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Noncredit programs: catalyst for development of social capital in adult students

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Noncredit programs: catalyst for development of social capital in adult students

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Content Running head: NONCREDIT PROGRAMS 1

NONCREDIT PROGRAMS: CATALYST FOR DEVELOPMENT OF SOCIAL CAPITAL IN
ADULT STUDENTS

by

Francisco X. Suarez

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 2018

Copyright 2018 Francisco X. Suarez

NONCREDIT PROGRAMS 2
ACKNOWLEDGMENTS
This experience has been rather humbling in all levels of my life. I have been able to
complete this process because of the support from many people. I have no words to describe the
feeling of completing my doctoral degree after coming to this country without speaking a word
of English. This process was not easy, and I encountered many challenges; yet, I never gave up.
The support of family, dissertation committee members, and friends was vital to maintain focus
on my goal. Therefore, I would like to express my deepest appreciation to the following people
who directly impacted my academic path since my arrival to the United States.
I would like to thank my parents (Juan and Veronica), grandmother and aunts (Aurora,
Ema, and Magdalena), siblings (Damaso and Juan Carlos), nephews (Hector, Miguel, and Juan),
and nieces (Karen, Melonie, and Sophia) for the tremendous support and understanding.
Especially, I would like to thank my mother Veronica, to whom I owe everything I am. She
taught me how to be perseverant, be resilient, and be a hard-working individual to reach my full
potential. She is the rock in my life. Also, my grandmother, who cemented a strong foundation
on me to become a productive member in society.
Additionally, I would like to express my tremendous gratitude to my dissertation
committee who took the time in guiding me through this process. Allow me to thank Dr.
Tambascia for challenging me to think beyond common grounds. You always kept me on track
and provided the best support any scholar could have asked for. Your ethics as scholar and
higher education professional were manifested through your work and understanding while I was
evolving in this program. Also, I would like to thank Dr. Dorado and Dr. Carbone for proving
the time, knowledge, expertise, and feedback on this dissertation. I was privileged to have such
an amazing team of professionals being part of my committee.
NONCREDIT PROGRAMS 3
Also, I would like to thank my friends who were always there to support me and push me
to the next level when I faced any challenges. Many times, I doubted myself, but, with their
unconditional support, I was able to overcome my obstacles.
Finally, I would like to thank the students and faculty members who gave their time and
effort in order for this study to take place. Without the students’ experiences, it would have not
been possible to develop this project. Their experiences paved the way to help us understand
programs and services for adult students.

NONCREDIT PROGRAMS 4
TABLE OF CONTENTS
Acknowledgments 2
List of Tables 6
List of Figures 7
Abstract 8
Chapter One: Introduction 9
Noncredit Format and Grading 11
Noncredit Program Subdivisions 11
Noncredit Student Population 13
Social Capital 14
Statement of the Problem 15
Purpose of the Study 16
Significance of the Study 16
Limitations and Delimitations 17
Definitions 18
Conclusion 19
Chapter Two: Literature Review 20
Noncredit Education 21
Overview of Noncredit Education 23
History of Noncredit Programming in California 26
Noncredit Student Success and Support Program Plan 28
Adult Learning Experiences 29
Classroom Environment 31
Institutional Environment 32
Sense of Belonging 33
Social Capital 34
Networks 36
Social Capital Indicators 37
Social Capital and Noncredit Education 38
Conclusion 41
Chapter Three: Methodology 42
Purpose of the Study 42
Site Selection 43
Population and Sample 44
Instrumentation 45
Data Collection/Processes 46
Data Analysis 47
Validity 48
The Role of the Researcher 49
Chapter Four: Findings 51
Participant Profiles 51
Noncredit Programs a Catalyst for Developing Social Capital 54
Social Mobility 54
Sense of Belonging Within the Campus Community 57
Connectedness 60
NONCREDIT PROGRAMS 5
Institutional Agents 61
Faculty and Staff Support 62
Retention 63
Summary 64
Social Networks 64
Employment 65
Community Involvement 67
Extended Support Group 68
Chapter Five: Discussion, Implications, and Recommendations 71
Revisiting Social Capital 71
Social Networks 72
Institutional Support 74
Noncredit Expanding Social Network 76
Recommendations 77
Create a Culture of Access and Success 77
Increase Data Collection 78
Noncredit Advocacy 79
Implications for Future Research 79
Conclusion 81
References 82
Appendix A: Information Sheet 90
Appendix B: Solicitation Email 92
Appendix C: Noncredit Programs Social Capital Survey 93
Appendix D: Interview Participation Sheet 96
Appendix E: Interview Protocol 97

NONCREDIT PROGRAMS 6
LIST OF TABLES
Table 1: Survey Participants Profile 52
Table 2: Interview Participant Language and Education Profile 54

NONCREDIT PROGRAMS 7
LIST OF FIGURES
Figure 1: Noncredit ESL Sequence 9
Figure 2: Credit ESL Sequence 10

NONCREDIT PROGRAMS 8
ABSTRACT
This study examined the role of noncredit programs in building social capital for
intermediate-level English as a Second Language Students. The study also examined student
perceptions on noncredit programs as part of facilitating the development of social capital,
institutional agents’ support to navigate noncredit educational environment, and value of learning
English to expand their social network.
Participants in this study were students enrolled four Intermediate ESL classes at a
noncredit program located at a community college in Southern California. Data collection
methods included surveys and 10 interviews with participants from diverse ethnic backgrounds.
This phenomenological study used Bourdieu’s social capital framework to analyze the data
collected from surveys and interviews. Data revealed that noncredit courses have provided an
avenue for adult students to develop networks and find friends as support system that helped
them face the difficulties of adjusting to a new language and culture.

NONCREDIT PROGRAMS 9
CHAPTER ONE: INTRODUCTION
The purpose of this study was to examine the role of noncredit programs in building
social capital for intermediate-level English as a second language (ESL) students enrolled in a
diverse, noncredit program located in Southern California. Noncredit ESL academic programs
differ from credit-bearing programs in community college because they do not provide college
credit or units towards degree achievement. While their academic content differs, their
progression and sequence also vary, as noted in the figures below.

Figure 1. Noncredit ESL sequence.

NONCREDIT PROGRAMS 10

Figure 2. Credit ESL sequence.
Within the California community colleges system, noncredit instruction is one of many
educational choices for adult learners. Noncredit instruction, serving 926,384 students,
(California Community Colleges Chancellor’s Office, 2015a) is similar to K-12 adult education
in that very similar student populations are served (Lieu et al., 2006). These two academic
systems provide an accessible venue for adult students to learn the English language, enter adult
secondary education, obtain vocational certificates, receive skills to transition to credit course,
and develop the ability to navigate the educational system and community.
Since 1856, noncredit education has been part of the California educational system.
Noncredit programs emerged from the K-12 system and were designed to educate adults. The
first evening school, established in San Francisco, offered elementary skills and vocational
training for non-English-speaking immigrants (Lieu et al., 2006). Noncredit education continued
its development through the California Master Plan for higher education from 1960 to 1975,
when the plan mandated school districts and junior colleges be separated and maintain
NONCREDIT PROGRAMS 11
independent identities. Therefore, a historical alignment exists between the curriculum of
noncredit education and higher education to serve as pathways to academic degree programs.
Noncredit Format and Grading
Noncredit programs are an essential and important function of community colleges in
California (Lieu et al., 2006). The Education Code states community colleges are to offer
specific courses beyond their regular mission of college transfer preparation and vocational
education. Noncredit courses were designed to provide basic skills, academic remediation,
vocational training, and language acquisition for student success. In community colleges, the
delivery of instruction for credit and noncredit programs differs. In general, noncredit courses
are offered with the necessary flexibility for adult students to engage in the process. Courses are
offered in an open-entry, open-exit format, which means that students have access to attend
classes when their schedule allows. Furthermore, the courses are free, and a traditional grading
scale is not utilized. Instead, noncredit courses use a nontraditional grading scale and facilitate
student transition to college credit programs. Additionally, the nontraditional grading scale has
aided noncredit programs in the implementation and granting of state approved certificates of
competency upon the completion of a noncredit certificate sequence. This academic flexibility
has allowed students to feel more comfortable when transitioning into a new academic system.
Noncredit Program Subdivisions
Although noncredit programs contribute 10% of total enrollment in California
community colleges, their academic identity has not been fully understood by stakeholders such
as credit college administration or faculty (Lieu et al., 2006). To increase understanding of the
concept of noncredit and to clear some misinterpretations, the Academic Senate for California
Community Colleges stated:
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For many people, there is confusion between the similar terms noncredit, non-degree
applicable credit, non-transferable credit, and not-for-credit [emphasis added]. Non-
degree applicable credit courses are actual credit courses, the units of which are not
applicable towards graduation with an associate degree. Non-transferable courses are
credit courses of which the units cannot be transferred to a four-year institution. The
term “not-for credit” is typically used in reference to classes where the students (or in
some cases, the agency that arranges for the class) pay the full cost of the class and
receive no college credit for the classwork. (p.1)
Despite differences in the delivery of instruction for noncredit, not-for-credit, and
continuing education, these three academic environments are part of the community college
arena. For many community colleges, the size of these three academic components varies.
Noncredit courses in community colleges offer no college credit, do not give traditional
grades, and do not require students to pay fees (Lieu et al., 2006). Like other instructional
courses offered in community colleges, noncredit courses (under the umbrella of the community
college accreditation process) are subject to accreditation conducted by the Western Association
of Schools and Colleges and the Accrediting Commission for Community and Junior Colleges
(California Community Colleges Chancellor’s Office, 2009). Many of the accredited courses are
categorized under the seven content areas: remedial academic courses or adult secondary
education, ESL, classes and courses for immigrants eligible for educational services in
citizenship, education programs for persons with substantial disabilities, and vocational
programs.

NONCREDIT PROGRAMS 13
Noncredit Student Population
Noncredit instruction serves over 900,000 students from diverse backgrounds (California
Community Colleges Chancellor’s Office, 2015). A significant number of these students are
immigrants who are economically disadvantaged and low-skilled adults seeking to improve their
life conditions (California Community Colleges Chancellor’s Office, 2009). By providing skills
through vocational training, language acquisition, basic skills, and lifelong learning experiences,
community colleges have played a crucial role in educating adult students. The intent of
noncredit education is to be responsive to multiple types of students and various learning needs
(Academic Senate for California Community Colleges, 2005). The descriptions of the student
population included
(1) High school dropouts seeking a high school diploma, General Educational
Development (GED) or high school equivalency; (2) persons with literacy challenges
whose basic skills are inadequate to enroll in college or to find self-sustaining work; (3)
new immigrants who have limited English proficiency and need English as a second
language, citizenship/civic education or short-term vocational training; (4) adults
receiving public assistance/welfare recipients; (5) persons involved with the penal
system; (6) disabled persons in need of independent living skills and short-term
vocational education; (7) older adults in need of skills to help obtain and navigate
community and social service systems and maintain their economic, physical and mental
health; and (9) parents in need of parenting and life management skills. (p.3)
The noncredit academic system is aware of the needs of this population and is taking the
necessary steps to provide access to programs and services to adult students. Through the
various educational venues, the noncredit system has been providing opportunities to all students
NONCREDIT PROGRAMS 14
regardless of their skills, language barriers, and personal circumstances to adjust to the new
culture adult students enter. In other words, noncredit programs have become a pathway for
many immigrants to gain social capital and skills to integrate to mainstream society. Many
noncredit enrollees have used noncredit programs as a bridge to connect with peers. This
opportunity supported the underlying concept of gaining social capital skills and the
development of networks and friendships.
Social Capital
Social capital is the aggregation of resources linked to a durable network (Adler & Kwon,
2002). These resources may be manifested through relationships and networks developed in and
out of the classroom. Upon being exposed to noncredit education, students encounter a world of
opportunities beyond the classroom and academia. The concept of social capital has become a
relevant concept of study for a wide range of disciplines. Scholars have used the concept of
social capital to understand a growing number of questions being confronted in the field of study
(Adler & Kwon, 2002). Many scholars have sought to understand the effects of social mobility
for college students, yet limited literature is available for noncredit adult students when accessing
resources, information, and sponsorship in the noncredit environment (Plagens, 2011).
The journey of adult students entering the educational arena varies pending on the
personal and educational backgrounds. Noncredit programs have facilitated students a gateway
for acculturation and socialization processes. Even though ESL students enter noncredit
programs to gain specific skills, such as language, they also enter these programs to gain skills
and concepts to increase their social capital. The classroom and institutional environment
facilitates interaction among students to begin developing relationships and networks, thus
NONCREDIT PROGRAMS 15
enhancing their social capital net worth and facilitating access to resources of value to
individuals (Balatti & Falk, 2002).
The breadth of social capital goes beyond the one academic program. While Becker
(2011) studied cultural capital as an integration component towards the path of a postsecondary
degree, there is current a gap in the literature regarding how noncredit programs serve as a
catalyst for social capital in adult students. The lack of research focused on the connection
between social capital and noncredit programs is problematic since this student population makes
up 10% of California community colleges’ enrollment (Lieu et al., 2006). In sum, minimal
research is focused on noncredit student population, and there are even fewer studies that
examine the positive effect of social capital gains for noncredit ESL students.
Noncredit programs provide an environment where adult students gain academic skills
and develop relationships to proliferate abilities for social capital gain and connectedness.
Statement of the Problem
Many noncredit ESL students arrive in this country without the necessary tools for social
capital. Adult students entering the world of noncredit education lack the necessary basic
language skills and the ability to connect to resources within the institution, having limited
networks for social capital gain. For the most part, these students are newcomers who have
experienced multiple changes and life experiences, and they seek to improve their social and
living standards. It is not surprising that, between 2000 and 2015, newcomers contributed over
50% of the population growth in the United States (Kirsch, Braun, Yamamoto, & Sum, 2007).
However, little is known about how students who are enrolled in noncredit ESL utilize noncredit
courses to increase social capital.

