview
Question: 1-2
RQ1: What do community
college students enrolled in
remedial reading perceive as
the challenges they face while
trying to matriculate?
RQ 2: How do these challenges
impact their academic success?
Schlossberg’s Transition
Theory: Self
RQ 1: Focus Group Questions:
3-4
RQ 2: Individual Interview
Question: 3-4
RQ1: What do community
college students enrolled in
remedial reading perceive as
the challenges they face while
trying to matriculate?
RQ 2: How do these challenges
impact their academic success?
Schlossberg’s Transition
Theory: Support
RQ 1: Focus Group Questions:
5-8
RQ 2: Individual Interview
Question: 5-8
RQ1: What do community
college students enrolled in
remedial reading perceive as
the challenges they face while
trying to matriculate?
RQ 2: How do these challenges
impact their academic success?
Schlossberg’s Transition
Theory: Strategies
RQ 1: Focus Group Questions:
9-10
RQ 2: Individual Interview
Questions: 9-10
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 231
APPENDIX D: INSTRUMENTATION CHART
Research Questions
2 Focus Groups
(9 Students)
Individual Interviews
(9 Students)
RQ1: What do community college
students enrolled in remedial
reading perceive as the challenges
they face while trying to
matriculate?
X
RQ 2: How do these challenges
impact their academic success?
X
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 232
APPENDIX E: CONSENT FORM DAY 1: FOCUS GROUP AND INDIVIDUAL
INTERVIEWS
INFORMED CONSENT FORM FOR RESEARCH STUDIES INVOLVING ADULT
STUDENTS
Marina Rodriguez (the “Researcher”) is conducting a study on the following topic: (Describe the proposed
study, its objectives and background.)
1. The study will be conducted as follows: (Describe the data collection or interview procedures, and
duration of interviews, etc.)
Students who are in the same Reading section will be used as participants of the focus group and
individual interviews. The focus group will consist of 4-5 students to be able to obtain a succinct analysis
of entering student perspectives of the challenges they faced as incoming freshmen student beginning
the matriculation process through the institutional system. Students will be required to sign consent if
participating in this study and being audio-recorded for research purposes. The focus group will last
approximately 45 minutes. The separate follow-up individual interviews with focus group participants do
not have any explicit conditions, only that the students that attend will have had to be present during the
focus group, as we would be discussing the very similar topics as we did during the focus group but much
further in depth during the follow-up interview. Focus groups and interviews will be held in a designated
unoccupied classroom at the participant’s institution. The details will be explained in their entirety to the
participants of the study.
The follow-up individual interviews will be for 3-4 individual participants to utilize during the
individual meetings that will last approximately 30-40 minutes for each individual who will be interested in
participating. This follow up individual interviews will include items and themes that needed to be further
addressed but were not during the group session due to constraints of the group setting. The incentives
that will be offered to the participants of the focus group will be $10 Starbuck’s gift cards. The individual
follow-up interview participants will be offered an additional incentive of another $10 Starbuck’s gift
cards.
2. Data collected for this study will be maintained in the following confidential manner: (Describe the
method of data storage.)
The use of written record of the accounts of reading participants, an audio recorder to tape the
focus group and individual interviews as well as notes on the actions and a diagram of the setting of each
focus group during and after all interactions will be utilized and kept in a confidential manner solely by the
principle investigator. The idea of ethics has always been important since the initial phase of this study,
especially when selecting the topic, research question, location and participants of the focus group and
interviews. The benefits will outweigh any harm to participants or anyone affiliated with this study. In the
end, no harm will occur in and during the process of the study so that the set goal will be met. To ensure
that the study will be completed ethically, participants will be alerted that their responses will be held in
complete confidentiality and the information that they will provide will solely be used for the purposes of
aggregation. Participant responses will not be combined with another person or affiliated with any
harming agency. Participants will also be asked to keep their own confidentiality and not share any of the
items that will be discussed during their focus group and interviews with others.
All participants will have to give consent to share their experiences for inquiry purposes before
the process can begin and will be notified that they are able to opt out of participating in this study at any
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 233
time. Participants will also be ensured that they are in a safe space and can feel free to talk about their
feelings without fear of judgement. All participants will be made aware of the purpose of inquiry and that
their names will be kept confidential. All participants will be notified that pseudonyms of the participant
names in the written report of the findings will be used to protect their identities. The participant’s identity
will be held confidential at all times by the principle investigator.
