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Assessing the Multiple Dimensions of Engagement to Characterize Learning: A Neurophysiological Perspective
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Optimizing Intent to Transfer: Engagement and Community College English Learners.

Catherine Hartman1, Rebecca Callahan2, Hongwei Yu3

  • 1National Resource Center for The First-Year Experience and Students in Transition, University of South Carolina, 1728 College Street, Columbia, SC 29208, USA.

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|January 29, 2024
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Summary

Community college English learner (CCEL) students benefit most from engagement, showing greater gains in their intent to transfer to four-year institutions. This highlights the importance of tailored support for CCEL students in higher education.

Keywords:
Community college transferEnglish learnersStudent engagementStudent success

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Area of Science:

  • Higher Education Research
  • Sociolinguistics
  • Student Success Studies

Background:

  • English learner (EL) students often attend community colleges, but research on their transfer to four-year institutions is limited.
  • Understanding factors influencing postsecondary success for community college English learner (CCEL) students is crucial.

Purpose of the Study:

  • To investigate how linguistic status affects the relationship between student engagement and intent to transfer among community college students.
  • To determine if and how engagement strategies yield different benefits for CCEL students compared to non-CCEL peers.

Main Methods:

  • Utilized data from the Community College Survey of Student Engagement.
  • Employed logistic regression analysis to examine engagement-transfer intent relationships across linguistic groups, controlling for student and institutional factors.

Main Results:

  • Student engagement yields differential returns based on linguistic status; CCEL students show the most significant gains in transfer intent.
  • CCEL students demonstrate higher engagement in academic discourse, pedagogical internalization, and recognition of institutional support.
  • CCEL students appear to gain more from academic engagement and critical thinking instruction than their non-CCEL counterparts.

Conclusions:

  • Linguistic status is a significant factor in how student engagement influences transfer intent.
  • Educational institutions should consider tailored approaches to maximize engagement benefits for CCEL students.
  • Further research and policy development are needed to enhance CCEL student attainment and engagement in higher education.