NONCREDIT PROGRAMS 16
Purpose of the Study
The purpose of this study was to explore how noncredit credit programs may serve as a
catalyst for the acquisition of social capital for students who are enrolled in noncredit ESL
intermediate-level courses. This study utilized a qualitative design to gain a clearer
understanding of the experiences of developing social capital networks for adult learners.
Noncredit programs are the primary providers for immigrant adult learners in the
California community college system (California Community Colleges Chancellor’s Office,
2009). The following research questions were developed to guide this study.
1. How do adult ESL students perceive the noncredit programs they are enrolled in as part
of the process for developing social capital?
2. How do students enrolled in noncredit programs perceive institutional agents support as a
means to navigate the noncredit educational arena?
3. How do adult ESL students enrolled in Intermediate ESL noncredit courses perceive the
value of learning English to expand their network?
Significance of the Study
Research focused on this population is important for many reasons. First, understanding
the experiences adult students enrolled in non-credit programs can help reveal how adult students
view the utility of these programs while living in the United States. Second, the research will be
useful for state legislators to continue developing initiatives supporting noncredit programs.
Third, the research findings can serve institutional data collected at the community college level
to enhance programs and services. Lastly, the results will add to current literature on the
noncredit program arena.
NONCREDIT PROGRAMS 17
Continuous support and investment for noncredit programs is vital to continue enhancing
programs, and it must be done wisely. Investing in educational practices that promote supportive
learning environment to enable a pathway to a higher quality of life for adult students must be
part of the conversations in the community college system. For that to happen, one must
understand the student population, their perceived experiences as they enrolled in noncredit
programs and their life choices after completing noncredit courses. Unfortunately, findings
supported by research in noncredit education are limited (Cronen & Murphy, 2013).
Noncredit adult education it is not simply an investment in the state’s low-skilled adults;
it is also a gateway to access quality adult education and services for many student immigrants.
For many, achieving the American dream is not only to arrive to the United States, but also to
gain skills for social mobility for a greater access to information, access, and sponsorship
(Seibert, Kraimer, & Liden, 2001). It is not surprising that many adult students enroll in
noncredit programs with great excitement and with the intention of growing their social network.
The information discovered in this study can inform best practices to develop programs
and to enhance the support of adult learners in the noncredit arena. This type of programming
may unlock opportunities for adult education as it continues to evolve statewide.
Limitations and Delimitations
This study included potential limitations due to the design of the research. This study’s
limited scope only includes participants in four noncredit intermediate levels, and findings may
not be applicable to other noncredit student populations. Overall, qualitative research has limited
generalizability.
The time frame of this study also played a role in the limitations of this research. This
study interacted with one group of students enrolled in noncredit courses for one time. A
NONCREDIT PROGRAMS 18
longitudinal study that spans several years would be ideal to reveal the long-term effects of
noncredit programs. In addition, follow-up interviews that provide further insight into the
experiences of adult students also may have provided interesting data for this study. Despite
these limitations, this study may provide insight on the effectiveness of noncredit programs in
developing social capital.
The study delimitations included the decision to cover only social capital perspectives
from noncredit intermediate ESL levels. It did not include data on other noncredit ESL levels or
adult secondary education programs. Additionally, this study did not include data on ESL credit
programs or K-12 adult education ESL programs. Overall, this study was delimited to focus
specifically on noncredit intermediate ESL level in a community college noncredit institution.
Definitions
English as a second language (ESL) is defined as “instruction in the English language to
adult, non-native English speakers…primarily in, but not limited to, the areas of listening,
speaking, reading and writing” (California Community Colleges Chancellor’s Office, 2006b, p.
19).
Noncredit education is defined as “courses for adults that may include basic skills,
English as a second language, short-term vocational programs, parenting, health and safety,
home economics, and specialized courses for immigrants and older adults” (Academic Senate for
California Community Colleges, 2014).
Adult Education Block Grant (AEBG) a partnership with California Community Colleges
Chancellor’s Office and the California Department of Education to implement Assembly Bill
104.
NONCREDIT PROGRAMS 19
Student Success and Support Program Plan (SSSP) Student Success and Support
Program (SSSP) is a process that enhances student access to the California community colleges
and promotes and sustains the efforts of credit students to be successful in their educational
endeavors (California Community Colleges Chancellor’s Office, 2015a).
Work Investment Opportunity Act was signed into law (Pub. L. 113-128) by President
Obama on July 22, 2014. This act reauthorizes the Adult Education and Family Literacy Act
with several major revisions.
Conclusion
This chapter introduced the background of the problem, the statement of the problem,
purpose of the study, the significance of the study, and limitations and delimitations of the study.
Each of the aforementioned sections focused on the significance of noncredit programs
impacting students who are enrolled in noncredit, intermediate ESL level. The following chapter
provides a literature review of empirical studies regarding students enrolled in noncredit ESL
programs. Chapter Two also explores the social capital framework and student experiences in
various environments within noncredit academic world.

NONCREDIT PROGRAMS 20
CHAPTER TWO: LITERATURE REVIEW
Mario is a 32-year-old man who came to the United States four years ago. He is married
and has three children aged twelve, ten, and six. He arrived with extended family who provided
shelter and support to his family while he sought work. Upon finding a job as machinist at a
local factory, he realized he needed to learn the language. His time was limited, and he worked
10 hours a day, with no time to invest in himself. After two years of working at the factory, he
decided to search for a local school to enroll in and learn English. He found a noncredit school
and decided to visit. Upon his arrival to the noncredit school, he was confused as to what to do.
It was not until he encountered a student at the school who guided him on the steps to follow that
he was able to become a student. He entered the registration office where he enrolled in a
Beginning 3 level course. Mario rigorously continues to attend his English class where he was
not only learning a new language but was also creating connections with his classmates. As
Mario stated, “English helps to make friends.”
Mario persisted and struggled as many immigrant students do to reach English
Intermediate 3, the highest English level offered at the noncredit institution. He soon realized
English was not enough to reach his goal of proving a better living situation for his family. After
two years, he decided to earn his adult high school diploma at the same institution; at the same
time, he enrolled in vocational courses to improve his computer skills. Mario was very busy and,
at times, scrambled to find time for his family, saying “it was very hard for me. I had not too
much time to spend with the family, but I know was doing right for the future.” After completing
his English and computer vocational courses, Mario’s supervisor recognized the improvement in
his communication skills and his ability in utilizing various computer programs, so he was
promoted to the position of shift leader. Mario was very happy, as he had gained the skills to
NONCREDIT PROGRAMS 21
continue with his education, but, mostly, he had created a path for social capital to continue
flourishing in the mainstream society.
The United States educational system provides opportunities to all students, regardless of
their skills, language barriers, and personal circumstances. Noncredit education offered through
a variety of academic programs has become a bridge for many immigrant students to gain social
capital and integrate to mainstream society. Noncredit education has also been a point of entry
into the United States’ educational system for adult immigrants such as Mario. Though limited
research has been conducted related to the effects of noncredit education, the shifting
demographic profile of California makes their need more evident with each decade of census
reporting (Becker, 2011). According to the Public Policy Institute of California, the state often
serves as a “crucible for immigrant-related issues in the United States…due to the overwhelming
share of U.S. immigrants who choose to live in the state” (Bohn, 2009, p. 4). This current
migration status provides an impetus to scholars to grow the body of literature about noncredit
education. Noncredit programs have played a significant role in positioning students with the
skills necessary to navigate the educational system and their cultural surroundings. These skills
have contributed to the voluntary association to connect with other adult students, thus
developing social networks and relationships to mobilize effectively (Bourdieu, 1986)
Noncredit Education
Noncredit education differs from credit-based education in many ways. Noncredit
education does not award college credit to students; rather, it provides tuition-free educational
programs to community members in ESL, vocational education, basic skills, and adult secondary
education (California Community Colleges Chancellor’s Office, 2006a). Even though credit
ESL courses are offered at the community college, many immigrant students decide to enroll in
NONCREDIT PROGRAMS 22
ESL noncredit courses. Immigrant students feel compelled to explore the United States’
educational system through the lens of noncredit education because of the opportunities it
provides for personal fulfillment, personal development, and personal interest (Panacci, 2015)
that may transform into social capital. In response to the current immigration trend, noncredit
programs have restructured their curricula and student services to develop pathways for students
to transition into the community college credit courses and programs. This reengineering of
services and programs has established student success pathways and accountability guidelines
for noncredit programs (California Community Colleges Chancellor’s Office, 2012). In addition,
noncredit administrators, faculty, staff, and students are now working under stricter federal, state,
and institutional guidelines to define student success.
Students’ community college experiences are no longer those of academic exploration
and lifelong learning; rather, the goal of today’s community college is for students to attain a
certificate, degree or transfer to a 4-year institution (California Department of Education, 1960).
Noncredit programs are charged with providing support to over half a million noncredit students
to facilitate their progress within the noncredit academic pathways (D’Amico, Morgan,
Robertson, & Houchins, 2014), yet these programs experience multiple challenges due to
institutional or state policies such as the implementation of the Student Success and Support
Program (SSSP; Becker, 2011). The California educational system and noncredit education are
changing to meet the demands of the rapidly growing diverse population (Teranishi, Suarez-
Orozco, & Suarez-Orozco, 2011) and resources are reallocated to support efforts for the success
of unrepresented groups who will take part in contributing to the future of the state (California
Community Colleges Chancellor’s Office, 2012). Therefore, the goal is to educate the
immigrant population and enhance economic growth and prosperity of California. Balatti and
NONCREDIT PROGRAMS 23
Falk (2002) noted the importance of facilitating social and human capital through education to
improve the socioeconomic growth of individuals and community. Community colleges,
especially noncredit education, have a role in training adults beyond the entry-level workforce
and providing skills in a way that is flexible and responsive to community and workforce needs
(Van Noy, & Jacobs, 2009).
Despite the various challenges, noncredit education continues to flourish in meeting the
aspiration of adult learners such as Mario. The following section provides an overview of
noncredit programs, the history of noncredit programs, adult learning experiences as participants
in noncredit educational programs, and a social capital framework to explore the underlying
curriculum students experience through the world of noncredit academics.
Overview of Noncredit Education
Noncredit education has become an essential component of the robust state economy.
Since 1856, noncredit adult education has provided instruction to adults who, for the most part,
are new arrivals to the United States. The influx of new immigrants increased expectations for
adult education, and it is not surprising to see many immigrants enrolling in noncredit adult
education.
According to the California Community Colleges Chancellor’s Office (2006b), the
enrollment count for noncredit has remained steady. In 2012, the total enrollment was 961,151,
with a small decrease in 2013 to 920,542. In 2014, the headcount increased to 938,448 and, in
the year 2015, noncredit accounted for 926,834 enrollees. During the fall semester of 2016,
more than 454,728 students received noncredit instruction in English language skills acquisition,
elementary and secondary basic skills, and vocational technical education, comprising
approximately 10% of enrollment in the California community college system (Academic Senate
NONCREDIT PROGRAMS 24
for California Community Colleges, 2016). As workforce needs continue to shift, it is estimated
that about 30 million jobs will require specific training by the year 2018. Researchers have
contended that noncredit education will be a key resource in providing training for those jobs
(Carnavale, Smith, & Strohl, 2010).
Federal and state agencies devote funding through the various educational initiatives such
as SSSP, Adult Education Block Grant (AEBG), and the Work Investment Opportunity Act to
continue augmenting the noncredit programs’ infrastructure to serve those in need. Interest in
noncredit vocational programs to educate adults and increase the state’s economic mobility
facilitated the establishment of the AEBG, or Assembly Bill 104, in 2015. This legislation set
forth improvements and enhancements to services provided to adult learners by creating
consortia with community agencies and community colleges and provide steady funding to
develop seamless transitions into community college or vocational programs. As a consortium,
the emphasis is on the coordination and alignment in job seeker services, business services,
economic development, and training strategies in response to the state’s shift in demographics
and the current trends of workforce demand (California Community Colleges Chancellor’s
Office, 2015). The state’s success in achieving its goals is being watched nationally. For the
past two academic years, the California Community Colleges Chancellor’s Office and the
California Department of Education have worked in partnership to implement AEBG by
allocating $500,000,000 to fund the 71 regional consortia.
The continued interest in vocational noncredit programs shown by Academic Senate for
California Community Colleges, the Chancellor’s Office, the legislature, and other professionals
is in response to the rapid demographic and workforce development changes in California’s
society and economy. Consequently, noncredit programs joined the renewed interest in basic
NONCREDIT PROGRAMS 25
skills success and vocational training for adult learners as a way to provide the workers that the
state requires. This widespread need for more educated workers in vocational areas places
noncredit instruction at the forefront of instructional delivery (Academic Senate for California
Community Colleges, 2009). Vocational courses are areas of noncredit instruction that have
flourished due to the high demand of adult students wishing to enroll in a vocational program as
a way to re-enter the workforce. These courses accounted for nearly half of course enrollments
in the noncredit sector (Xu & Ran, 2015). Noncredit programs have positioned themselves to
deliver the vocational instruction demanded by the state of California to prepare students for
employment or to be successful in college-level vocational careers.
For the first time, in many regions, K-12 adult education school districts have established
regular planning sessions with noncredit education to create clear strategies for relevant training
leading to employment. This includes pathways and much-needed support for students
designated ESL, disabled, basic skills learners or secondary education pupils as well as those in
career and technical education and pre-apprenticeship programs (Torlakson & Skinner, 2016).
Interconnected services such as counseling, childcare, and job search, in partnership with local
agencies, have been bolstered through these efforts, and in many cases AEBG funds have
allowed school districts to expand course offerings in ESL and basic skills and to offer tuition-
free career and technical education programs.
After the implementation of AB 104, the data collected throughout the state consortium
groups displayed an array of positive results leading to enhancing the state’s demand for adult
education in ESL, vocational training, and basic skills. Some of the results are improved
alignment and articulation among adult education institutions and community colleges, seamless
pathways to employment and implementation of strategies to help students find employment
NONCREDIT PROGRAMS 26
which include programs to obtain industry-recognized credentials input from employers and
career and technical education advisory committees, pathways for direct placement into
postsecondary education, student transition services among the consortia members, and joint
adult basic education and career and technical education (Torlakson & Skinner, 2016). Although
the collection of results and outcomes is in the infancy stages, anecdotal outcomes have been
noted by the state’s AEBG progress report.
To gain an understanding of the complexity of the noncredit programs, it is important to
examine the history of noncredit education in California’s educational system and how this
academic system has served the needs of the special population of learners over serval decades.
History of Noncredit Programming in California
Adult education in California started in 1856 when the San Francisco Board of Education
created evening courses to meet the needs of the community. This milestone provided
instruction for career technical education, such as drafting and bookkeeping, and basic skills
such as English language, for the immigrant population. This unlocked opportunities for other
cities to also offer adult education.
Early institutionalization and growth of California community colleges came along after
the Industrial Revolution with the increase of vocational instruction, citizenship classes, and
English literacy. Throughout the 19th century, Sacramento, Oakland, San Jose, and Los Angeles
established adult education centers to offer basic skills instruction and adult education for
women. Adult education was transformed in the 20th century through policies and legislation
that secured the stability of adult education for decades. In 1907, the Supreme Court ruled for
adult schools’ legal right for state funding and authorized public school districts to offer
postsecondary education to high school graduates. However, it was not until 1910 that state-
NONCREDIT PROGRAMS 27
funded public high school education became a law, which included adult education (California
Community Colleges Chancellor’s Office, 2006a).
After World War II, a major change took place when K-12 and community colleges
noncredit programs separated, and community colleges established their own evening adult
programs. During this time, noncredit programs provided training to workers in the field of
national defense. By 1945, nearly a million Californians had been trained to work in defense
plants (Lieu et al., 2006). This was an impactful example of how noncredit programs have
transformed to meet the workforce needs which is integral to the mission of noncredit education.
The modernization of community colleges services and programs came with the 1960
Donohoe Act which recognized community colleges as a unique segment of the state’s higher
education system. It also recommended that the term noncredit education replace adult
education when referencing these programs and services within the community colleges.
As noncredit programs started to flourish in the educational arena, the implementation of
the Behr Commission Report in 1981 ended identical compensation for credit and noncredit
faculty and established the precedence to view noncredit instruction as an ancillary program for
community colleges; today, these programs continue to operate at the fringes in terms of
resource allocation (Lieu et al., 2006). The marginal status for noncredit courses continued until
1996 when state legislation added adult noncredit education as a core function and essential part
of community colleges’ mission (California Community Colleges Chancellor’s Office, 2006a).
It would take two decades for legislative advocacy to establish the landscape for noncredit
education to enhance funding for career development and college preparation courses to benefit
the learning community as whole.

