Examining Factors Related to Academic Success of Military-Connected Students at Community Colleges

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2017-07-11
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Williams-Klotz, Denise
Assistant Director of Multicultural Student Affairs
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School of Education

The School of Education seeks to prepare students as educators to lead classrooms, schools, colleges, and professional development.

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The School of Education was formed in 2012 from the merger of the Department of Curriculum and Instruction and the Department of Educational Leadership and Policy Studies.

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2012-present

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  • College of Human Sciences (parent college)
  • Department of Curriculum and Instruction (predecessor)
  • Department of Educational Leadership and Policy Studies (predecessor)

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Multicultural Student Affairs
Abstract

The number of military-connected students enrolling in community colleges has increased dramatically in the past decade, and this trend is expected to continue. This research focused on examining factors that contribute to the academic success of community college students. Specifically, the purpose of this quantitative study was to identify the demographic characteristics; campus relationships; and financial, academic and personal experiences that are associated with grade point average (GPA) and intent to return for military-connected students at seven community colleges. Identifying as a Student of Color (any race or ethnicity other than White) and experience meeting professors’ academic expectations were negatively associated with cumulative GPA, and feeling academically prepared to enter the institution was significantly and positively associated with intent to return. The results provide further evidence of the relationships among demographic and academic experiences and academic success. The authors offer recommendations for serving military-connected students at community colleges.

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This article is published as Denise N. Williams-Klotz & Ann M. Gansemer-Topf (2018) Examining Factors Related to Academic Success of Military-Connected Students at Community Colleges, Community College Journal of Research and Practice, 42:6, 422-438, DOI: 10.1080/10668926.2017.1339647. Posted with permission.

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Sun Jan 01 00:00:00 UTC 2017
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