Invisible Influence: New Forms of Cooling Out in Community Colleges

Persistent Link:
http://hdl.handle.net/10150/594554
Title:
Invisible Influence: New Forms of Cooling Out in Community Colleges
Author:
Anderson, Jill A.
Issue Date:
2015
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
Exploring students' experiences navigating community college is important for understanding the relevance of community college procedures and personnel as students make decisions about their day-to-day actions and continued enrollment. Data exists about the multiple obligations many community college students have, which may complicate their college enrollment. Yet, little is known about how those outside obligations influence students as they interact within the community college environment to implement their college-going choices. Furthermore, little data exists about the continued educational choices students make during their enrollment and what role college procedures and personnel may play. Choices for students do not end after choosing a college to attend. Rather, decision-making is an on-going process. Ironically, the on-going educational choices of students are missing from college choice, integration, and persistence models. This study used a qualitative approach to examine how students experienced the institution through the lens of these micro-decisions. A combination of the model of student success, rational action theory, and cooling out provided the framework to understand how community college students made sense of their interactions with college personnel, and in what ways the community college might contribute to cooling out. Overall, findings demonstrate the community college's procedures constrain students' available choices. Rather than simplifying procedural requirements, community college personnel often contributed to students' confusion and difficulty in carrying out a micro-decision. Furthermore, findings suggest the community college continues to play a cooling out function in higher education.
Type:
text; Electronic Dissertation
Keywords:
cooling out; decisions; integration; students; Higher Education; community college
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Higher Education
Degree Grantor:
University of Arizona
Advisor:
Deil-Amen, Regina
Committee Chair:
Deil-Amen, Regina

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.titleInvisible Influence: New Forms of Cooling Out in Community Collegesen_US
dc.creatorAnderson, Jill A.en
dc.contributor.authorAnderson, Jill A.en
dc.date.issued2015en
dc.publisherThe University of Arizona.en
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en
dc.description.abstractExploring students' experiences navigating community college is important for understanding the relevance of community college procedures and personnel as students make decisions about their day-to-day actions and continued enrollment. Data exists about the multiple obligations many community college students have, which may complicate their college enrollment. Yet, little is known about how those outside obligations influence students as they interact within the community college environment to implement their college-going choices. Furthermore, little data exists about the continued educational choices students make during their enrollment and what role college procedures and personnel may play. Choices for students do not end after choosing a college to attend. Rather, decision-making is an on-going process. Ironically, the on-going educational choices of students are missing from college choice, integration, and persistence models. This study used a qualitative approach to examine how students experienced the institution through the lens of these micro-decisions. A combination of the model of student success, rational action theory, and cooling out provided the framework to understand how community college students made sense of their interactions with college personnel, and in what ways the community college might contribute to cooling out. Overall, findings demonstrate the community college's procedures constrain students' available choices. Rather than simplifying procedural requirements, community college personnel often contributed to students' confusion and difficulty in carrying out a micro-decision. Furthermore, findings suggest the community college continues to play a cooling out function in higher education.en
dc.typetexten
dc.typeElectronic Dissertationen
dc.subjectcooling outen
dc.subjectdecisionsen
dc.subjectintegrationen
dc.subjectstudentsen
dc.subjectHigher Educationen
dc.subjectcommunity collegeen
thesis.degree.namePh.D.en
thesis.degree.leveldoctoralen
thesis.degree.disciplineGraduate Collegeen
thesis.degree.disciplineHigher Educationen
thesis.degree.grantorUniversity of Arizonaen
dc.contributor.advisorDeil-Amen, Reginaen
dc.contributor.chairDeil-Amen, Reginaen
dc.contributor.committeememberDeil-Amen, Reginaen
dc.contributor.committeememberKater, Susanen
dc.contributor.committeememberMilem, Jeffreyen
dc.contributor.committeememberRhoades, Garyen
All Items in UA Campus Repository are protected by copyright, with all rights reserved, unless otherwise indicated.