NONCREDIT PROGRAMS 28
Noncredit Student Success and Support Program Plan
As noncredit programs continue to thrive, the California state legislature reinforced
funding allocation through various initiatives that open pathways for adult students to achieve
their goals. The noncredit SSSP enhances student access to the world of adult education and
supports the efforts of students who are enrolled in noncredit courses to be successful in their
educational endeavors. The goals of SSSP is to ensure that adult students complete their courses,
persist to the next academic term, and achieve their educational objectives through the assistance
of the student success and support program process: orientation, assessment and testing,
counseling, and student follow-up (California Community Colleges Chancellor’s Office, 2015).
Furthermore, to enhance the collaborative effort of proving equitable support system for adult
students, the state legislature implemented the Student Equity Plan to collaborate with the SSSP
initiative to focus on increasing access, course completion, and transfer for all students. As a
catalyst to providing a holistic service approach to adult students, the Student Equity Plan and
SSSP aligned their efforts to enhance the educational opportunities for all students participating
in noncredit programs.
Although, initially, noncredit programs encountered various challenges and complexities,
they have succeeded to continue providing an option for adult students to be part of the academic
world, but mostly experiencing the hidden curriculum as a social capital noncredit programs
have to offer. Programs and initiatives have bridged the path for adult students to balance the
synergistic phenomena of academics and social capital as noncredit adult students acculturate to
their new society.

NONCREDIT PROGRAMS 29
Adult Learning Experiences
Today’s diverse adult learners come to noncredit adult education from various aspects of
life. Some are displaced workers, single mothers, new immigrants, or adults transitioning
between careers. Some are also caregivers for children and aging relatives, community leaders,
and volunteer workers. In essence, adult learners have much to offer to the noncredit educational
area, including their personal life learning (Light, 2001). For many students, noncredit adult
education contributes to their quality of life by allowing them various skills necessary to navigate
the society they are transitioning into (Fairchild, 2003). Adult learners are the fastest growing
segment in education, and many have to manage multiple personal responsibilities such as
fulltime employment, and their role as spouse and parent (Villela & Hu, 1991). The different
configurations of life experiences, and family are as plentiful and extraordinary as the diversity
they provide to the institution.
Adult learners experience the noncredit educational phenomena in different ways. The
understanding of the experiential continuum is critical to grasp a holistic perception how students
engage in the various sub-arenas of a noncredit institution. Adults learn and experience
education differently from children, adolescents, and younger counterparts in the traditional
educational system. In fact, the learning becomes collaborative between students and the
teachers. Mayo (1999) suggested:
Educator and learners all become learners assuming the same attitude as cognitive
subjects discovering knowledge through one another and through the objects they try to
know. It is not a situation where one knows and the other do not; it is rather the search,
by all, at the same time to discover something by the act of knowing which cannot
exhaust all the possibilities in the relation between object and subject. (p. 65)
NONCREDIT PROGRAMS 30
Adult learners tend to be life-centered in their tendency of learning, need to be active
participants in the learning process, and draw from personal experiences more often than the
traditional student (Brookfield, 1986). Furthermore, they bring with them a wide variety of
cultural and educational background that affect their assimilation process to United States
educational system. While the uniqueness of adult learners cannot be overstated, there are trends
in which they experience their educational journey within noncredit education. Chisman and
Creswell (2007) conducted a study in five community colleges, focusing on noncredit English as
a Second Language (NCESL) programs to identify the best practices for adult learning but also
to explore the educational experiences for adult learners as they are expose to the formal
education of the United States educational system. Their findings noted the importance of
providing ESL students with innovative and collaborative learning environments that include an
array of specialized instructional and support services. Becker (2011) confirmed the findings of
previous study through phenomenological research on NCESL and the importance of the student
learning environment as students transitioned into the noncredit educational system. Becker’s
findings further contributed to the current literature on noncredit students participating in
extracurricular activities and how they utilize student services to improve learning.
While adult students continue to pursue their place in the educational arena, their
experiences in and out of the classroom differ as they navigate the process of assimilation.
Students enrolled in noncredit programs may view their ESL classes as a means to be active in
pursuit of learning and as an experience to increase their social capital. The classroom
environment becomes a space to facilitate the interaction among students where adult learners
could begin developing a relationship with teachers and the institution itself.