Audio recordings conducted during this study will be modified to eliminate the possibility that
participants could be recognized. All audio recordings in this study will be transcribed and destroyed at
the end of the study. The use of security software is installed in the laptop and personal computer of the
primary investigator for this study at all times. The use of direct identifiers and key codes will be
confidential and destroyed at the conclusion of the study. All data will be eliminated of any identifying
information such as key codes and will be destroyed at the conclusion of the study. Paper documents
such as notes and diagrams will be shredded and all electronic data will be securely kept and deleted at
the end of the study.
3. The potential risks involved to you are as follows: (Describe any risks (e.g., physical, psychological,
legal, etc.), if any.)
No potential risks to the participants will be involved during this study.
4. The study will minimize the aforementioned risks, if any, as follows: (Describe any appropriate
safeguards to be taken.) No risks to the participants will be involved during this study. All participants in
this study will remain anonymous.
5. You have been invited to participate in this study because you are currently enrolled in Academic
Foundations for Reading (Reading 19). Your participation in the study is entirely voluntary. If you decide
not to participate, your grade in this class will not be affected, nor will you suffer any consequences or
penalties of any kind. If you begin participating, you may withdraw at any time for any reason.
6. If you decide to participate in this study, you may be asked to discuss your experiences in this course
or disclose information from your educational records (such as results of your exams or other work
completed in this course). This study will not collect, retain, or disclose your personally identifiable
information, such as your name, address, or student ID number.
7. If you decide to participate in this study, you agree to release and discharge the District, each of its
respective trustees, agents, employees, and officers from any and all claims, losses, demands, royalties,
liabilities, costs and expenses, including reasonable attorneys’ fees and expenses, which you may have
or may hereafter have by reason of your voluntary participation in this study.
8. If you have any questions regarding this study, you may contact the Researcher Marina Rodriguez at
any time.
I have read the foregoing and I agree to participate in this study.
_______________________________________ __________________________
Signature of Student Date
_______________________________________
Print Name of Student
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 234
APPENDIX F: CONSENT FORM: DAY 2 FOCUS GROUPS AND INDIVIDUAL
INTERVIEWS
Marina Rodriguez (the “Researcher”) is conducting a study on the following topic: (Describe the proposed
study, its objectives and background.)
1. The study will be conducted as follows: (Describe the data collection or interview procedures, and
duration of interviews, etc.)
Reading students will be used as participants of the focus groups and individual interviews. The
focus groups will offer a succinct analysis of entering student perspectives of the challenges they faced
as incoming freshmen student beginning the matriculation process through the institutional system.
Students will be required to sign consent if participating in this study and being audio-recorded for
research purposes. The focus groups will be anticipated to last approximately 45 minutes more or less.
Focus groups and interviews will be held in a designated unoccupied classroom at the participant’s
institution. The details will be explained in their entirety to the participants of the study.
The individual interviews will last approximately 30-40 minutes more or less for each individual
who will be interested in participating. The incentives that will be offered to the participants of the focus
groups will be $10 Starbuck’s gift cards. The individual follow-up interview participants will be offered an
additional incentive of another $10 Starbuck’s gift cards.
2. Data collected for this study will be maintained in the following confidential manner: (Describe the
method of data storage.)
The use of written record of the accounts of reading participants, an audio recorder to tape the
focus groups and individual interviews as well as notes on the actions and a diagram of the setting of
each focus group during and after all interactions will be utilized and kept in a confidential manner solely
by the principle investigator. The idea of ethics has always been important since the initial phase of this
study, especially when selecting the topic, research question, location and participants of the focus
groups and interviews. The benefits will outweigh any harm to participants or anyone affiliated with this
study. In the end, no harm will occur in and during the process of the study so that the set goal will be
met. To ensure that the study will be completed ethically, participants will be alerted that their responses
will be held in complete confidentiality and the information that they will provide will solely be used for the
purposes of aggregation. Participant responses will not be combined with another person or affiliated with
any harming agency. Participants will also be asked to keep their own confidentiality and not share any of
the items that will be discussed during their focus groups and interviews with others.
