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Minority Students at Glendale Community College
Literature Review
Overview
The proposed research study seeks to address the problem of low graduation rates among minority students at Glendale Community College. Annual graduation rates indicate that on average, only 32 percent of minority students complete their courses and graduate on time every year (Community College Review, 2022). The proposed study findings will go a long way towards increasing minority students retention rates and improving overall graduation rates. This Literature Review presents the related literature, Theoretical Framework, and Summary for the proposed research.
Related Literature
This literature review seeks to understand the academic, institutional, individual, and socioeconomic factors influencing college students timely completion to help address the problem of low graduation at Glendale Community College.
Academic Factors Influencing College Completion
This section reviews the education-related factors influencing student retention in higher education. It reviews literature related to Grade-Point Average (GPA) and Academic discipline.
Grade Point Average (GPA)
In their Saudi-Arabia-based study, Almenaie (2018) found a significant, positive association between grade point average (GPA) and timely completion. The study concluded that students were more likely to graduate if they had high GPAs. These findings mirror those of Guzman et al. (2021), who also found that students with higher course averages graduated earlier than those with lower averages. Students with lower course averages may have several units or examinations to retake that may cause them to take longer in school.
Academic Discipline
Almenaiae (2018) also found that students taking medicine or scientific-related courses were more likely to graduate on time than those taking humanities (Almenaie, 2018). However, Guzman et al. (2021) found that academic discipline per se had no effect on the likelihood of completion. The only significant factor was whether the student was satisfied with the course they were taking (Guzman et al., 2021). The differences in findings could be as a result of contextual differences as the two studies were carried out in different countries.
Institutional Factors Influencing College Completion
This section reviews the organizational factors that influence college completion rates. It looks at research related to Staffing and School Climate.
Staffing
Srairi (2021) found a significant positive relationship between staff quality and students completion rates in Tunisian Universities. The study measured staff quality by the proportion of full professors over the total number of university staff. At the same time, Afable et al. (2022) found a significant negative relationship between completion rates and student-staff ratio. High staff quality and a low student-staff ratio increase individualized attention, making students more likely to graduate on time.
School Climate
Okwuduba et al. (2022) found that students completion rates depended on how well the school climate created a sense of belonging...…different influences on gender roles and are associated with different responsibilities and support systems for males and females in college.
Socioeconomic Factors Influencing College Completion
Several studies have sought to determine the effect of socioeconomic variables on students completion rates. This section focuses on two of the most common socioeconomic factors across studies: Access to financial aid and Employment in College.
Financial Aid
Margarit and Kennedy (2019) found a significant positive association between availability of financial aid and timely graduation among community college students. This finding mirrors that of Almeniae (2018), who found that university students with access to student loans, grants and scholarships graduated earlier than those without such access. This is because financial aid enhances a students comfort and makes them more likely to concentrate on their studies.
Employment in College
Interestingly, both studies (Almeniae, 2018; Margarit & Kennedy, 2019), found that being employed while in college did not significantly affect students completion rates. A possible reason is that some students work to support their college education and will put in more effort to ensure that they still complete their courses on time. Almeniae (2018) concludes that as long as one finds ways to compensate for the time they spend working, being employed has a minimal effect on completion.
While a lot of literature exists on the topic, most of it focuses on university…
References
Afable, T. M., Lamberto, C. D., Nicole, T. A., Umandap, A. N., & Arcinas, M. M. (2022).
SHS students’ engagement in online synchronous collaborative learning activities: Correlations with self-efficacy, peer social support, well-being and academic performance. International Journal of Multidisciplinary: Applied Business and Education Research, 3(6), 1128-38.
Almenaie, O. (2018). Factors affecting the rate of completion of undergraduate students. Journal of Education and Practice, 9(36), 37-45.
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