NONCREDIT PROGRAMS 31
Classroom Environment
There is growing recognition on the importance of the classroom environment for
noncredit adult learners and the teachers. For adult learners, a positive student-teacher
relationship is important for the academic and personal learning experience (Brookfield, 1986;
Kegan, 2000). Not only does it provide a safe place to share personal experiences in the learning
process, but also it provides a pathway to communicate and develop social networks with their
classmates. Communication with other classmates who are experiencing a similar process of
developing social capital is important; it fosters language socialization and life-long
collaborative networking (Ciriza-Lope, Shappeck, & Arxer, 2016). As adult learners struggle to
socialize because of language or cultural barriers, many refer to the classroom environment as a
place where they could freely share narrative of their struggles in coping with life in the
surrounding areas (Ciriza-Lope et al., 2016); this identifies the classroom environment as a place
to cultivate new social networks.
Moreover, Ciriza-Lope et al. (2016) conducted a phenomenological study utilizing focus
group interviews and observations with 40 Latino adult students enrolled in ESL for 36 weeks.
Their findings highlighted the importance of classroom environment for newcomers by
recognizing and solidifying group membership to help cultivate affective stances built on
fraternity but also provide students the opportunity to modify the discourse on the topics of status
and self-worth. Furthermore, Horsman (1990) interviewed 23 women to share their experiences
in the Canadian noncredit educational system. Their narrated experiences while attending
literacy courses as a pathway to develop social capital highlighted the importance of connecting
with others on a daily basis within the continuum of formal education and social adjustment.
NONCREDIT PROGRAMS 32
Andragogy plays a vital factor in facilitating adult students the environment required for
their learning and their role as students. Andragogy is defined as the art and science of helping
adults learn (Knowles, 1970). As people grow and develop, they accumulate an increasing
reservoir of experiences that becomes an increasingly rich resource for learning (Knowles, 1970)
for themselves and others. Therefore, adult students move from dependent to independent
learning, where their life experiences become a catalyst for learning in adult education. This
type of learning provides the physical and psychological environment where adult students feel
at ease, respected, accepted and supported (Knowles, 1970, p. 44). A supportive climate
provides adult students the opportunity to share their experiences and the ambiance to develop
social networks needed to construct a strong social capital.
Institutional Environment
Institutional environment plays an important role for adult students to gain social capital.
It refers to the accessibility of resources, support services, system linkages, and network
pathways associated with different forms of empowerment, achievement, class mobility, and
self-determination (Stanton-Salazar, 2010). Coming from various ethnic backgrounds, noncredit
adult learners rely on this environment to pave the way in developing a level of social capital that
would influence and impact how they navigate the academic system and their surroundings.
Students are frequently looking outside the classroom to broaden their student experience. It is
essential at the institutional level to create in-class and out-of-class learning environment to
validate student academic abilities, but also their diversity and struggles as they develop
connectedness to the institution and social networks (Martinez, & Fernandez, 2004). For many
adult students, socializing at the institutional level with staff and support services is not only an
opportunity to improve their networking system, but also an opportunity to exchange their life
NONCREDIT PROGRAMS 33
experiences with their peers. At that point, the institution’s environment facilities the process of
enhancing social capital by practicing the underlying curriculum skills (ability to develop
networks, a sense of understanding the educational system, and acquire skills for social mobility)
learned through the noncredit programs.
Adult learners engage in noncredit education to gain support for the demands of family
life (Flynn, Brown, Johnson, & Rodger, 2011). That support comes from resources that may be
their peers and institutional resources. Engaging with support services and staff at the institution
creates a sense of connectedness, serving as a platform to enhance networks. The importance of
social integration while participating in campus activities and interaction with peers solidifies the
pathway for social capital while practicing skills acquired through formal education (Crisp, &
Nora, 2009). The network created within the institution is relevant to adult students’ cultural and
social experiences with direct positive impact to integration and persistence to continue
enhancing the necessary skills to navigate the society evolving in. These networks are important
for participating in school and community activities. Putnam (2000) concurred with the notion
that participating in civic activities provides a sense of formal social capital, demonstrating a
direct relationship between students’ obligation and a sense of belonging. The institution is vital
in proving a safe environment for civil participation to take place and to augment social capital in
the community and school.
Sense of Belonging
Understanding students’ sense of belonging is important to better serve their needs.
Research has found that campus climate and culture are associated with students feeling like they
belong to the community and to their respective campuses (Museus, Yi, & Saelua, 2017).
Hurtado and Carter (1997) analyzed a national survey data from a sample of 272 Latino students
NONCREDIT PROGRAMS 34
to understand their perceptions of campus climate and their sense of belonging. The findings
suggested that respondents who reported more hostile climates exhibited lower levels of sense of
belonging. Additionally, Tinto’s (1987) Culturally Engaging Campus Environment Model
acknowledged that external influences and precollege inputs shape college success outcomes.
Although Tinto’s model is generally applied to traditional students in degree programs, the
model’s student engagement, involvement, and affiliation may also be applied to adult learners
in other learning environments.
Peer support has been widely researched in the arena of traditional college students;
however, this research has expanded to include students who are enrolled in the noncredit area.
Socializing with peers has been found to enhance adjustment, especially in areas of social and
academic needs and shared social identities (Cerezo, & McWhirter, 2012). For many students
who are enrolled in noncredit courses, the peer support could bring emotional stability and
fraternity with individuals of the same or different ethnic background. This additional level of
consciousness can also improve social awareness, skills to facilitate social adjustment, and
cultural congruity between students’ personal and new social environments.
Social Capital
“Learning English helps me to find a better job, but, also, I made many friends whom I
still talk to, and we go out to parties, and I like talking to them. One of them helped me to get the
job I’m working at right now. I also like student government.”
Student enrolled in a noncredit program, fall 2016
Social capital has been studied by many researchers to define social mobility and non-
material resources for various groups. Bourdieu (1986) defined social capital as the aggregate of
actual and potential resources linked to possession of a durable network, and more or less
NONCREDIT PROGRAMS 35
institutionalized relationships to create a web of resources. This vision of durable networks’
power through social relations increases the ability of an actor to advance his or her interests
(Siisianinen, 2000).
For adult students who are enrolled in noncredit courses, the notion of social capital may
be apparent through the language acquired and connections they establish to increase their
network as the result of investing time and energy upon entering the arena of noncredit
education. Their interest in increasing social capital networks consciously or unconsciously is
relevant to maximizing their resources towards success on the balance of social capital.
Social networks and relationships have been the core foundation for social capital
discussed by researchers. Through his studies, Bourdieu (1986) underlined the concept of
networks and relationships as they relate to developing web of material or nonmaterial resources.
One theoretical cornerstone of Bourdieu’s theory is the idea of group membership and social
networks (Siisianinen, 2000). Additionally, Coleman (1990) defined social capital analogous to
physical and human capital:
Just as physical capital is created by making changes in materials so as to form tools that
facilitate production, human capital is created by changing persons as to give them skills
and capabilities that make them able to act in new ways, thus social capital, in turn is
created when the relations among persons change in ways to facilitate action (p. 25).
Though Bourdieu (1986) and Coleman (1987) conceptualized social capital somewhat
differently, the common element is the development and association of life inside and outside of
family to aggregate valuable resources. Dewey (1916) wrote about education and networks in a
way that revealed an understanding similar to those of Bourdieu and Coleman. He emphasized
the concept of social activities binding people together and acknowledged the importance in
NONCREDIT PROGRAMS 36
making valuable connections within and beyond one’s own family or group. Despite having
different perspectives of social capital, Bourdieu, Coleman, and Dewey agreed on the key
elements of bonding, bridging, and linking networks to promote solidarity and increase valuable
resources (Allan, & Catts, 2014)
Students who are enrolled in noncredit courses come from a wide variety of cultural and
educational backgrounds that may affect the way they perceive and navigate the United States’
educational system. These adult learners in noncredit programs encounter issues and obstacles
that traditional students would not necessarily encounter. Some of those barriers may be
situational like finances and family, dispositional like an increase in roles and demands, or
institutional as in process and procedures (Fairchild, 2003). As adult students start to navigate
the noncredit education system, they begin to expose themselves to level of social and
educational capital to support their efforts in developing a social network, therefore, generating
personal profits for social mobility (Lee, Chung, & Park, 2015).
Networks
Coleman (1988) viewed social capital as a multidimensional concept, and both he and
Bourdieu agreed that networks facilitate the flow of information especially when it comes to
opportunities and choices. In essence, adult students begin to develop networks at the start of
their journey. The connection with instructors, counselors, staff and any other institutional
agents contributing to create network opportunities facilitate the flow of information particularly
related to choices and mobility opportunities (Plagens, 2011). School personnel are important
for the development of social capital as they possess valuable information about educational
programs and other services that have been identified as critical agents that can particularly be
helpful for students (Stanton-Salazar, 2001). Students’ social ties across networks influence their
NONCREDIT PROGRAMS 37
strategic choices as they move through noncredit programs. The noncredit atmosphere provides
adult students a space to develop networks with friends in and out of the classroom.
Subsequently, participating in a dense network provides greater potential for information flow,
influence, and expanded access to others (Plagens, 2011). Bourdieu (1986) argued that dense
networks can accumulate and be transmitted across time and space, and that the accumulation
and transmission of capital is why outcomes are not equal.
According to Stanton-Salazar (1997), social capital is actualized when social networks
include the connection and support of institutional agents that pave the way for student
advancement. Stanton-Salazar augmented this concept by arguing that school-based capital for
color students has the potential to help students navigate mainstream society and the on-going
inability to turn potential social capital into actualized social capital. However, for adult students
the potential social capital is often not actualized because of the limited understanding in
navigating the academic system and mainstream culture (Farmer-Hinton, 2008). Researchers
recommend changes, including transforming and integrating social capital (i.e. tools, support
services) into institutional services as well as the curriculum (Albright & Luke, 2008). These
references would serve as a pathway to transform the educational experience for adult students to
actualize their potential personal and professional networks to augment their social capital.
Social Capital Indicators
Adult students’ aggregated networks and connections are indicators of the development
of social capital. For many adult students, being able to navigate the academic system and
participate in activities in and out of the academic arena bring a sense of social solidary and
integration (Jeannotte, 2003). For many students, these indicators are displayed by the manner in
which they participate in school or community events. When adult students encounter other
NONCREDIT PROGRAMS 38
students of the same or different group, the collection of social capital begins over the exchange
of ideas, cultural habits, and other resources. As students continue to navigate their educational
pathway, they manifest variables indicating the use of skills collected in or out of the classroom
within the environment of noncredit settings. Researchers have argued that individuals with
higher social capital learn to be more socially cooperative (Plagens, 2011). This cooperative
behavior is manifested through the engagement of adult students to the institution or to the social
group with whom they network. Consequently, adult students demonstrate interest in
participating in student association activities as well as displaying leadership skills in community
events.
These community events also manifest a sense of solidarity among individuals. These
feelings of solidarity are associated with the act of binding individuals sharing genuine concern
in those they believe unable or incapable of caring for themselves, thus developing a sense of
trust (Plagens, 2011). This sense of trust establishes a platform for adult students to confide in
other issues that may be affecting them. The value of trust and the exchange of advice among
adult students manifest in gains of social capital, as many students may not be used to sharing
due to cultural values.
Social Capital and Noncredit Education
Many scholars have sought to understand the effects of social mobility for college
students, yet limited literature is available on adult students’ access to resources, information,
and sponsorship in the noncredit environment (Plagens, 2011). The breadth of social capital
concepts reflects a primary feature of social life that can be used for different purposes such as
moral and material support, work and non-work advice. For example, the effective use of
English, the dominant language, becomes a vital skill in helping them to gain the cultural and
NONCREDIT PROGRAMS 39
social connectedness necessary to succeed (Becker, 2011). Many who enroll in noncredit do so
for the purpose of learning a new language or skills. By enrolling in these programs, adult
students increase their social capital. They develop relationships with individuals outside their
own membership groups and identify institutional agents, thus creating networks to facilitate
knowledge on institutional resources, and participating in community events. The different types
of relations among social structure are rooted on market relations, hierarchical relations, and
social relations that contribute to the good-will core of social capital, thus linking these relations
amplifies social capital to maximize its profits (Adler & Kwon, 2002).
Social capital for adult students is associated with increased academic success and the
ability to navigate the academic system. As adult students persist in the various noncredit
academic programs and services, they reach a level of self-advocacy necessary to look for their
own interest (Farmer-Hinton, 2008). Students who develop relationships and connections
fostered through noncredit education are more engaged and more likely to reach educational
goals. This notion of social capital is supported by research of academic mobility associated to
social capital and differential student success for special populations (Curry, 2008). Adult
students steer through noncredit academics seeking their interest and place into the academic
world as they gather the skills to develop the social network which provides advantages in a
highly differentiated social space (Biddle, 2001).
Becker (2011) conducted a study at Sunkist Community College to understand the
importance of high social/cultural capital as a contributor to student success as they transition
from noncredit courses to credit courses. The study participants were students enrolled in the
highest levels of the noncredit ESL program. The majority of the noncredit ESL learners were
adults (85% over 23 years of age), and they selected college or job/career advancement as a
NONCREDIT PROGRAMS 40
primary goal for their English improvement upon program entry, mirroring other noncredit
programs within the system. The comprehensive instructional and student support services
provided a rich backdrop to investigate the issues and concerns of adult immigrants within the
college system. To make the transition as seamless as possible, Sunkist’s noncredit ESL program
housed in the continuing education division established a direct articulation agreement with the
credit ESL program; this allowed advanced noncredit learners to enroll in credit ESL and other
courses without having to reapply or take another placement test within the same institution. The
researcher conducted 17 interviews with students who successfully transitioned or delay their
transition due to other impediments.
Becker’s (2011) findings revealed that students with high cultural capital were successful
in establishing their transition to credit courses; thus, concurring with Bourdieu (1986),
individual members of a class who had high social/cultural capital knew how to access resources
within the system to gain mobility. It is important to note that some students who successfully
transitioned had received formal education in their home country, which eased the transition
process and helped them to better utilize Sunkist’s institutional resources. However, participants
with low social/cultural capital delayed their transition to credit courses due to personal reasons.
As opposed to participants with high levels of social or cultural capital, participants with low
social or cultural capital were of low socioeconomic status, and they were more likely to
experience detachment in educational settings and low motivation. Nevertheless, marginalized
students could succeed if they had a strong network or relationship within the institution.
As adult students continue enrolling in noncredit programs, the emergent relationships
with institutional agents and peers become flexible naturally. Students make an effort to develop
those relationships necessary to produce and reproduce lasting and useful relationships that can
NONCREDIT PROGRAMS 41
secure material or symbolic profits in the noncredit field that is dynamic and changing (Biddle,
2001, p.80). Consequently, students with high levels of cultural capital are better able to use
noncredit programs as opportunities for advancement. Ultimately, a fruitful integration of social
capital is possible especially recognizing the analytical distinction between structural properties
of networks and social resources embedded in the noncredit educational system that may serve as
a catalyst to the integration to the mainstream society. Most students participating in noncredit
programs do so to improve their lives and connect with individuals experiencing similar personal
situations. In the process, noncredit programs offer a pipeline for adult students to develop
social capital to navigate societal and educational complexities.
Conclusion
California leads the nation as a destination for many immigrants entering the United
States in search of personal or professional fulfillment (Becker, 2011). For many of those
immigrants, noncredit education is the gateway for their academic and vocational advancement.
As they enter noncredit education, they are exposed to the opportunities this educational system
has to offer. Adult students enrolled in noncredit courses come from various backgrounds.
Some come with a high understanding of the academic system and can take advantage of the
resources available. However, others with a limited educational background may not understand
or be able to take advantage of the resources. Noncredit programs have a particular role in the
community they serve by promoting educational opportunities to all students for the well-being
of humankind. The experiences and voices of adult students enrolled in noncredit courses are
vital in understanding and improving educational services and programs, thus providing them
with the opportunity to develop the necessary social capital for success. The next chapter
outlines the methodology used in this study to address the gaps in the literature.
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CHAPTER THREE: METHODOLOGY
This chapter describes the qualitative methodology utilized for this study. This approach
was selected because it provides understanding and meaning from participants based on the
events or experiences in which they are engaged (Maxwell, 2013) and their social and material
circumstances (Moriarty, 2011). Additionally, qualitative research is exploratory and vivid and
supplies the researcher with a variety of approaches through which to explore and describe
factors such as context, expressions and setting for the participants (Marshall & Rossman, 1989).
Moreover, qualitative research enables the researcher to develop a better understanding of human
behavior (Krathwohl, 1993). In essence, a case study approach guided this study to understand
beliefs, perceptions, expectations, responses, and experiences from the participants within the
phenomenon described in this study (Creswell, 2014).
Purpose of the Study
The purpose of this study was to explore how noncredit credit programs serve as a
catalyst for the acquisition of social capital for students who are enrolled in intermediate-level,
noncredit ESL courses at Adults Reaching Their Goal Institute (ARTGI). Noncredit programs
are a unique part of the community college system that provides education in areas such as ESL,
basic skills, and adult secondary education to students from disadvantage backgrounds. Courses
in these areas are intended to provide the basic skills to students to continue advancing with their
academics but also to provide a level of social capital.
California noncredit education has grown to provide the necessary skills for adult
students to transition into the workforce and community, but also assists in developing social
networks that establish social mobility. While American community colleges are in the national
spotlight, noncredit instruction has become increasingly common and is attracting students
NONCREDIT PROGRAMS 43
because of its free or low cost, extensive course subjects, and flexible course delivery methods
(Xu & Ran, 2015). The following research questions were developed to guide this study.
1. How do adult ESL students perceive the noncredit programs they are enrolled in as part
of the process for developing social capital?
2. How do students enrolled in noncredit programs perceive institutional agents support as a
means to navigate the noncredit educational arena?
3. How do adult ESL students enrolled in intermediate ESL noncredit courses perceive the
value of learning English to expand their network?
This chapter describes the study design, site selection, population and sample,
instrumentation, data collection and analysis process, and validity. After a thorough description
of the data collection and analytical process, there will be a discussion of my role as the
researcher.
Site Selection
The setting for this study was one of the largest noncredit institutions located in Southern
California. A pseudonym was utilized to maintain the anonymity of the educational site.
ARTGI was located in an urban area where the population exceeded 300,000. Its surrounding
areas were composed of cities with a highly diverse population. ARTGI was the noncredit
educational component of a local community college. Its enrollment was approximately 22,000
students. ARTGI offered over 2,000 course sections in various academic programs such as ESL,
General Education Development Certificate (GED), career technical education, citizenship
courses, adult basic education, and high school diploma program at numerous locations around
the area. Its mission was to continue promoting and enhancing educational experiences for adult
students and was reflected in the offering of their programs and services. Attendance in those
NONCREDIT PROGRAMS 44
course sections generated 6,500 FTES (full-time equivalent students). Furthermore, ARTGI
granted about 200 high school diplomas on a yearly basis, and 160 students completed a GED.
Overall, ARTGI educational services and support programs have served as a bridge to meet its
community needs.
At the time of this study, ARTGI student demographics were 50% Hispanic, 8% Asian,
and 4% White, and 38% of its students declined to state their race or ethnicity. The student
population was 60% female and 40% male. Students ranged in age from 20% in the 18 to 21
range, 35% in the 22 to 34 range, 26% in the 35to 44 range, 17% in the 55 to 65 range, and 2%
are 65or older. Approximately 800 students transitioned from ARTGI to credit courses in the
2015–2016 academic year. ARTGI was the ideal location to conduct this case study because its
noncredit ESL program was one of the largest and most diverse in the state
Population and Sample
In this qualitative study, I used a purposefully selected sample to better understand the
phenomenon of noncredit programs serving as catalyst for social capital (Creswell, 2014). There
were 20,116 students enrolled at ARTGI in noncredit ESL courses. However, the sample for this
study included only students enrolled in four selected noncredit intermediate ESL courses, which
represents approximately 120 students. The participant sample came from different racial, ethnic
and educational backgrounds. Four classes were selected, representing the various times when
ESL classes were offered: two classes in the morning and two classes in the evening. This
included students enrolled at both times, so a range of students was included. Intermediate-level
ESL classes were chosen because students at that level have been exposed to a higher level of
English instruction, which could have an effect on their level of social capital.