All participants will have to give consent to share their experiences for inquiry purposes before
the process can begin and will be notified that they are able to opt out of participating in this study at any
time. Participants will also be ensured that they are in a safe space and can feel free to talk about their
feelings without fear of judgement. All participants will be made aware of the purpose of inquiry and that
their names will be kept confidential. All participants will be notified that pseudonyms of the participant
names in the written report of the findings will be used to protect their identities. The participant’s identity
will be held confidential at all times by the principle investigator.
Audio recordings conducted during this study will be modified to eliminate the possibility that
participants could be recognized. All audio recordings in this study will be transcribed and destroyed at
the end of the study. The use of security software is installed in the laptop and personal computer of the
primary investigator for this study at all times. The use of direct identifiers and key codes will be
confidential and destroyed at the conclusion of the study. All data will be eliminated of any identifying
information such as key codes and will be destroyed at the conclusion of the study. Paper documents
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 235
such as notes and diagrams will be shredded and all electronic data will be securely kept and deleted at
the end of the study.
3. The potential risks involved to you are as follows: (Describe any risks (e.g., physical, psychological,
legal, etc.), if any.)
No potential risks to the participants will be involved during this study.
4. The study will minimize the aforementioned risks, if any, as follows: (Describe any appropriate
safeguards to be taken.) No risks to the participants will be involved during this study. All participants in
this study will remain anonymous.
5. You have been invited to participate in this study because you are currently enrolled in Academic
Foundations for Reading (Reading 19). Your participation in the study is entirely voluntary. If you decide
not to participate, your grade in this class will not be affected, nor will you suffer any consequences or
penalties of any kind. If you begin participating, you may withdraw at any time for any reason.
6. If you decide to participate in this study, you may be asked to discuss your experiences in this course
or disclose information from your educational records (such as results of your exams or other work
completed in this course). This study will not collect, retain, or disclose your personally identifiable
information, such as your name, address, or student ID number.
7. If you decide to participate in this study, you agree to release and discharge the District, each of its
respective trustees, agents, employees, and officers from any and all claims, losses, demands, royalties,
liabilities, costs and expenses, including reasonable attorneys’ fees and expenses, which you may have
or may hereafter have by reason of your voluntary participation in this study.
8. If you have any questions regarding this study, you may contact the Researcher Marina Rodriguez at
any time.
I have read the foregoing and I agree to participate in this study.
_______________________________________ __________________________
Signature of Student Date
_______________________________________
Print Name of Student
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 236
APPENDIX G: FIRST RESEARCH AGREEMENT
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 237
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 238
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 239
APPENDIX H: SECOND RESEARCH AGREEMENT
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 240
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 241
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 242
APPENDIX I: IRB APPROVAL LETTER
COMMUNITY COLLEGE REMEDIAL READING STUDENT SUCCESS 243
Abstract (if available)
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Asset Metadata
Creator
Rodriguez, Marina Ann
(author)
Core Title
Oppression of remedial reading community college students and their academic success rates: student perspectives of the unquantified challenges faced
School
Rossier School of Education
Degree
Doctor of Education
Degree Program
Education (Leadership)
Publication Date
05/02/2019
Defense Date
01/16/2019
Publisher
University of Southern California
(original),
University of Southern California. Libraries
(digital)
Tag
challenges,community college,low success rates,matriculation,OAI-PMH Harvest,Schlossberg’s Transition Theory,student achievement,Success,transition
Format
application/pdf
(imt)
Language
English
Contributor
Electronically uploaded by the author
(provenance)
Advisor
Tobey, Patricia (
committee chair
), Combs, Wayne (
committee member
), Crispen, Patrick (
committee member
), Melguizo, Tatiana (
committee member
)
Creator Email
marinaar@usc.edu,rodrigma4ever@gmail.com
Permanent Link (DOI)
https://doi.org/10.25549/usctheses-c89-164474
Unique identifier
UC11660722
Identifier
etd-RodriguezM-7391.pdf (filename),usctheses-c89-164474 (legacy record id)
Legacy Identifier
etd-RodriguezM-7391.pdf
Dmrecord
164474
Document Type
Dissertation
Format
application/pdf (imt)
Rights
Rodriguez, Marina Ann
Type
texts
Source
University of Southern California
(contributing entity),
University of Southern California Dissertations and Theses
(collection)
Access Conditions
The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...
Repository Name
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Repository Location
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Tags
challenges
community college
low success rates
matriculation
Schlossberg’s Transition Theory
student achievement