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Instrumentation
Qualitative research encompasses various instruments for data collection. Beyond the
general characteristics, this study utilized two sources for data collection. These two sources
followed the appropriate procedures to conduct the study in an ethical manner (Creswell, 2014).
The two data sources selected to guide this study were interviews and surveys.
In a qualitative study, surveys provide rapid turnaround in data collection (Creswell,
2014). They can also be useful in sampling large populations (Creswell, 2014). Additionally,
surveys were conveniently distributed in the students’ natural setting where they experienced the
issue under this study. Furthermore, surveys served as a catalyst to gather evidence of attitudes
and opinions from the studied population (Maxwell, 2013). Surveys enabled me to obtain
information concerning students’ experiences to generalize or draw interferences to the
population being studied (Maxwell, 2013).
The survey design included demographics, education level, and questions eliciting
information to answer the study’s research questions. It also included a final question on
willingness to participate in an interview, and students received a $10 gift card as compensation
for their participation. The students who participated in the interviews provided their name,
phone number, email, and best time to contact to them. The survey also covered the assurance of
confidentiality (i.e., interview information will be kept confidential). The surveys collected were
separated by class. All surveys were kept in a locked file cabinet to ensure information security.
I was the only person with the key to access this file cabinet.
The other source I utilized for data collection for this study was interviews. In a
qualitative study, interviews are practical way to gather information that otherwise will not be
provided through other instruments.
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Data Collection Processes
The collection of data took place at ARTGI in Southern California. Upon institutional
review board approval from USC and ARTGI, I contacted the faculty teaching intermediate-level
ESL courses at ARTGI by email and asked if they would allow me to administer a short survey
in their class. There were 25 course sections. Based on the responses from the faculty, four
classes were selected to participate. Faculty were contacted to schedule a time and date to visit
their class. I provided students an electronic link from Qualtrics.com to access the survey, and I
provided a paper survey for students who may not have wanted to complete the survey online.
During the class visit, I introduced myself and explained the reason for my visit. A
survey protocol was distributed to inform students the purpose of the study, the importance of
their participation, confidentiality, and the option of declining to participate in the study. Some
students used their cellphone to access their survey. Surveys did not require students’ name or
student identification numbers to maintain a high level of anonymity.
The survey was distributed to students to complete during class time. The survey took
about 30 minutes to complete. After the survey, an interview participation sheet was distributed
to students to provide their contact information if they chose to participate in an interview.
For the second phase of this qualitative study, I chose 10 students for interviews,
purposefully selecting a sample with a representative balance of gender and ethnic backgrounds.
Students’ confidentiality was protected by offering students the option to use a pseudonym
instead of their own name.
The interviews were conducted in a private counseling office at ARTGI. I introduced
myself and my affiliation with the University of Southern California. At the beginning of each
interview, students received an information sheet. This included the purpose of the study, the
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purpose of the interview, time and compensation for participating, confidentiality clause,
recording permissions, and the option to decline answering or refuse to answer any questions,
and the option to end the interview at any time.
The interviews were audio-recorded, and notes were taken during and after the interview.
These notes helped me keep certain information at hand for the data analysis process. Interview
questions were related to the language learning process, their network in and out school, use of
the English language, institutional agents support, and awareness of noncredit programs and
services. Also, open-ended questions were part of the interview process to allow participants to
voice their experiences unconstrained by any perspectives of the researcher’s (Creswell, 2014).
These questions asked for details and depth to allow for evidence and examples as well as layers
of meaning and understanding (Rubin & Rubin, 2005), thus facilitating the understanding of
students’ experiences, behavior, and knowledge (Merriam & Tisdell, 2016). Probing questions
were an alternative to avoid simple yes or no answers and allowed participants to elaborate on
their experience to enrich the interview process. Interviewees were compensated for their time
with a gift card. Interviews were conducted in an office to maintain a level of privacy and
comfort for the participants.
Data Analysis
The electronic survey distributed using Qualtrics.com facilitated the development of
graphs and specific reports based on the student responses. The results were printed to help
identify descriptive statistics of the students’ responses. During this process, themes emerging
from the survey were classified to identify patterns reflecting the perspective of the participants
in the attempt to understand the phenomenon of this study (Maxwell, 2013).
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The second step of the data analysis was to forward the recorded interviews to a
respected agency for transcription. The interview content was transcribed verbatim. An
organizational structure was implemented to maintain transcripts, notes, and other documents
well organized (Creswell, 2014). Each interview was numbered to keep the level of
confidentiality expressed in the interview protocol. Interview transcripts were regularly
reviewed to continue analyzing themes and categories surfacing (Maxwell, 2013). A coding
system was developed to interrelate themes and categories to the study’s theoretical framework
(Creswell, 2014; Maxwell, 2013). Upon creating a coding system, interpreting the meaning of
themes and descriptions took place to make up the study findings (Maxwell, 2013). This process
enhanced codes discovered and maximized coherence among them (Guest, MacQueen, &
Namey, 2012). The interview transcripts and notes were kept confidential in a locked file
cabinet. Also, transcripts were emailed to a personal email account to be downloaded onto an
USB drive and kept in the locked file cabinet.
Validity
Multiple measures were taken to ensure validity of the survey and interview protocol.
Triangulation of data took place by using multiple data sources: surveys, interviews, and note
taking to establish rigor during this qualitative study (Maxwell, 2013). In the process of
triangulation, the survey created was provided to colleagues in the field to establish a member
checking process. The member examiner ensured the questions were reasonable,
understandable, and answer scales were logical (Brown, 2006). This increased the validity and
reliability of the survey to ensure the survey questions serve the purpose of the study and that
answer scales were reliable measures. Additionally, the collection of data from various sources
ensured rich data to support the findings and conclusion of this study (Maxwell, 2013).
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During the interviews, I monitored and reflected on my own biases and my role to
exclude as much subjectivity as possible. I reminded myself that students experience language
acquisition in various ways without reflecting my own personal experience. To avoid projection
based on my own experience as a former ESL student, I conducted peer debriefings and
colleague-checks upon completion of the interviews. These peers guided in my interpretations to
keep me objective and realistic (Creswell, 2014).
The Role of the Researcher
I approached this study with eagerness to identify the meaningfulness of noncredit
programs as a catalyst for students’ social capital. Additionally, I came to this study in my role
as a noncredit counselor and manager of noncredit student support services. These roles may
create bias that might affect my research collection and interpretations. Also, my own
experience as an ESL learner might contribute to my bias of experiencing the process of
language acquisition.
Over 15 years of working in the field of noncredit education, I have attended various
conferences, retreats, and seminars to build strong collaboration within the field. This
collaboration assisted in implementing the study at ARTGI to better understand students’ social
capital as they transcend through noncredit programs. As a professional in the noncredit
educational areas, I have strong beliefs about noncredit programs and their purpose to serve the
community. I may be biased based on my own experience not as a noncredit student but as a
former ESL student. To facilitate objectivity and minimize biases, I used journaling to reflect in
my own thought processes. It was important for me to be a true listener of the student
experiences and avoid drawing conclusions or infer in my own experience. I checked and
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debriefed with colleagues in the field to learn whether they agreed with my analysis and
interpretation.
The purpose of this chapter was to provide an overview of the methodology employed in
this study. The following chapter provides analysis based on the data collected using the
methodology described. Descriptive analysis from student surveys and interviews was compiled
to identify themes and correlations to answer the research questions.

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CHAPTER FOUR: FINDINGS
The purpose of this study was to examine the role of noncredit programs in building
social capital for intermediate-level ESL students. This study also explored how noncredit
programs may serve as a catalyst for acquisition of social capital and understanding the process
and experiences of developing social capital networks for adult learners. In this chapter, data
from interviews and survey analysis is presented to answer this study’s main and guiding
research questions:
1. How do adult ESL students perceive the noncredit programs they are enrolled in as part
of the process for developing social capital?
2. How do students enrolled in noncredit programs perceive institutional agents support as a
means to navigate the noncredit educational arena?
3. How do adult ESL students enrolled in intermediate ESL noncredit courses perceive the
value of learning English to expand their network?
Participant Profiles
A survey participant profile is provided below (Table 1). The survey was administered in
four noncredit ESL intermediate classes: two classes in the morning and two classes in the
evening. A total of 82 surveys were collected during this process. Qualtrics, an online survey
tool, was used to facilitate data collection and analysis for the survey. The majority of students
who completed the survey were females (61.73%), as compared to males (38.27%). Hispanic
students (71.95%) comprised the largest ethnic group, with Asian (20.73%) comprising the
second largest ethnic group, followed by White, non-Hispanic (4.88%) and Black or African
American (2.44%).
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Student participant age ranged from 18 to 25 years (15.85%), 46 to 50 years (15.85%) 26
to 30 years (14.63%), 31 to 35 years (13.41%), 36 to 40 years (13.41%), 51 to 55 years
(10.98%), 41 to 45 years (9.76%), 56 to 60 years (4.98%), and 60 years and older (1.22%).
Some participants received a high school diploma in their country of origin (36.59%) as well as a
university degree (18.29%). There was a sizeable number of student participants without a high
school diploma (25.61%). Additionally, participants’ English language ability varied among
Intermediate I (43.90%), Intermediate II (36.59%), and Intermediate III (19.51%). Employment
status of participants was comprised of those employed full time (43.90%), employed part time
(17.07%), and unemployed (39.02%).
Table 1
Survey Participants Profile
Variable % n
Gender
Male 38.27% 31
Female 61.73% 50

Ethnicity
White 4.88% 4
Black or African American 2.44% 2

American Indian or Alaska
Native 0.00% 0
Asian 20.73% 17

Native Hawaiian or Pacific
Islander 0.00% 0
Latina/o-Hispanic 71.95% 59

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Table 1, continued
Variable % n
Age
18-25 15.85% 13
26-30 14.63% 12
31-35 13.41% 11
36-40 13.41% 11
41-45 9.76% 8
46-50 15.85% 13
51-55 10.98% 9
56-60 4.88% 4
60-older 1.22% 1

Education
Less than high school 25.61% 21
High school graduate 36.59% 30
Some college 13.41% 11
Associate Degree 1.22% 1
University Degree 18.29% 15
Other 4.88% 4

English Language Level
Intermediate 1 43.90% 36
Intermediate 2 36.59% 30
Intermediate 3 19.51% 16

Employment
Employed full time 43.90% 36
Employed part time 17.07% 14
Unemployed 39.02% 32

During the distribution of the survey, an interview participation form was provided to
students. From those forms collected, 10 students were randomly selected to be interviewed.
Ten noncredit ESL students participated in individual interviews. Table 2 displays the
demographic information of the 10 interviewees. The majority of interviewees were females
(70%). Hispanic students were the largest ethnic group among the participants (70%), followed
NONCREDIT PROGRAMS 54
by White (10%), African (10%), and Asian (10%). No participants’ native language was
English. To maintain confidentiality, each participant was assigned a pseudonym. The focus of
the one-on-one interview was to gain students’ perception of the noncredit programs and how
these programs may have facilitated the development of social capital for students.
Table 2
Interview Participant Language and Education Profile
Participants Gender Ethnicity ESL Level Educational Profile
Gabriel Male Hispanic Intermediate II Masters
Nidia Female Hispanic Intermediate III Bachelors
Veronica Female Italian Intermediate II Some High School
Maria Female Hispanic Intermediate I High School
Ema Female Hispanic Intermediate III Bachelors
Letica Female Hispanic Intermediate III Masters
Carlos Male African Intermediate I Some College
Juan Male Hispanic Intermediate II Bachelors
Grace Female Vietnamese Intermediate III Bachelors
Nicole Female Hispanic Intermediate II High School

Noncredit Programs a Catalyst for Developing Social Capital
The first guiding question for this qualitative study was, “How do adult ESL students
perceive the noncredit programs they are enrolled in as part of the process for developing social
capital?” This section presents a qualitative analysis addressing the question above. Four
themes emerged from the interview data: social mobility, sense of belonging within the campus
community, self-motivation, and connectedness.
Social Mobility
For participants, being part of the noncredit programs provided a sense of social mobility.
During the interviews, participants acknowledged social mobility at work, school, and
community due to taking noncredit courses. Some of the noncredit courses that facilitated their
NONCREDIT PROGRAMS 55
sense of social mobility were ESL to improve their language acquisition skills and vocational
courses to make them marketable in their job search. Ema stated,
Noncredit classes do not just help me to learn English. It’s also helping me to improve
the quality of life. These programs have given me an excellent experience because it’s
really important to know how to communicate with other people at school, at my
daughters’ school, for my job, because, right now, I am working as shipping associate. I
am a little closer to my goal. Because I am taking ESL, I participated in political areas. I
spoke to council members because I am able to communicate in English. English helped
me to open doors to move in the community.
In addition, other participants expressed that learning English helped them to be more
involved and mobilized within their children’s school. As stated by Nicole,
My kids are always first. I try to do everything for them. I felt I needed to go to their
school and be part of activities like volunteer in the classroom, but I felt shy because I
didn’t speak good English. I decided to register in ESL classes to better my English.
Now, I communicate better. Because of my English and my practice to present in front
of my class, I feel more confident to volunteer at my kids’ school. I am thinking of
joining the parent association to do more activities and practice my English.
Mobility in the workplace was also reported by several participants. Maria discussed the
fruitful gains at her current job for improving her language skills by stating,
After 12 years of marriage, I divorced, so it was so hard, and I have to work harder. And
my daughters, I support my house, I pay rent, and, then, to start again in school was
almost impossible, but somebody told me about ARTGI school. The classes are free
classes, and, as of right now, I can continue my studying. My first job was in a store
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working in the kitchen, but taking English classes helped me to move up. Now, I am a
restaurant manager. I am able to communicate with many vendors I deal with and
customers in Costa Mesa where almost 50 or 70% is Anglo.
Noncredit programs have not only opened doors in areas previously stated by the
participants, but they have also provided mobility within higher education. For Ema, being able
to improve her English skills by taking noncredit courses allowed her to enroll at California State
University, Long Beach. Her knowledge of the educational system facilitated her understanding
of the process of enrolling in a certificate programs at a local university.
Getting my logistics specialist certification at CSULB was great because I didn’t think I
could do that, but, because I took English classes at ARTGI, I decided to go and take the
classes. CSULB offers scholarships. I needed to write an essay and then fill out an
application. I was able to ask for letters of recommendation. Because I was able to write
my essay, I got the scholarship.
Along with Ema, Maria, and Nicole, other participants shared similar thoughts on the
benefits of taking noncredit courses and on how doing so facilitated social mobility and
understanding of their journey to reach educational or personal goals.
Nidia came from Mexico three years prior to this study. Her English skills were limited,
so enrolled at ARTGI where she made a few friends from Vietnam, Cambodia, and Italy. In the
process of improving her English skills, she had the opportunity to present in class on a topic
related to community resources available in the community. She learned about these resources
through her teacher and other staff members. This knowledge facilitated the platform to share her
husband’s experience of being unemployed and understanding the process of applying for
unemployment. She elaborated on this experience by stating,
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I was presenting in class about the resources we can use in the community. I told my
classmates about my husband not having a job. He was working in a hospital before. I
was telling my classmates how he went to apply for unemployment, the forms and all
that. I went with my husband to the office to apply. I helped him with the forms and
translation. I felt good to understand the language so my husband got benefits. I think it is
important for people to know where to go when they need help and know about benefits
in the community.
Sense of Belonging Within the Campus Community
Sense of belonging to the academic environment refers to how noncredit programs have
created an academic culture for adult students that helps them to feel part of the school. For
many adult students, returning to school may be a challenge due to other personal
responsibilities. Thus, coming into an academic environment that is welcoming and
understanding creates a platform for learning. Nine interviewees acknowledged that noncredit
ESL courses developed a bridge to learning and the ability to continue enhancing their social
capital within the credit and noncredit education arenas. When I asked about understanding the
United States academic system, Nidia stated,
I feel that noncredit ESL activities helped me to connect with the credit arena. My class is
here at the college, and I don’t feel as close to the college. I feel part of the college.
When the teacher takes us to get my ID, and teacher takes us on a tour to the library and
computer and many places, I feel as a college student. It motivated me to continue
studying. I feel more confident.
Along with Nidia and Ema, Leticia shared similar experiences on inclusiveness as part of
the college culture. Ema stated,
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I feel as a college student because they treat me as a college student. The work they give
us and attention of my teacher in my ESL class is important to me. I feel more confident
and motivated to come to class every day.
Leticia said,
I feel pretty good. I think it is very good program because people have the opportunity to
start again. Even if you are an adult, if you have child, or if you have no money, you can
do it. For now, I feel part of the college. I just don’t feel like a noncredit student. I feel I
belong to the college.
Participants felt a sense of belonging in the college culture through the activities in their
ESL class and the tours to the various college departments. Similarly, students were exposed to
credit college electronic platforms such as CANVAS to monitor their educational progress. For
the most part, noncredit students do not have the opportunity to utilize these platforms.
However, for students taking their course on the main campus, instructors integrated electronic
platforms into the curriculum. This step facilitated the development of academic capital for
students desiring to transition from noncredit to credit. As stated by Juan,
My ESL class helped me to be confident in class. Now, the teacher shows us how to use
CANVAS. At first, I was scared, but now I feel like going into CANVAS all the time
without being scared of the computer or the program. I feel like a college student, even if
I am taking ESL intermediate.
The majority of participants shared the importance of being exposed to the college credit
culture as a motivational factor. They felt that integrating credit concepts into the noncredit ESL
curriculum provides a sense of belonging to the college community as a whole.

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Self-Motivation
Motivation was another theme evident throughout the interviews. Motivation was an
integral factor which participants felt was sparked by noncredit programs to develop social
capital. While taking noncredit courses, interviewees felt motivated to create their own pathway
for learning to practice the skills gained in class. For example, Leticia was not able to make her
own medical appointments. She had to ask her children to translate for her. After taking various
noncredit ESL courses, she gained the confidence needed to be self-sufficient in making her own
medical arrangements. Leticia stated,
For example, at doctor appointments, I always asked for a Spanish translator, but now I
don’t ask to translate. I practice my English. Yeah, the noncredit classes help me to
communicate better and more everywhere.
Furthermore, other participants also emphasized the importance of feeling motivated to
gain self-independence and lose the fear of practicing their English skills. Grace, who was
enrolled in ESL Intermediate II, was motivated to practice her English skills at local stores. She
had been in the United States for less than two years. Since her arrival, she felt the need to bring
another person everywhere to translate for her. However, since she started taking noncredit ESL
courses, she felt motivated to speak and practice what she learned in class. She also learned how
to fill out an employment application, attend and participate in work meetings, ask for resources
in the community, and order food. Grace shared,
I am proud of myself. I went to the store by myself and asked for things in the store using
English. I still need more time to improve, but this motivates me to continue learning and
start to do things by myself. You know, like independent.
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For three of the participants, feeling motivated was imperative to continue their studies at
ARTGI. These students lacked motivation prior to enrolling in noncredit courses. As they
continued with their achievements, they developed a sense of purpose to further their studies and
provide a better quality of life for their family. Juan explained that “now, I can speak the English
language. I feel better and motivated to do more for my family, but, most important, for myself.”
His life in the United States had not been easy. His motivation increased knowing he had broken
the language barrier. He said, “I take English classes because of my children who motivate me
to continue studying. My children help me to practice. Sometimes, I can’t say words, so they
help me, so that feels good.”
Connectedness
Connectedness was another theme that emerged from the interview process. Seven
participants shared how noncredit programs served as a pathway to connect them to college
services and resources, but, most importantly, human connections. All seven participants shared
that connecting with classmates from different ethnic background offered an enriched experience
to learn about other cultures and develop friendships.
Nicole, an ESL Intermediate II student, shared that being able to take noncredit classes
helped her to connect with her classmates, especially those who did not speak her native
language. She felt that being able to communicate in English opened doors to create and
maintain friendships at work and school. In regards to her job, Nicole explained,
I feel good. I can understand my boss at my job. He has said good things about my
English. So, I speak more English at home and with classmates in class. The group
project the teacher asks us to do help me connect with others. I practice my English. My
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children help me in English. I used to talk to them in Spanish, but now I speak more
English.
Grace, who is an ESL Intermediate III student, concurred with Nicole on how their ESL
class provided a pathway to connect and create a supportive network in school. She described
her experience in her class as a way to create and build relationships with other individuals.
Every day she went to school, she looked forward to seeing her classmates. She enjoyed the
group projects and presentations because she talked to people besides her family. Grace stated,
I know my pronunciation is no good, but I try my best. Sometimes, I feel frustrated
because I want to talk more, but I know that my classmates who are my friends now help
me. The group projects encourage me to build friendships because I am shy, so that
helped me. My friends always support me.
Summary
The previous data revealed various themes related to students’ perceptions regarding
noncredit programs. As stated by many of the participants, their experiences in the noncredit
arena developed their sense of social capital in and out of the classroom to continue growing as
productive individuals in their community.
Institutional Agents
The next research question pertained to how institutional agents have supported adult
students as they acclimate to the United Stated educational system. The second research
question for this study asked, “How do students enrolled in noncredit programs perceive
institutional agents support as a means to navigate the noncredit educational arena?” The
following themes about faculty and staff support, and retention emerged from the data.

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Faculty and Staff Support
Of the 10 students interviewed for this study, six expressed the importance of instructor
support in the classroom. They felt that instructors played a significant role in students’ feeling
welcomed and appreciated. All six participants experienced situations where their instructor was
supportive. This support created a strong student-teacher relationship in the classroom. Four of
the six participants also shared the effectiveness of their counselors in guiding them to
understand the noncredit academic system.
Grace talked about the positive experiences she encountered with her noncredit
counselor. When she first arrived at the noncredit program, she was not sure what programs and
services were available. She proceeded to speak to a counselor who explained the noncredit
programs and their benefits. The counselor was supportive and understanding of Grace’s needs.
As she stated,
The teacher and counselors tell us to never give up. They encourage us to continue
studying. I feel very good because they help. Sometimes, I don’t want to come to school
because I am tired, but they tell me, “No, you have to come to classes to get a better job.”
This support and encouragement paved Grace’s way to continue studying toward a high school
diploma.
Juan also experienced support from his teacher and counselor. On the first day of class,
he participated in his first college tour. This college tour provided access to college resources
that he otherwise would not have known about. His class visited the financial aid office where
he learned about financing college, the library where he learned to check out books, and a class
in session to see the college class setting. Juan shared,
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My teacher took us to the college on a tour. I liked because I learned a lot that I didn’t
know. It was very nice to visit class. I feel that I can take credit classes too. Mrs. G
encourages me and my classmates to take credit courses.
He also said “my counselor was great when I met with him. He explained the steps to take
classes, also he visited my classroom and answer my questions about welding.”
Maria attributed a significant portion of her educational success to her instructor’s
support. As she stated,
I have the best teacher, he is always giving me information about the opportunities or
events. My instructor is always available to help us. I am not shy when I have to ask
something. If I can express something, he always is trying to tell me to express my ideas.
She also mentioned that the staff was always friendly: “The ladies are so friendly. Every time
when we ask for things, they are always in the best attitude. That is why I like coming to school
every day even if I’m tired from work.”
Retention
For many of the adult students, attending noncredit classes is important and reinforces
their decision to attend school. Institutional agents are an important factor in helping students to
persist and continue their studies. Two interviewees had experiences at another noncredit
institution where they felt they were not valued or supported.
Veronica and Gabriel attended other noncredit programs before enrolling at ARTGI. At
the other school, Veronica had a negative interaction with the staff. She was not given accurate
information, and she felt that she was not taken seriously. She never went back to that school.
As she stated,
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I went to school, and the secretary was not listening to me, she was not giving me the
information I want. I did not like that school, so I came here. Here, the staff and
secretary at the front desk were very helpful. My teacher is good. I like her. She is
warm, and I like the way she teaches me.
Similarly, Gabriel had a bad experience at another school. He enrolled in another
program to take ESL classes. After a month in class, he felt the teacher was not teaching him
well. The teacher’s technique was not the best, as he was having difficulty understanding the
material. He asked for help, but the teacher was not approachable. Gabriel decided to leave the
school and attend ARTGI. According to him, upon arriving, he felt different because the staff
was approachable. When he entered his ESL class,
the teacher was warm and charismatic. I like how she teaches. She pushes me to present
and talk to students from other cultures. I am happy with my teacher. She teaches about
American culture to understand the country I live in.
Veronica and Gabriel planned to continue studying at ARTGI to earn a high school diploma and
potentially transfer to take credit courses.
Summary
The previous data describe the importance of institutional agents support for adult
students through the lenses of the students’ experiences and perception. For these adult students,
being valued and understood were important factors as well as having a positive student-
institutional relationship in their educational journey.
Social Networks
The next research question pertained to how noncredit ESL classes facilitated the process
to expand networks. The third research question for this study asked, “How do adult ESL
NONCREDIT PROGRAMS 65
students enrolled in intermediate ESL noncredit courses perceive the value of learning English to
expand their network?” The following themes about employment and job promotion,
community involvement, and extended support emerged from the data.
Adult students juggle many activities on a daily basis. Their personal responsibilities
limit their time to connect with others. Thus, many of their connections happen within the
noncredit environment. All 10 interviewees benefited from their networks created in and out of
school. They attributed many of the current successes to the free noncredit classes taken at
ARTGI. Their personal networks encompassed individuals who valued their work, provided a
positive impact in their life, and encouraged them to continue with their education.
Employment
Ema started her educational journey by taking Beginning ESL II, and she was taking
Intermediate ESL III at the time of her interview. She expressed her gratitude for the noncredit
programs as they had opened the door for her to meet people in the community. Ema had the
opportunity to meet people within her field of work, international business. She earned a
certificate from CSULB in logistics and planned to earn an MBA. She shared that learning
English helped her to extend her network. She stated,
Definitely helps. I create connections when attending meetings for work. The Port of
Long Leach offers events. Because I understand English, I can talk English and attend
these meetings at the port. Usually, after the meetings, you can network with other
people, and, because I speak English, I have the opportunity to have a meeting with a
director of human resources for the Port of Long Beach. He has become a great
professional reference as I continue to look for a position within my field.
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Nidia also experienced a positive benefit from taking noncredit ESL courses impacting
her professional outcomes. She was working two jobs without benefits, which was
overwhelming for her. She sought a job that would pay well and provide benefits. As she was
sharing her story in class, one of her classmates, who was a friend, informed her of a job opening
at her hospital. Nidia was not confident she could apply because of her English skills. However,
her friend referred her to the manager. She got the full-time job and the benefits she was
seeking. The network created at school facilitated the process of getting a better job. Nidia
stated, “I want a better job, so a friend helped me to get a job. Now I feel less stressed and have
a better life. I get benefits, too. It pays more, and I have a better life.” Nidia had more time to
spend with her children and to take additional noncredit vocational courses.
For Maria, a job promotion was important. She was not able to get a promotion because
her communication skills were not at the level required by the position. She continued talking to
her supervisors and expressed her interest in moving up in the company. The supervisors asked
her to improve her language skills. She did not have money to enroll in credit courses, so she
searched for free English courses. She enrolled at ARTGI and took ESL courses. Maria
elaborated,
I am taking ESL classes because they have helped me to get a promotion at my job. I
kept in touch with my supervisors on my interest to move up. They say my English is
better. I can communicate with customer and vendors.
At the time of her interview, Maria was a supervisor at the company where she worked. She was
planning to take computer classes to continue her education. According to Maria, she and her
supervisors were good friends. They supported her, and they were keeping her in mind for future
opportunities.
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Gabriel had been seeking a better position since he arrived in the United States. He
earned a master’s degree in chemistry. However, he had been overlooked for a promotion
because of the language barrier. He decided to enroll at ARTGI for noncredit ESL classes. As
Gabriel shared during the interview,
For my company’s good, my English is better. The company has many projects for me. I
get paid more. I work in the lab where I talk to a lot of people, and I tell them how to mix
chemicals. I feel good, but I think I still need to improve my English.
Gabriel continued to seek job promotions. He planned to transfer to credit courses to enhance
his language skills and enroll in additional courses as suggested by his supervisor.
Community Involvement
Carlos was taking Intermediate ESL I and had taken noncredit courses for a couple of
years. During that time, his English skills improved enough to participate in civic activities with
student government and his community. His communication skills opened the door to connect
with city council members, augmenting his social network. His level of English proficiency
increased his confidence to continue volunteering in community events, but, most of all, to
continue connecting with individuals who become potential mentors. As Carlos stated, “I feel
more confident to be around people. I try to use my English every time I can. I feel good and
confident.”
Participants’ networks were also expanded through friends of their family. Gabriel’s
mother worked cleaning houses. One of her employers was well known in the community, and
Gabriel was introduced to him by his mother. Gabriel explained,
NONCREDIT PROGRAMS 68
My mother introduced me to this guy that does a lot of work in the community. He
wanted me to work him for a few hours. I like it because he needs me to translate for
people he helps. I think I can help again. I will tell him I want to do it again.
In addition, for Ema, her church community had a significant positive effect on her
continuing her studies. Ema elaborated,
It is a great experience. I use English most of the time at church because the service is in
English. Most people attending this church speak English. I am an usher at the church.
When people come to me for help, I can let them know where to go. I feel good and
motivated because, when I first came to this church, I usually was in the back. Then,
when the time was passing, I learned English. I feel more confident to start having
relationships with other people there. I like our church community meetings because I
talk with everyone and help others in need.
The spiritual support and motivation were important ingredients for Ema to further her
education.
Extended Support Group
Half of the participants did not have extended family in the United States to turn to for
support. They looked to their friends for support at school and work when needed. Based on
their experiences, they shared the importance of having a support system in place.
Gabriel did not have immediate or extended family in the United States, but he had his
best friend, who served as his support. However, when Gabriel enrolled at ARTGI, he began to
connect with other classmates who became his friends. As Gabriel shared, “I have made new
friends. I like my class because the group projects help to talk to other people. I like meeting
with them after class or during the weekend. They support me and push me to be better.”
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Veronica moved from Europe to live with her brother and sister-in-law. Upon arriving in
the United Stated, she felt the needed to expand her support system. She looked for free English
courses to improve her language skills, but also to connect with people. Upon entering the
noncredit programs, she began connecting with students from different ethnic backgrounds who
became her support group. As time progressed, she expanded her friendship network, where she
felt her new friends were supportive and encouraging.
Okay, classes definitely help. The language is different and difficult, but I have made
friends who support me and help me. I go out with them for coffee, but not many times,
but I like it. I have two Mexican friends, one Vietnamese, and my friend from Africa.
Grace also expanded her networks at work where she was an accountant, and most people
there spoke Vietnamese. She was comfortable speaking her own language, but she also felt the
need to talk to her English-speaking co-workers. She was shy because of her limited English
skills. After a few months, she began to practice what she had learned in class. “I was
embarrassed to speak English. My pronunciation is not good, but I am better now,” she
expressed. When asked about her confidence in making friends, she shared, “now, I have more
friends at work. We talk sometimes. They are nice people; I can make more friends now that I
am speak a bit better.” Finally, Grace suggested that she had been able to communicate better
because of the classes she took, and she appreciated the opportunity to receive a free education.
She emphasized the importance of educating adults and provide a pathway to reach their goals.
Summary
The narratives of the participants describe the importance of having a group of friends as
a support system to face the difficulties of adjusting to the new language and culture.
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Additionally, many of them described the importance of connecting with others and the
importance of acquiring the necessary English skills to enjoy the fruitful benefits of this country.
Conclusion
The purpose of this chapter was to provide analysis of the data toward understating
students’ perceptions and experiences with noncredit programs as a catalyst in developing social
capital. The following chapter reviews findings from the study and discusses implications and
recommendations for practice to improve noncredit programs serving adult students in the
community.

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CHAPTER FIVE: DISCUSSION, IMPLICATIONS, AND RECOMMENDATIONS
In this chapter, successful student experiences are shared through the lens of the social
capital framework. The theory of social capital is revisited and applied to the student
participants in three categories y: social capital networks, institutional support, and noncredit
expanding social networks. This final chapter discusses the study results, offers
recommendations for practice, and implications for future research.
Revisiting Social Capital
Social capital is the aggregation of resources linked to a durable network (Adler & Kwon,
2002). These resources may be manifested through relationships and networks developed in and
out of the classroom. Upon being exposed to noncredit education, students encounter
opportunities beyond the classroom and academia. The concept of social capital has become a
relevant concept of study for a wide range of disciplines. Social capital has been studied by
many researchers to define social mobility and non-material resources for various groups.
Bourdieu (1986) defined social capital as the aggregate of actual and potential resources linked
to possession of a durable network, and more or less institutionalized relationships to create a
web of resources. This vision of durable networks power through social relations increases the
ability of an actor to advance his or her interests (Siisianinen, 2000).
The journey of adult students entering the educational arena varied pending on their
personal and educational backgrounds. Noncredit programs provide students a gateway for
acculturation and socialization processes. Even though ESL students entered noncredit programs
to gain specific skills such as language, they also entered to gain skills and concepts to increase
their social capital. The classroom and institutional environment facilitated interaction among
students to begin developing relationships and networks, thus enhancing their social capital net
NONCREDIT PROGRAMS 72
worth and facilitating access to valuable resources (Balatti & Falk, 2002). For example, the
participants shared their perspectives on the role of their teacher as a facilitator of information
and resources. Based on the students’ responses, the resources and knowledge served as tools to
continue their educational and personal journeys.
It is important to note that many of the students who participated in interviews had gained
some amount of social capital, potentially due to their previous experiences in the academic
system in their home country. Six of the participants had earned a college degree in their home
countries, and that may have facilitated a level of understanding of the American academic
system. Nevertheless, they faced challenges in attempting to assimilate to a new culture and
language. The social networks developed through the noncredit courses may have contributed to
their accumulating resources and human connections for the assimilation process to transpire.
Social Networks
Social networks and relationships have been the core foundation for social capital
discussed by researchers. Bourdieu (1986) underlined the concept of networks and relationships
as they relate to developing web of material or nonmaterial resources. One theoretical
cornerstone of Bourdieu’s theory is the idea of group membership and social networks
(Siisianinen, 2000). For adult students enrolled in noncredit courses, the notion of social capital
may be apparent through the language acquired and connections they establish to increase their
network as the result of investing time and energy within noncredit education. The process of
establishing or increasing networks may happen consciously or subconsciously while adult
students participate in the noncredit arena. For Ema, Nidia, Maria, and Gabriel, being able to
connect with other classmates yielded the opportunity to expand their social network outside
their family. These three participants identified great benefits from this social network. Some of
NONCREDIT PROGRAMS 73
those benefits were employment, promotion, and additional networks in career fields. This
exemplified Bourdieu’s concept of relationship or networks to develop material or nonmaterial
resources. Moreover, these findings show that connecting with classmates are another means of
extending social networks and facilitating opportunities for growth (Museus et al., 2017).
Furthermore, three participants expanded their social network through social activities
where they bonded with people in the community, thus creating valuable connections to increase
resources. Bourdieu (1986), Coleman (1987, 1988, 1990), and Dewey (1916) discussed the key
elements of bonding, bridging, and linking networks to promote solidarity and increase valuable
resources (Allan & Catts, 2014). Carlos, Gabriel, and Ema linked networks from school into the
community because of their involvement in student government and other activities in the
noncredit arena. These participants shared the value of taking noncredit English classes to
acquire the communication skills necessary for social involvement.
Additionally, creating a social network facilitated a transition when acculturating to the
United States. Being able to connect with students who shared the same experience of
acculturation brings a sense of connectedness and support. For Grace and Veronica, having a
social network at school offered an opportunity to express their feelings and gain support from
other students who had similar acculturation and socialization experiences.
As previously noted, most of the participants perceived noncredit programs as a positive
annex to the educational system. They realized the need for these programs to serve as the
gateway to continue expanding their social network and as the pathway to further their studies.
Findings presented in this study support Bourdieu’s (1986) theory of social capital by
emphasizing the importance of social networks through groups or individual relationships with
people or groups outside one’s community to increase networks and, ultimately, material and
NONCREDIT PROGRAMS 74
nonmaterial resource capital. This supports the notion that social networks benefit students by
providing access to information and material resources and give students greater visibility within
the social system (Seibert et al., 2001).
Institutional Support
Adult students’ aggregated networks and connections are indicators of the development
of social capital. For many adult students, being able to navigate the academic system and
participate in activities in and out of the academic arena brings a sense of social solidary and
integration (Jeannotte, 2003). Connection with instructors, counselors, and staff is important in
creating a safe learning environment for students. School personnel served as a catalyst to
develop institutional and social capital for adult students. In this study, participants manifested
their positive experiences with the institutional agents. They described the way institutional
agents facilitated the knowledge needed to mobilize within the noncredit and credit arenas as
well as the community.
Particularly, students in this study perceived their instructors as an instrument to gain
academic mobility. The majority of participants described their experiences with their
instructors as positive and engaging. This is also an indication that institutional agents and
campus climate are associated with student sense of belonging to the academic institution
(Museus et al., 2017). Based on the interview responses, instructors enable tools and knowledge
for their students by including them in college activities. These activities developed a sense of
social capital by acquiring material and nonmaterial resources to navigate the academic system.
Furthermore, instructors created an environment where students felt a sense of belonging to the
institution. For example, instructors provided tours to their students to familiarize them with the
resources available to them. This interaction was imperative for many of the participants in
NONCREDIT PROGRAMS 75
developing social capital as they benefited from services offered through the programs and
school. These instructors helped to develop a positive educational habitus, ultimately promoting
persistence and retention. As Nidia stated during her interview,
I feel good, really good, in school. We are with people who are interested in us. I feel
close to the college. Especially when my teacher took us to the college, it gave me the
confidence and motivation to continue school. I feel that I belong here.
The participants in this study were also asked to describe their experiences with
institutional staff besides their instructors. Six interviewees described their initial rapport with
the staff as positive and nurturing. The participants felt welcomed and valued, fostering a sense
of support from the staff. The initial positive contact paved the way for students to receive the
resources needed to understand the noncredit educational system. As suggested by Stanton-
Salazar (1997) social capital is actualized when social networks include the connection and
support of institutional agents that pave the way for student advancement. Therefore, creating
relationships within the institution amplifies social capital to maximize its profits to secure
material or symbolic resources.
It is important to note that faculty and staff were not the only institutional agents. Peers
also provided support by offering authentic care and empowerment, often sharing information
about how to access jobs and services. Based on the study participants’ experiences, this type of
support was evident throughout their academic journey in noncredit ESL courses. Overall,
faculty, staff, and peers developed the bridge to resources and created opportunities for
interaction and relationships among students.

NONCREDIT PROGRAMS 76
Noncredit Expanding Social Network
Many adult students enter the world of noncredit academia to enhance their language and
social skills. Learning a new language can be complex due to the many responsibilities adults
have to juggle. Despite those responsibilities, adult students utilize noncredit programs to
continue their academic pathway, enhance their communication skills to socialize and to develop
relationships to foster social capital. The study findings suggest that being able to communicate
in English provided many benefits to the participants.
All 10 participants gained a benefit from expanding their social network by being able to
communicate in English. Particularly, Ema, Carlos, and Gabriel were able to create human
connections to facilitate the flow of information related to school, church, and work. Due to
their social network, some of the students gained access to higher educations at the university
level, others received a job promotion, and others obtained a better job. Similarly, community
involvement from the participants manifested itself through community events, school activities,
and their children’s schooling. For some of the participants, being able communicate in English
offered the opportunity to engage in their children’s education in various ways. As a starting
point, participants with children communicated that they were able to attend parent conferences
without fear or apprehension. Also, study participants shared that their experiences in noncredit
courses offered content knowledge and skills for navigating the American educational system.
Additionally, students expressed how noncredit ESL courses facilitated access to support, advice,
and networks while participating and volunteering at school events.
Furthermore, student participants emphasized the importance of noncredit courses while
adapting to a new social concept. Three participants expressed the need to connect with their
classmates to develop a social network in their attempts to learn social constructs and personal
NONCREDIT PROGRAMS 77
resources. While improving quality of life was mainly the motivator for taking noncredit ESL
courses, most students believed these classes had higher implications for social capital and a
strong foundation for developing social networks.
The findings from this study are similar to findings from a study by Plagens (2011) in
which structured educational experiences expanded social capital by connecting individuals to
individuals who can facilitate a level of social mobility when students access resources,
information, and sponsorship in the educational environment. This study also revealed the
important role educators play in creating a place where students develop a level of trust to
connect with their peers, paving the way for networks and social capital. These results also
support the role of social capital, placing a strong value on networks for positive outcomes
(Seibert et al., 2001).
Recommendations
The findings in this study revealed ways that noncredit courses contribute to the
development of social capital for adult students enrolled in noncredit ESL courses. In a review
of the key themes identified in this study, the following recommendations are offered.
Create a Culture of Access and Success
Community college credit and noncredit administration and faculty should collaborate in
developing services and academic curricula to improve educational access for adult students
enrolled in noncredit programs. Some of the services that could increase educational access are
tours of the college, providing an overview of programs and services, bilingual orientations,
career and educational fair for adults, and restructuring matriculation processes to remove
barriers for adult students transitioning from noncredit to credit environments. The intent is to
increase access to services and resources currently available for credit students to noncredit
NONCREDIT PROGRAMS 78
students. This access could potentially be acquired by improving procedures to increase the
development of social capital and networks for noncredit students within credit and noncredit
environments.
Noncredit institutions are one tool for California to strengthen the state’s economy.
California has implemented various initiatives such as the AEBG and Student Success and
Support Program to facilitate access for all students. The premises of these initiatives are to be
used as a platform to ensure equal educational opportunities for all students and promote success.
However, these initiatives do not necessarily address the concepts of acculturation and
assimilation for adult students. As educational leaders, we must be innovative in engineering
and sustaining a holistic approach to provide space for acculturation processes to take place.
Conversations among faculty, staff, and administrators can enhance collaboration to provide
opportunity for all students who are part of the institution.
Increase Data Collection
Historically, community colleges have been the path for many students to reach their
goals and aspirations. Many programs and services created to meet the demand for student
success and equity in community colleges have been the outcome of advocacy and data
collection. However, for noncredit programs there is an absence of data related to academic
outcomes. Therefore, it is recommended that noncredit programs implement data collection
processes and procedures to acknowledge outcomes and enhance programs and services.
Research has shown the importance of data-driven decision-making and strategic
planning. To successfully address the real needs of noncredit students, a data collection process
should be implemented to increase accountability and educational opportunities for all students.
NONCREDIT PROGRAMS 79
It is imperative that data collection be inclusive of all student successes and outcomes to
continue enriching students’ experiences and learning in the noncredit arena.
Noncredit Advocacy
As professionals in the educational system, we recognize the importance of student
access and learning guided by the institution’s values. It is vital that noncredit professionals
become the voice for students to advocate for funds, services, and programs promoting student
success at the state and local level. Higher education leaders cannot forget the vital role of
noncredit, especially considering that noncredit instruction serves 926,384 students, (California
Community Colleges Chancellor’s Office, 2015), and it is an accessible venue for adult students
to learn the English language, enter adult secondary education, obtain vocational certificates,
receive skills to transition to credit courses, and develop the ability to navigate the educational
system and community.
This study is evidence of the importance of noncredit programs for adult students and the
community as a whole. It is clear that noncredit fulfills the community colleges’ mission of
offering academic and vocational instruction for both younger and older students to continue
advancing California’s economic growth and global competitiveness through education. As
educational leaders, we must continue to be courageous and speak up on behalf of all students,
credit and noncredit.
Implications for Future Research
Noncredit programs have increased the number of courses offered for the past few years
as a direct result of the need to prepare adult students with the necessary vocational or language
skills. As indicated in Chapter One, there is limited literature in relation to noncredit programs
NONCREDIT PROGRAMS 80
and their benefit for adults. Additionally, there is a gap in the literature regarding the path to
social capital for students attending noncredit ESL courses at a community college.
I recommend extending the research to other noncredit ESL courses, such as beginning
levels and family literacy. These courses can provide further perspectives from students who are
just starting to experience the American educational system. This type of research would
augment the literature related to noncredit programs and its benefits to develop a level of social
capital at the beginning of students’ academic journey.
Also, I recommend conducting more studies with a greater number of participants and
different populations at other community colleges. As indicated above, this study explored
perceptions of 10 adult students. Conducting research with a larger number of participants at
various community colleges would provide a greater body of research on noncredit programs and
their benefits.
Furthermore, I recommend conducting a longitudinal study to investigate social capital
and life changes for noncredit intermediate ESL students. A longitudinal study on noncredit
programs as catalysts for social capital would provide more information about positive
experiences students encounter as they move forward in their endeavors. Additionally, the
longitudinal study could examine how participants view themselves after completing the
noncredit ESL sequence and enter college credit courses.
Moreover, I recommend conducting a study with students who have dropped out of
noncredit ESL courses. This study focused on students who were attending noncredit ESL
courses, which provided findings limited to current students. However, the results of such a
study could provide information that could be useful for administrators, faculty, and staff to
improve programs and services.
NONCREDIT PROGRAMS 81
Finally, I recommend enhancing training alternatives for student service staff to help
them develop a holistic, student-centered approach in their work. Staff development workshops
will ensure all students are served well and would provide stronger support for adults entering
noncredit programs. This would improve student support services such as counseling,
admissions, tutoring, and program assistants.
Conclusion
Many adult immigrants seek to improve their quality of life, and enrolling in noncredit
programs can serve as a catalyst to reach their goals. Noncredit programs are an integral part of
the state’s academic system, and, as such, deserve investment and attention from the community
college system. These programs provide opportunities to many adults attempting to acculturate
or navigate a new society. Through noncredit courses, adult students have discovered the
underlying concept of social capital in that they have been able to develop social networks.
These networks have facilitated social mobility, connectedness, and knowledge on
resources to improve their quality of life. The findings of this study suggest the important role
noncredit ESL programs play as an academic option to mitigate academic and personal barriers.
Moreover, the findings also suggest the importance of noncredit ESL courses as a platform to
develop social capital.
Faculty, staff, and administrators can be advocates at all levels of students’ academic
pathway within noncredit. It is imperative that they are aware of the impact they have on adult
students as soon as they enter the institution. There is much to be done to create a greater culture
of understanding for noncredit programs. However, inclusion of noncredit goals and objectives
into the institution’s integrated planning process would be a step in the right direction for the
benefit of our students.
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APPENDIX A
Information Sheet

University of Southern California
Rossier School of Education, 3470 Trousdale Parkway
Los Angeles, CA 90089

INFORMATION/FACTS SHEET FOR EXEMPT NON-MEDICAL RESEARCH

Noncredit Programs as a Catalyst for Social Capital
You are invited to participate in a research study. Research studies include only people who
voluntarily choose to take part. This document explains information about this study. You should
ask questions about anything that is unclear to you.
PURPOSE OF THE STUDY
The purpose of this study aims to understand how noncredit programs serve as catalyst for social
capital for students who are enrolled in noncredit ESL intermediate level.
PARTICIPANT INVOLVEMENT
If you agree to take part of this study, you will be asked to complete an only survey which will
take about 30 minutes. You do not have to answer any questions you don’t want. You can skip
any questions by clicking next to move on to the next question. Also, you will be given the option
to participate in a 45-minute audio-taped interview. During the interview, you do not have to
answer any questions you do not have to answer any questions you don’t want to; if you don’t
want to be taped, handwritten notes will be taken.
PAYMENT/COMPENSATION FOR PARTICIPATION
You will not be compensated for the questionnaire turned in. However, if you decide to participate
in the 45-minute audio-taped interview, you will receive a $10 gift card. You do not have to
answer all of the questions in order to receive the card. The card will be given to you when the
interview ends.
ALTERNATIVES TO PARTICIPATION
Your relationship with your teacher will not be affected whether you participate or no in this study.
POTENTIAL RISKS AND DISCOMFORTS
There are not potential risks associated with participation in this study.

NONCREDIT PROGRAMS 91
CONFIDENTIALITY
All information obtain in this study will be kept confidential as far as permitted by law. Your
responses will be coded with a false name (pseudonym) and maintained separately.

The data from audio recordings will be store in Francisco’s personal computer that is password
protected. Any notes taken, will be kept in a locked file cabinet. The keys will only be handled
by Francisco. As participants, you have the right to review the audio recordings and transcripts of
audio recordings before data is destroyed. Only Francisco and the online transcription service will
have access to the audio recordings. All data collected will be used only for educational purposes.
All audio-recordings and written notes will be destroyed August 2018.

PARTICIPATION AND WITHDRAWAL
Your participation is voluntary. Your refusal to participate will involve no penalty or loss of
benefits to which you are otherwise entitled. You may withdraw your consent at any time and
discontinue participation without penalty. You are not waiving any legal claims, rights or
remedies because of your participation in this research study
Required language:
The members of the research team and the University of Southern California’s Human Subjects
Protection Program (HSPP) may access the data. The HSPP reviews and monitors research studies
to protect the rights and welfare of research subjects.
INVESTIGATOR CONTACT INFORMATION
If you have any questions or concerns about the research, please feel free to contact Francisco
Suarez at (714) 980-3651, fxsuarez@usc.edu, or Dr. Tracy Tambascia at (213) 740-9747,
tpoon@usc.edu, 3470 Trousdale Parkway, Los Angeles, CA 90089.
IRB CONTACT INFORMATION
University Park Institutional Review Board (UPIRB), 3720 South Flower Street #301, Los
Angeles, CA 90089-0702, (213) 821-5272 or upirb@usc.edu

NONCREDIT PROGRAMS 92
APPENDIX B
Solicitation Email

Dear faculty member:

My name is Francisco Suarez, and I am currently a doctoral student in Education at the
University of Southern California. As part of my work in the Doctor in Education program at
USC, I am conducting a research study. This research is being supervised by my faculty advisor,
Dr. Tracy Tambascia.

As a community college professional, I hope to learn about the experiences on how the noncredit
programs have served as a catalyst for social capital for students who are enrolled in noncredit
ESL intermediate levels.

The study will include a 30-minute visit to your classroom to distribute an electronic survey
questionnaire. Students will be using their smart phone to complete the survey. Additionally,
the survey will include an option for students to participate in an interview that will be scheduled
at a later time without conflicting with your class.

If you agree to participate in this study, I will schedule my visit to your class. Each participant
will be guaranteed that all information will remain confidential. No real names will be used.
Participation in this study is considered voluntary; therefore, participants can voluntarily
withdraw at any point in the study.

I want to share with you that the study’s findings may have significant implications for
community colleges in understanding how to better support students who are enrolled in
noncredit programs.

If you are interested in participating in this study, please contact me at (714)980-3651 or via
email at fxsuarez@usc.edu

Thank you for your time and consideration.

Francisco Suarez

NONCREDIT PROGRAMS 93
APPENDIX C
Noncredit Programs Social Capital Survey
Hello, my name is Francisco Suarez. I am a graduate student at the University of Southern
California and I also serve as an adjunct counselor Santa Ana College School of Continuing
Education. I am conducting a research project with students who are enrolled in noncredit
programs and their experiences in developing social capital. I want to get a better idea of your
noncredit experience.
I am conducting a survey that would help me with this project. I am providing you the survey
electronically but also in paper format for those of you that do not have access to a smart phone.
All the information will be kept confidential and the surveys will be kept in a locked cabinet.
You have the right to decline to answer entire survey or skip some questions.
Additionally, I am looking for 10 people to interview. If you wish to participate in the interview,
please fill out the form at the end of the survey. Participants who are interviewed will receive a
$10 Starbucks card.
Thank you for your participation.

1. Gender:
Female Male Other: ___________
2. What is your age?
18-25 31-35 41-45 51-55 61-older
26-30 36-40 46-50 56-60
3. How do you identify:
Asian Latina/o-Hispanic Pacific Islander
Black/African White Native American/
Alaskan
4. What is your highest educational level from your home country?
Less than High School Diploma Some College Graduate Degree
High School Graduate Associate Degree Other
Bachelor’s Degree
5. Are you employed?
Full Time Part Time Unemployed
6. What English course are you enrolled in?
Intermediate 1 Intermediate 2 Intermediate 3
7. What time do you take your English class?
Morning Evening
8. What other programs are you enrolled in?
ABE Business Skills Citizenship classes
HS GED Other:__________
9. I feel that taking intermediate English course has helped me to make friends at school.
Strongly Agree Somewhat Agree Somewhat Disagree Strongly Disagree
1 2 3 4

NONCREDIT PROGRAMS 94
10. I have made friends with people from another country in my English class.
Strongly Agree Somewhat Agree Somewhat Disagree Strongly Disagree
1 2 3 4
11. My friend in school helped me to get a job.
Strongly Agree Somewhat Agree Somewhat Disagree Strongly Disagree
1 2 3 4
12. I have used other school services while taking Intermediate ESL course.
Strongly Agree Somewhat Agree Somewhat Disagree Strongly Disagree
1 2 3 4
13. Being able to speak English helped me to participate in school activities and connect with
other people.
Strongly Agree Somewhat Agree Somewhat Disagree Strongly Disagree
1 2 3 4
14. It is important for me to feel valued by teacher and staff.
Strongly Agree Somewhat Agree Somewhat Disagree Strongly Disagree
1 2 3 4
15. Teachers and staff have helped me to find my way around campus.
Strongly Agree Somewhat Agree Somewhat Disagree Strongly Disagree
1 2 3 4
16. Asking questions of staff or teachers about the school, helps me feel confident in navigating
other programs and resources.
Strongly Agree Somewhat Agree Somewhat Disagree Strongly Disagree
1 2 3 4
17. I feel teachers and staff have supported me every time I needed help.
Strongly Agree Somewhat Agree Somewhat Disagree Strongly Disagree
1 2 3 4
18. The support of the teacher and staff have helped me to feel like I am part of this school.
Strongly Agree Somewhat Agree Somewhat Disagree Strongly Disagree
1 2 3 4
19. I feel comfortable asking questions of teachers and staff.
Strongly Agree Somewhat Agree Somewhat Disagree Strongly Disagree
1 2 3 4
20. Teachers and school staff make me feel comfortable asking about programs and services.
Strongly Agree Somewhat Agree Somewhat Disagree Strongly Disagree
1 2 3 4
21. Teachers and school staff have made it easy for me to navigate school’ services and
programs.
Strongly Agree Somewhat Agree Somewhat Disagree Strongly Disagree
1 2 3 4
22. Taking the Intermediate ESL course has helped me to make more friends.
Strongly Agree Somewhat Agree Somewhat Disagree Strongly Disagree
1 2 3 4
23. often see or talk to my school friends outside school
Strongly Agree Somewhat Agree Somewhat Disagree Strongly Disagree
1 2 3 4
NONCREDIT PROGRAMS 95
24. Speaking English has helped me to participate in school activities
Strongly Agree Somewhat Agree Somewhat Disagree Strongly Disagree
1 2 3 4
25. Taking Intermediate ESL classes helped me to increase the number of friends from different
ethnic backgrounds.
Strongly Agree Somewhat Agree Somewhat Disagree Strongly Disagree
1 2 3 4
26. Taking Intermediate ESL courses helped me to make more friends outside the school.
Strongly Agree Somewhat Agree Somewhat Disagree Strongly Disagree
1 2 3 4
27. Enrolling in Intermediate ESL courses helped me to participate in activities outside the
school (participate in children’s school, community events).
Strongly Agree Somewhat Agree Somewhat Disagree Strongly Disagree
1 2 3 4
28. My friendships at work have increased because I am able to speak English.
Strongly Agree Somewhat Agree Somewhat Disagree Strongly Disagree
1 2 3 4
29. Overall, taking Intermediate ESL courses has helped me make more friends besides outside
of my family.
Strongly Agree Somewhat Agree Somewhat Disagree Strongly Disagree
1 2 3 4
Are you willing to participate in an interview?
______ Yes
______ No

NONCREDIT PROGRAMS 96
APPENDIX D
Interview Participation Sheet

If yes, please fill out the information below:
Name: ______________________________________________________
Phone Number: _______________________________________________
Email: _______________________________________________________
Gender: ______________________ Ethnicity: _____________________

Please circle you preferred way to contact you: phone email

Thank you!

NONCREDIT PROGRAMS 97
APPENDIX E
Interview Protocol

Hello, how are you? Thank you so much for accepting for be part of this interview. My name is
Francisco Suarez; I am currently enrolled in the doctoral program at the University of Southern
California. My interest has always been to work with adult students just like you. I am intrigue
by the effort and persistence you put in coming to school despite the many responsibilities
outside school. Before I begin with this interview questions, let me give you a few details about
this process. First of all, everything mentioned here will be kept confidential. I will be using
pseudonyms to protect you and the school. Also, I want to remind you that if anytime you feel
uncomfortable, you are more than welcome to leave this interview, or you can decline to answer
some of the questions if you feel that you don’t want to answer.
Also, you will have the opportunity to review the transcript of you interview, if you to. You will
be receiving a $10 Starbucks gift card for your time. This interview will take 45 minutes. Also,
I will be recoding this interview, do I have your permission to record this interview? Do you
agree to participate after what I have shared with you?
I greatly appreciate your participation in this interview.

Interview Questions
1) I want to know about you and your background. Tell me about your family,
background, and community you live in.
2) What motived you to come to school to take noncredit courses? Why are you
taking English classes? RQ1
3) Who is your instructor? Has your instructor helped you to connect with your
classmates? RQ1
4) Tell me about your experience about being part of noncredit classes you are
enrolled in RQ1
5) Has been enrolled in noncredit programs helped you to connect with other people
(in and out the classroom)? RQ1
6) How has staff and teachers helped you to understand the noncredit system? RQ2
If yes, how do you feel about receiving this support? RQ2
NONCREDIT PROGRAMS 98
7) Who or what in noncredit motivated to continue taking classes? RQ2
8) How has learning English helped you to connect with other people besides
family? Follow-up question: Can you describe any experiences? RQ3
9) Do you think that learning English helped you to expand your
network/connections in and out of school? Follow-up question: what connections
have you created? RQ3
10) What feelings, if any, have you experienced when connecting with people other
than your family? RQ3
11) How have you benefited from the connections created because you were able to
communicate in English? RQ3

Abstract (if available)

Abstract This study examined the role of noncredit programs in building social capital for intermediate-level English as a Second Language Students. The study also examined student perceptions on noncredit programs as part of facilitating the development of social capital, institutional agents’ support to navigate noncredit educational environment, and value of learning English to expand their social network. ❧ Participants in this study were students enrolled four Intermediate ESL classes at a noncredit program located at a community college in Southern California. Data collection methods included surveys and 10 interviews with participants from diverse ethnic backgrounds. This phenomenological study used Bourdieu’s social capital framework to analyze the data collected from surveys and interviews. Data revealed that noncredit courses have provided an avenue for adult students to develop networks and find friends as support system that helped them face the difficulties of adjusting to a new language and culture.

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Asset Metadata

Creator Suarez, Francisco Xavier (author)

Core Title Noncredit programs: catalyst for development of social capital in adult students

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 04/10/2018

Defense Date 02/26/2018

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag adult education,adult students,AEBG,catalyst,classroom environment,connectedness,ESL,institutional agents,institutional environment,networks,noncredit,noncredit advocacy,noncredit programs,OAI-PMH Harvest,retention,sense of belonging,social capital,social mobility

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Tambascia, Tracy (committee chair), Carbone, Paula (committee member), Dorado, Luis (committee member)

Creator Email fxsuarez@usc.edu,pacopantera06@gmail.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-3359

Unique identifier UC11672300

Identifier etd-SuarezFran-6193.pdf (filename),usctheses-c89-3359 (legacy record id)

Legacy Identifier etd-SuarezFran-6193.pdf

Dmrecord 3359

Document Type Dissertation

Rights Suarez, Francisco Xavier

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 University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA