Community College Success Measure (CCSM) · The CCSM was developed to examine predictors of community college student success. The CCSM’s items and scales are specifically designed

CommunityCollegeSuccessMeasure(CCSM)

ElCaminoCollegeComptonCenterReport

CommunityCollegeSuccessMeasure

InterworkInstitute,SanDiegoStateUniversity 2

TableofContentsAboutCCEAL…………………………………………………….………………………………………………………………………….……...3

CCSMBackgroundandMethodology……………………………………………………………..……………………………………...4

CampusEthosDomain…….………………………………………………….………………………………………………………………..5

NonCognitiveDomain…..……………………………………………………………………………………………………..……….….......9

StudentOutcomes..…………………………………………………………………………………………………………………….…....…13

HighlightsforFacultyMembers...……………………………………………………………………………………..……………....…15

HighlightsforRetention/SuccessProgramAdvisors…………………………………………………………………...……….17

HighlightsforStudentSupportStaff………………………….……………………………………………………………….…….....19

BackgroundFactors……………………………………………………………………………………………….………………………..…20

EnvironmentalDomain………………………………………………………………………………………………………...…….….......28

CollegeRequestedData………………………………………………………………………………………………………...…….….......36



AbouttheCommunityCollegeEquityAssessmentLab(CCEAL)

MissionOurmissionistoconductresearchtoinformpracticethatwillenhanceaccess,achievement,andsuccessamongunderservedstudentsinpostsecondaryeducation.UsingtheCommunityCollegeSuccessMeasure(CCSM),wepartnerwithcommunitycollegesacrossthenationtoexaminefactorsthatinfluencestudentsuccessforunderservedstudentsinpostsecondaryeducation.Objectives

• Toserveasaclearinghouseforfederal,state,andinstitutionaldataonstudentoutcomes;• Toconductanddisseminateempiricalresearchontheexperiencesofstudentsofcolorinthe

communitycollege;and• Tofacilitateinstitutionalcapacitytoservehistoricallyunderservedstudentsbysupportingefforts

tointegrateassessment,evaluation,andsustainabilityplanningintostudentsuccesseffortsProjectTeamFrankHarrisIII,EdD—Co-DirectorandProfessorJ.LukeWood,PhD—Co-DirectorandAssociateProfessorMarissaVasquezUrias,EdD—AssociateDirectorandAssistantProfessorHayleyWeddle—ProjectAssistantNexiDelgado—ResearchAssociateStephanieEstrada—ResearchAssociateVanessaFalcon—ResearchAssociateFernandoGarcia—ResearchAssociateKaranJain—ResearchAssociateStephanieMathew—ResearchAssociateMelissaVang—ResearchAssociateSouaXiong—ResearchAssociate

ContactInformationCommunityCollegeEquityAssessmentLab(CCEAL)MinorityMaleCommunityCollegeCollaborative(M2C3) http://www.cceal.org/5500CampanileDrive,EBA229A Email:[email protected],CA92182



CommunityCollegeSuccessMeasure(CCSM)

AbouttheCCSMTheCCSMisasurveydesignedbytheCCEAL/M2C3asacomprehensiveassessmenttoolforevaluatingstudentsuccessincommunitycolleges,withafocusonstudentswhohavebeenhistoricallyunderservedinpostsecondaryeducation.InformationderivedfromtheCCSMcanbeusedfor:

• Establishingbenchmarksforkeyindicatorsofstudentsuccess,• Monitoringtheexperiencesandperformanceofminoritystudents,and• Identifyingissuesinneedofenhancedattention.

TheCCSMwasdevelopedtoexaminepredictorsofcommunitycollegestudentsuccess.TheCCSM’sitemsandscalesarespecificallydesignedtomeasureexperiencesandfactorsdirectlyimpactingthesuccessofcommunitycollegestudentsofcolor.Thesefactorsinclude:non-cognitiveoutcomes(e.g.locusofcontrol,utility,academicself-efficacy),environmentalfactors(e.g.finances,familyresponsibilities),campusethos(e.g.campusclimate,perceptionsofcare),andidentity(e.g.genderandrace/ethnicity).CCSMMethodologyStudentswereaskedtoparticipateinananonymoussurveytoassesstheirexperiences.Responseswerecollectedfromstudentsviahardcopysurveysthatwereadministeredtorandomlyselectedcoursesectionsduringregularlyscheduledclasses.TheCCSMiscomprisedof32topicalareaswithmultiplesub-questions.Backgroundandenvironmentalfactorresultsarereportedintheformofresponsepercentagesforeachracial/ethnicgroupbygender.Forthecampusethosdomain,non-cognitivedomain,andstudentoutcomes,findingsarecategorizedintothreelevels:acceptable,needsattention,orimmediateconcern.Theseclassificationsarederivedfromthresholdscoresestablishedfrominquiryacross60communitycollegesusingdataderivedfrom12,000students.Thresholdstermed‘acceptable’representinstanceswherelessthan20%ofrespondentsindicatealevelof‘disagreement’orfrequencyof‘never’.Respondentswhoreportgreaterthan20%aretermed‘needsattention,’whilethoseindicating30%orabovearetermed‘immediateconcern’.Datawascollectedfromarandomsampleof765credit-seekingstudentswhowereenrolledatElCaminoCollegeComptonCenterduringtheSpring2016andFall2016terms.Thedemographicbreakdownofthesamplewasasfollows:WhiteMen:1%WhiteWomen:2%LatinoMen:21%LatinoWomen:40%AsianMen:3%AsianWomen:3%

AfricanAmericanMen:6.5%AfricanAmericanWomen:16%MultiethnicMen:2%MultiethnicWomen:2%OtherMen:1.5%OtherWomen:2%

GiventhesmallnumberofmenandwomenwhoidentifiedasWhite,Multiethnic,andOther,wewereunabletopresentresultsforthesepopulations.



CampusEthosDomain

CampusEthosreferstostudents’perceptionsofthecampusclimateandcultureoftheinstitution.Datacollectedincludes:senseofbelonging,personalrelationshipwithfaculty,accessandefficacyofcampusresources,andthepresenceofvalidatingagents.Inthetablebelow,findingsforeachitemarepresentedasoneofthreelevels(Acceptable,NeedsAttention,orImmediateConcern).Thelevelsweredevelopedtocallattentiontoparticularfindingsforeachracial/ethnicgroup.“Acceptable”indicatesthatlessthan20%ofstudentsfromaparticularethnicgroupdisagreedwiththeitemormarked‘never’while“NeedsAttention”indicatesthatbetween20-30%ofstudentsdisagreedwiththeitemormarked‘never’,and“ImmediateConcern”indicatesthatover30%ofstudentsdisagreedwiththeitemormarked‘never’.NotableFindings:

• Acrossallracial/ethnicgroups,mendemonstratedlowperceptionsoffacultyracialbias.

• Acrossallracial/ethnicgroupsandgenders,studentsdemonstratedhighperceptionsofsenseofbelongingwithfaculty.

• Acrossallracial/ethnicgroupsandgenders,studentsdemonstratedlowperceptionsofpersonalrelationshipswithfaculty,particularlyinregardstofacultymembersknowingabouttheiraspirationsandimportantinformationabouttheirlives.

• AfricanAmericanmendemonstratedhigherperceptionsthatfacultymembersbelievetheybelongattheinstitution,comparedtotheirpeersfromotherracial/ethnicgroupsandgenders.

• Acrossallracial/ethnicgroupsandgenders,studentsdemonstratedlowperceptionsofstaffvalidation.

• Acrossallracial/ethnicgroupsandgenders,studentsdemonstratedhighperceptionsofwelcomenesstoengageinsideofclass.

• Asianmendemonstratedlowerperceptionsthatcampusservices(e.g.careercounseling,transfer,tutoring,library)staffcaredaboutthemcomparedtomenandwomenfromotherracial/ethnicgroups.

• Acrossallracial/ethnicgroupsandgenders,studentsdemonstratedhighperceptionsthatcampusservicesareeasytoaccess.

Campus Ethos Domain Asian African American Latino

Men Women Men Women Men Women

Faculty Racial Bias

Appreciates me compared to other racial groups

Acceptable -- Acceptable -- Acceptable --

Interested in me compared to other racial groups


Pays attention to me compared to other groups




Campus Ethos Domain (cont.)

Asian African American Latino


Sense of Belonging

with Faculty

Cares about my perspective in class

Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable

Values interacting with me Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable

Values my presence Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable

Cares about my success Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable

Believes I belong here Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable

Personal Relationship with Faculty

Knows my name Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable

Knows about my academic goals

Immediate Concern

Acceptable Needs Attention

Immediate Concern

Needs Attention

Immediate Concern

Knows about my career goals Immediate Concern

Needs Attention

Immediate Concern

Immediate Concern

Immediate Concern

Immediate Concern

Knows about my life aspirations

Immediate Concern

Immediate Concern

Immediate Concern

Immediate Concern

Immediate Concern

Immediate Concern

Knows important information about my life

Immediate Concern

Immediate Concern

Immediate Concern

Immediate Concern

Immediate Concern

Immediate Concern

Validation from Faculty

I have the ability to do the work

Needs Attention

Acceptable Acceptable Acceptable Acceptable Acceptable

I can succeed in college Needs Attention

Needs Attention

Acceptable Acceptable Acceptable Needs Attention

I belong at this institution Immediate Concern

Immediate Concern

Acceptable Immediate Concern

Needs Attention

Immediate Concern






Validation from Staff

I have the ability to do the work

Immediate Concern

Immediate Concern

Immediate Concern

Immediate Concern

Immediate Concern

Immediate Concern

I can succeed in college Immediate Concern

Immediate Concern

Immediate Concern

Immediate Concern

Immediate Concern

Immediate Concern

I belong at this institution Immediate Concern

Immediate Concern

Immediate Concern

Immediate Concern

Immediate Concern

Immediate Concern

Welcomeness to Engage

Inside Class

Ask questions in class Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable

Respond to questions during class


Participates in class discussions


Inquires about class progress Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable

Talk before and after class Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable

Visit them during office hours Needs Attention

Acceptable Acceptable Needs Attention


Welcomeness to Engage Outside of

Class

Say "hello" outside of class Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable

Talk about academic matters Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable

Talk about non-academic matters

Immediate Concern

Needs Attention


Needs Attention

Immediate Concern

Encouraged to ask for academic support


Acceptable Acceptable






Service Care

Advising Needs Attention



Needs Attention

Career counseling Immediate Concern

Needs Attention

Needs Attention

Needs Attention

Needs Attention

Needs Attention

Transfer services Immediate Concern

Needs Attention


Needs Attention

Needs Attention

School Library Immediate Concern

Needs Attention

Needs Attention

Needs Attention

Needs Attention

Needs Attention

Computer Lab Immediate Concern

Acceptable Acceptable Needs Attention

Needs Attention

Needs Attention

Tutoring Immediate Concern

Acceptable Acceptable Acceptable Acceptable Needs Attention

Cafeteria/Food Service Immediate Concern

Immediate Concern

Needs Attention

Immediate Concern

Immediate Concern

Immediate Concern

Maintenance/Janitorial Staff Immediate Concern

Immediate Concern

Immediate Concern

Immediate Concern

Immediate Concern

Immediate Concern

Service Access

Easy to access Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable

Know where to go for help Needs Attention


Available when I need them Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable

Service Efficacy

Provide me with the help I need


Accurate information Needs Attention


Critical to my success Needs Attention




Non-CognitiveDomain

Non-cognitiveoutcomescapturestudents’affectiveperceptionsandresponsestotheireducationalexperiences.Itemsinclude:intrinsicinterest,academicself-efficacy,degreeutility,locusofcontrol,actioncontrol,masculineidentities,andracial/ethnicaffinity.Inthetablebelow,findingsforeachitemarepresentedasoneofthreelevels(Acceptable,NeedsAttention,orImmediateConcern).Thelevelsweredevelopedtocallattentiontoparticularfindingsforeachracial/ethnicgroup.“Acceptable”indicatesthatlessthan20%ofstudentsfromaparticularethnicgroupsomewhatagreedordisagreedwiththeitem,ormarked‘never’while“NeedsAttention”indicatesthatbetween20-30%ofstudentssomewhatagreedordisagreedwiththeitem,ormarked‘never’,and“ImmediateConcern”indicatesthatover30%ofstudentssomewhatagreedordisagreedwiththeitem,ormarked‘never’.NotableFindings:

• AfricanAmericanmendemonstratedhigherlevelsofcomfortaskingfor,accepting,andfollowingthroughonhelpcomparedtotheirAsianandLatinomalepeers.

• Menacrossallracial/ethnicgroupsdemonstratedlowlevelsofperceptionthatstudying,beingoncampus,andbeingacollegestudentarecompatiblewiththeirroleasprovider.

• AsianmendemonstratedlowerlevelsofperceptionthatschoolisagenderneutraldomaincomparedtotheirAfricanAmericanandLatinomalepeers.

• Acrossallracial/ethnicgroups,womendemonstratedhigherperceptionsofracialaffinitycomparedtotheirmalepeers.

• Acrossallracial/ethnicgroups,mendemonstratedlowerperceptionsthattheyputforththeirbesteffortcomparedtotheirfemalepeers.

• Acrossallracial/ethnicgroupsandgenders,studentsdemonstratedhighperceptionsoflocusofcontrol.

Non-Cognitive Domain



Help-Seeking

Asking for help Immediate Concern

- Needs Attention

- Immediate Concern

-

Accepting help Immediate Concern

- Acceptable - Needs Attention

-

Following through with offered help

Immediate Concern

- Acceptable - Needs Attention

-



Non-Cognitive Domain (cont.) Asian African American Latino


Breadwinner Orientation

Studying for classes is compatible with role

Immediate Concern

- Needs Attention

- Immediate Concern

-

Going to classes is compatible with role

Immediate Concern

- Needs Attention

- Immediate Concern

-

Being on campus is compatible with role

Immediate Concern

- Needs Attention

- Immediate Concern

-

Being a college student is compatible with role

Immediate Concern

- Immediate Concern

- Immediate Concern

School as a Gender Neutral Domain

School is structured to serve both men and women

Needs Attention

- Acceptable - Acceptable -

School is equally important for both

Needs Attention


Men and women are equally capable

Needs Attention


Racial Affinity

Race is important to me Immediate Concern

Acceptable Acceptable Acceptable Immediate Concern

Acceptable

Proud of my heritage Needs Attention


Essential aspect of who I am Immediate Concern



Acceptable

Strong connection to my community

Immediate Concern



Needs Attention



Non-Cognitive Domain (cont.) Asian African American Latino


Action Control

Completely focused on school Immediate Concern


Needs Attention

Immediate Concern

Needs Attention

Work as hard as I can Immediate Concern


Needs Attention

Put forth my best effort Immediate Concern



Acceptable

Driven to be successful Needs Attention


Self-Efficacy

Ability to excel Needs Attention


Understand difficult concepts Immediate Concern


Immediate Concern

Master the material in class Immediate Concern


Needs Attention

Needs Attention

Immediate Concern

Confident in abilities Immediate Concern

Needs Attention


Needs Attention

Needs Attention

Degree Utility

Personal goals Needs Attention


Financial security Needs Attention


Acceptable

Job opportunities Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable

Better life Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable



Non-Cognitive Domain (cont.)



Locus of Control

I will get good grades Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable

I have full control Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable

I have the power Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable

Success in my own hands Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable

Intrinsic Interest

Enjoy learning Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable

Class is interesting Needs Attention


Acceptable Acceptable Acceptable

Want to learn as much as I can

Needs Attention


Absorbed in coursework Immediate Concern

Needs Attention

Needs Attention

Needs Attention

Immediate Concern

Immediate Concern



StudentOutcomes

StudentOutcomesdemonstratestudents’levelsofacademicintegrationandengagement,including:faculty-studentengagement,usageofstudentservices,transferreadiness,andpersistence.Inthetablebelow,findingsforeachitemarepresentedasoneofthreelevels(Acceptable,NeedsAttention,orImmediateConcern).Thelevelsweredevelopedtocallattentiontoparticularfindingsforeachracial/ethnicgroup.“Acceptable”indicatesthatlessthan20%ofstudentsfromaparticularethnicgroupdisagreedwiththeitemormarked‘never’while“NeedsAttention”indicatesthatbetween20-30%ofstudentsdisagreedwiththeitemormarked‘never’,and“ImmediateConcern”indicatesthatover30%ofstudentsdisagreedwiththeitemormarked‘never’.NotableFindings:

• Menandwomenacrossallracial/ethnicgroupsreportedlowusageofcareercounseling,transfer,andtutoringservices.

• Menandwomenacrossallracial/ethnicgroupsreportedlowlevelsofengagementwithfacultyinregardstotalkingaboutacademicandnon-academicmattersoutsideofclass.

• Latinomenhadlowerpercentagesofstudentswhoindicatedthattheybelievetheyareontracktotransfertoafour-yearinstitutioncomparedtomenandwomenfromotherracial/ethnicgroups.

• Alowpercentageofmenandwomenacrossallracial/ethnicgroupsreportedtheyareabsolutelyreturningtocampusnextsemester.

Student Outcomes Asian African American Latino


Service Use

Advising Immediate Concern

Immediate Concern


Needs Attention

Needs Attention

Career counseling Immediate Concern

Immediate Concern

Immediate Concern

Immediate Concern

Immediate Concern

Immediate Concern

Transfer services Immediate Concern

Immediate Concern

Immediate Concern

Immediate Concern

Immediate Concern

Immediate Concern

School Library Needs Attention


Needs Attention

Needs Attention

Acceptable

Computer Lab Immediate Concern

Needs Attention

Needs Attention

Needs Attention

Immediate Concern

Needs Attention

Tutoring Immediate Concern

Immediate Concern

Immediate Concern

Needs Attention

Immediate Concern

Immediate Concern



Student Outcomes (cont.) Asian African American Latino


Faculty Student

Engagement

Talk about academic matters in class

Needs Attention

Immediate Concern



Talk about academic matters outside class

Immediate Concern

Immediate Concern

Immediate Concern

Immediate Concern

Immediate Concern

Immediate Concern

Talk about non-academic matters outside class

Immediate Concern

Immediate Concern

Immediate Concern

Immediate Concern

Immediate Concern

Immediate Concern

Talks about course grades Needs Attention

Needs Attention

Needs Attention

Needs Attention

Needs Attention

Immediate Concern

Outcome Measures

Transfer Readiness Acceptable Acceptable Acceptable Acceptable Needs Attention

Acceptable

Anticipated Persistence Immediate Concern

Immediate Concern

Immediate Concern

Immediate Concern

Immediate Concern

Immediate Concern



HighlightsforFacultyMembers

ThetablebelowsummarizesfindingsfromtheCCSMthataremostrelevanttofacultymembers.TheCCSMasksrespondentstoreporttheirexperienceswithandperceptionsoffacultymembers.Below,wesummarizeresponsesthatarecorrelatesofstudents’engagementwithfaculty.Engagementwithfacultyreferstofrequencyofinteractionswithfacultyineducationallymeaningfulways.

TopFacultyFactorsContributingtoFaculty-StudentEngagement Asian African American Latino


Racial Bias - - √√√ -

Belonging √√√ √√√

Personal Relationships √√ √√√ √√√ √√√

Validation √√ √√√ √√√ √√√

Welcomeness (inside) √ √√√ √√√

Welcomeness (outside) √√ √√√ √√√

Note:√Important√√VeryImportant√√√ExtremelyImportantRacialBiasreferstostudents’perceptionsofthedegreetowhichfacultymembersequallyappreciateandpayattentiontothemcomparedtostudentsfromotherracial/ethnicgroups.RacialBiaswasacorrelateofengagementwithfacultyforLatinomen.Belongingreferstostudents’perceptionsofwhetherornotfacultymembersvalueandcareaboutthem.PerceivingthatfacultymembersvaluedthemwasacorrelateofengagementforLatinomenandwomen.



PersonalRelationshipsreferstostudents’perceptionsofthedegreetowhichfacultymembersknowthemasapersonandformarelationship.PersonalRelationshipswasacorrelateofengagementwithfacultyforAsianwomen,AfricanAmericanwomen,andLatinomenandwomen.FacultyValidationindicatesrespondents’perceptionsofthedegreetowhichtheyreceivepositivevalidationfromfaculty.ThreeitemsintheCCSMwereusedtoassessvalidationfromfaculty,includingthenumberoffacultywhocommunicatethatstudentsbelongandhavetheabilitytosucceed.FacultyvalidationwasacorrelateofengagementwithfacultyforAsianwomen,AfricanAmericanwomen,andLatinomenandwomen.FacultyWelcomeness(Inside)reflectsthedegreetowhichstudentsbelievethatfacultymemberswelcometheirengagementinsideoftheclassroom.FacultywelcomenessinsideoftheclassroomwascorrelatedwithengagementwithfacultyforAsianmenandLatinomenandwomen.FacultyWelcomeness(Outside)reflectsthedegreetowhichstudentsbelievethatfacultymemberswelcometheirengagementoutsideoftheclassroom.ItemsintheCCSMassessingfacultywelcomenessoutsidetheclassroomincludefeelingwelcometosayhello,talkwithfacultyaboutnon-academicmatters,andaskforacademicsupport.FacultywelcomenessoutsideoftheclassroomwascorrelatedwithengagementwithfacultyforAsianmenandLatinomenandwomen.



HighlightsforRetention/SuccessProgramAdvisors

ThetablebelowsummarizesfindingsfromtheCCSMthatarerelevanttoretention/successprogramadvisors.TheCCSMasksrespondentstoreportexperiencesandperceptionsthatareusefulforinformingretentionactivities.Thetablebelowsummarizesresponsesthatpositivelycontributetostudents’focus/effortinthecollege.Focus/effortreferstostudents’directedattentiontotheirstudies,coursework,orrelatedacademicmatters. TopRetentionFactorsContributingtoEffort/Focus



Breadwinner Orientation

- √√√ - √√√

-

Help-Seeking

- √√√

- √√√

-

School as a Gender Neutral Domain

- √√√ - √√√

-

Self-efficacy √√√ √√√ √√√ √√√ √√√ √√√

Degree utility √√√ √√√ √√√ √√√ √√√ √√√

Locus of Control √√√ √√√ √√√ √√√ √√√ √√√

Intrinsic Interest √√√ √√√ √√√ √√√ √√√ √√√

Racial Affinity √√√ √√√ √√√

Note:√Important√√VeryImportant√√√ExtremelyImportantBreadwinnerOrientationreferstostudents’perceptionsoftheirroleasproviders,andtheleveltowhichgoingtoclass,studying,andbeingoncampusiscompatiblewiththatrole.BreadwinnerOrientationwasacorrelateoffocus/effortforAfricanAmericanandLatinomen.



Help-SeekingBehaviorreferstostudents’dispositionstowardseekinghelpfromsupportservicesandfaculty.ThreeitemsintheCCSMwereusedtoassesshelp-seekingbehaviors,includingcomfortaskingforhelp,utilizingsupportservices,andfollowingthroughonhelpoffered.Help-seekingbehaviorwasacorrelateoffocus/effortforAfricanAmericanandLatinomen.SchoolasaGenderNeutralDomainreferstostudents’perceptionsregardingwhetherornotschoolandacademicendeavorsareequallysuitedforwomenandmen.Schoolasagenderneutraldomainwasacorrelateoffocus/effortforAfricanAmericanandLatinomen.Self-Efficacyreflectsstudents’confidenceincompletingacademiccourseworksuccessfully.FouritemsintheCCSMwereusedtoassessself-efficacy,includingstudents’beliefintheirabilitytoexcelinclass,andunderstanddifficultconcepts.Self-efficacywasastrongcorrelateoffocus/effortformenandwomenfromallracial/ethnicgroups.DegreeUtilityreferstostudents’perceptionsoftheworthwhilenessoftheircollegiateendeavors.DegreeUtilitywasastrongcorrelateoffocus/effortformenandwomenfromallracial/ethnicgroups.LocusofControlreflectsstudents’perceivedlevelofcontrolovertheiracademicfutures.Locusofcontrolwasastrongcorrelateoffocus/effortformenandwomenfromallracial/ethnicgroups.IntrinsicInterestreferstostudents’authenticinterestinacademicmatters.FouritemsintheCCSMwereusedtoassessintrinsicinterest,includingenjoymentoflearningandgettingtotallyabsorbedincoursework.Authenticinterestinacademicmatterswasastrongcorrelateoffocus/effortformenandwomenfromallracial/ethnicgroups.RacialAffinityreferstostudents’perceivedconnectionandpositivefeelingstowardtheirracial/ethniccommunity.Racialaffinitywasacorrelateoffocus/effortforAfricanAmericanwomen,aswellasLatinomenandwomen.



HighlightsforStudentSupportStaff

ThetablebelowsummarizesfindingsfromtheCCSMthatarerelevanttostudentservicesstaff.TheCCSMasksrespondentstoreporttheirexperienceswithandperceptionsofstaff.Below,wesummarizeresponsesthatcontributetostudents’serviceuseincollege.Serviceusereferstostudents’self-reporteduseofvariouscampusservices(e.g.advising,library,tutoring,etc.). TopStudentServicesFactorsContributingtoServiceUse



Access to Services √ √√ √√√

Efficacy of Services √√ √√√ √√√

Staff Validation √√ √√ √ √√√

Staff Care √√ √√ √ √√ √√√

Note:√Important√√VeryImportant√√√ExtremelyImportantAccesstoServicesreferstostudentperceptionsofhavingadequateaccesstocampusservices.Accesstoserviceswasacorrelateofstudents’serviceuseforAsianmen,andLatinomenandwomen.EfficacyofServicesindicatestheperceivedefficacyofcampusservicesinaddressingstudentneeds.ThreeitemsintheCCSMwereusedtoassessserviceefficacy,includingwhetherornotservicesprovideneededhelpandaccurateinformation.Serviceefficacywasacorrelateofstudents’serviceuseforAsianmen,andLatinomenandwomen.StaffValidationindicatesrespondents’perceptionsofthedegreetowhichtheyreceivepositivevalidationfromstaff.StaffvalidationwasastrongcorrelateofserviceuseforAsianmen,AfricanAmericanwomen,andLatinomenandwomen.StaffCarereflectsstudents’perceptionsofwhetherornotschoolprofessionalsinserviceareas(e.g.tutoring,academicadvising,library)careabouttheirsuccess.Staffcarewasacorrelateofserviceuseformenandwomenfromallracial/ethnicgroups,withtheexceptionofAfricanAmericanmen.



BackgroundFactors

Backgroundfactorsrefertopre-collegeacademicperformanceanddemographiccharacteristics.Examplesofbackgroundfactorscollectedinclude:highschoolGPA,racial/ethnicidentification,age,income,parents’levelofeducation,educationalaspirations,students’levelofeducation,militaryaffiliation,andenrollmentintensity.Thetablesbelowdepictresponsepercentagesbyracial/ethnicgroupandgender.NotableFindings

• Almost60%ofmenandwomenfromallracial/ethnicgroupswerebetweentheagesof18-31yearsold.

• Asianmenweremorelikelythanmenandwomenfromotherracial/ethnicgroupstohaveservedinthemilitary.

• Over60%ofstudentsacrossallracial/ethnicgroupsandgendersreportedmakinglessthan$40,000peryear.

• Latinomenandwomenwerelesslikelythanmenandwomenfromotherracial/ethnicgroupstohaveahighschoolGPAofa3.0orhigher.

• Over70%ofthemenandwomenfromallracial/ethnicgroupsindicatedthatearningabachelor’sdegreeorhigheristheireducationgoal.

• AfricanAmericanmenwerelesslikelythanmenandwomenfromotherracial/ethnicgroupstohaveacollegeGPAofa3.0orhigher.

Men

Respondent Age Asian African

American Latino

Under 18 2.0% 18-24 56.0% 50.0% 70.7% 25-31 28.0% 20.0% 20.4% 32-38 8.0% 12.0% 6.4% 39-45 8.0% 4.0% 1.9% 46-52 8.0% 0.6% 53-59 4.0%

Women

Respondent Age Asian African

American Latino

Under 18 0.8% 18-24 37.5% 34.2% 68.3% 25-31 20.8% 26.7% 19.4% 32-38 20.8% 16.7% 7.8% 39-45 20.8% 5.8% 2.9% 46-52 7.5% 1.3% 53-59 4.2% 0.3% 60-66 4.2%



Men

Military Affiliation

Asian African American

Latino

None 84.0% 94.0% 96.1% Veteran 8.0% 4.0% 2.6% Active Duty 4.0% 2.0% Reserve 4.0% 1.3%

Women

Military Affiliation


Latino

None 95.8% 100.0% 99.4% Veteran 0.6% Reserve 4.2%

Men

Sexual Orientation


Latino

Heterosexual 92.0% 93.9% 95.5% Gay/Lesbian 2.0% 2.6% Bisexual 2.0% 1.9% Non-Conforming 8.0% 2.0% Pansexual

Women

Sexual Orientation


Latino

Heterosexual 95.8% 93.9% 93.8% Gay/Lesbian 0.3% Bisexual 1.7% 3.2% Non-Conforming 3.5% 1.9% Pansexual 4.2% 0.9% 0.6%



Men

Annual Income Asian African

American Latino

Under $10,000 40.0% 62.0% 43.3% $10,001-20,000 16.0% 14.0% 21.0% $20,001-30,000 6.0% 12.1% $30,001-40,000 12.0% 10.0% 12.7% $40,001-50,000 2.0% 5.1% $50,001-60,000 16.0% 2.0% 2.5% $60,001-70,000 8.0% 4.0% 1.3% $70,001-80,000 $80,001-90,000 4.0% $90,000-100,000 4.0% 1.3% $100,001-110,000 $110,001 or more 0.6%

Women

Annual Income Asian African

American Latino

Under $10,000 25.0% 39.2% 38.5% $10,001-20,000 8.3% 20.8% 23.9% $20,001-30,000 16.7% 10.0% 15.2% $30,001-40,000 12.5% 10.0% 7.8% $40,001-50,000 12.5% 7.5% 7.1% $50,001-60,000 8.3% 3.3% 2.9% $60,001-70,000 8.3% 3.3% 1.6% $70,001-80,000 2.5% 1.6% $80,001-90,000 4.2% 2.5% 0.6% $90,000-100,000 0.6% $100,001-110,000 0.8% $110,001 or more 4.2%

Men

High School GPA Asian African

American Latino

0.5 to 0.9 (F to D) 1.0 to 1.4 (D to C-) 2.0% 0.6% 1.5 to 1.9 (C- to C) 8.0% 5.7% 2.0 to 2.4 (C to B-) 12.0% 12.0% 24.2% 2.5 to 2.9 (B- to B) 24.0% 24.0% 36.3% 3.0 to 3.4 (B to A-) 24.0% 36.0% 23.6% 3.5 to 4.0 (A- to A) 40.0% 18.0% 9.6%



Women

High School GPA Asian African

American Latino

0.5 to 0.9 (F to D) 0.3% 1.0 to 1.4 (D to C-) 0.8% 1.3% 1.5 to 1.9 (C- to C) 4.2% 3.2% 2.0 to 2.4 (C to B-) 12.5% 18.3% 18.4% 2.5 to 2.9 (B- to B) 16.7% 26.7% 32.0% 3.0 to 3.4 (B to A-) 33.3% 32.5% 28.5% 3.5 to 4.0 (A- to A) 37.5% 17.5% 16.2%

Men

Highest Degree Completed


Latino

Junior high 4.0% 6.0% 4.5% GED 6.0% 4.5% High school 52.0% 66.0% 73.9% Certificate 8.0% 8.0% 5.1% Associates 12.0% 10.0% 7.0% Bachelors 24.0% 4.0% 5.1% Masters or Professional

Doctorate

Women

Highest Degree Completed


Latino

Junior high 8.3% 1.7% 5.5% GED 8.3% 1.7% 1.9% High school 33.3% 68.3% 75.7% Certificate 8.3% 14.2% 6.5% Associates 16.7% 7.5% 6.5% Bachelors 25.0% 6.7% 3.6% Masters or Professional

Doctorate 0.3%



Men

Highest Degree Expected


Latino

Junior high GED 0.6% High school 2.0% 1.3% Certificate 4.0% 10.0% 5.1% Associates 12.0% 16.0% 18.5% Bachelors 24.0% 28.0% 40.8% Masters or Professional

48.0% 32.0% 22.9%

Doctorate 12.0% 12.0% 10.8%

Women

Highest Degree Expected


Latino

Junior high GED High school 4.2% Certificate 5.8% 1.6% Associates 20.0% 17.5% Bachelors 33.3% 28.3% 36.9% Masters or Professional

45.8% 37.5% 34.3%

Doctorate 16.7% 8.3% 9.7%

Men

Father’s Highest Degree


Latino

Junior high 6.0% 22.3% GED 2.5% High school 20.0% 30.0% 20.4% Certificate 4.0% 10.0% 3.8% Associates 4.0% 4.0% 4.5% Bachelors 44.0% 8.0% 3.8% Masters or Professional

4.0% 10.0% 1.3%

Doctorate 8.0% 2.0% 2.5% Unknown 16.0% 30.0% 38.9%



Women

Father’s Highest Degree


Latino

Junior high 4.2% 12.5% 27.2% GED 0.8% 3.9% High school 37.5% 30.0% 14.9% Certificate 8.3% 10.0% 3.2% Associates 8.3% 9.2% 1.9% Bachelors 20.8% 10.0% 3.9% Masters or Professional

4.2% 1.0%

Doctorate 8.3% 1.7% 1.0% Unknown 12.5% 21.7% 43.0%

Men

Mother’s Highest Degree


Latino

Junior high 2.0% 17.8% GED 6.4% High school 16.0% 34.0% 25.5% Certificate 6.0% 4.5% Associates 20.0% 16.0% 7.0% Bachelors 44.0% 12.0% 3.2% Masters or Professional

4.0% 8.0% 3.8%

Doctorate 4.0% 2.5% Unknown 16.0% 18.0% 29.3%

Women

Mother’s Highest Degree


Latino

Junior high 16.7% 6.7% 22.3% GED 4.2% 2.5% 3.6% High school 29.2% 23.3% 14.9% Certificate 10.0% 5.8% Associates 16.7% 19.2% 3.2% Bachelors 16.7% 12.5% 6.1% Masters or Professional

4.2% 10.0% 1.9%

Doctorate 2.5% 1.3% Unknown 12.5% 13.3% 40.8%



Men

Primary educational goal


Latino

Transfer to a four year institution

56.0% 56.0% 71.3%

Associate's degree 4.0% 12.0% 11.5% Certificate 4.0% 4.0% 5.1% License certificate 8.0% 18.0% 6.4% Personal enjoyment or enrichment

4.0% 0.6%

Update job skills 0.6% Prepare for a new career

28.0% 6.0% 4.5%

Women

Primary educational goal


Latino

Transfer to a four year institution

66.7% 60.8% 73.1%

Associate's degree 16.7% 17.5% 14.2% Certificate 4.2% 5.0% 2.3% License certificate 4.2% 5.2% Personal enjoyment or enrichment

0.8% 0.3%

Update job skills 12.5% 11.7% 4.9% Prepare for a new career

66.7% 60.8% 73.1%

Men

Enrollment Intensity


Latino

1-5 credits 32.0% 14.0% 15.3% 6-11 credits 36.0% 24.0% 38.9% 12-15 credits 28.0% 46.0% 42.0% 16 or more credits 4.0% 16.0% 3.8%

Women

Enrollment Intensity


Latino

1-5 credits 25.0% 19.2% 15.5% 6-11 credits 41.7% 35.8% 38.5% 12-15 credits 29.2% 36.7% 38.5% 16 or more credits 4.2% 8.3% 7.4%



Men

College GPA Asian African

American Latino

No GPA Yet 1.9% 1.0 to 1.4 (D to C-) 4.0% 2.5% 1.5 to 1.9 (C- to C) 2.0% 4.5% 2.0 to 2.4 (C to B-) 12.0% 28.0% 17.8% 2.5 to 2.9 (B- to B) 12.0% 36.0% 29.3% 3.0 to 3.4 (B to A-) 24.0% 20.0% 28.7% 3.5 to 4.0 (A- to A) 48.0% 14.0% 15.3%

Women

College GPA Asian African

American Latino

No GPA Yet 0.8% 1.3% 0.5 to 0.9 (F to D) 0.8% 1.3% 1.0 to 1.4 (D to C-) 0.8% 2.3% 1.5 to 1.9 (C- to C) 5.8% 4.2% 2.0 to 2.4 (C to B-) 12.5% 24.2% 15.2% 2.5 to 2.9 (B- to B) 29.2% 27.5% 30.1% 3.0 to 3.4 (B to A-) 45.8% 21.7% 28.2% 3.5 to 4.0 (A- to A) 12.5% 18.3% 17.5%



EnvironmentalDomainandOutcomes

Environmentaldomainreferstofactorsexternaltotheinstitutionthathaveanimpactonstudents’successincollege.Datacollectedincludes:numberofdependentssupported,stressfullifeevents,employmentstatus,andtheamountoftimespentcaringforothers.Outcomesdemonstratestudents’levelsofacademicintegrationandengagement,including:timespentstudying,creditsearned.NotableFindings

• Overonethirdofmenandwomenfromeachracial/ethnicgroupreportedworkingmorethan20hourseachweekoffcampus.

• AhigherpercentageofAsianmenreportedspendingzerohourseachweekcaringforothers,comparedtotheirmaleandfemalepeersfromotherracial/ethnicgroups.

• Acrossallracial/ethnicgroups,ahigherpercentageofmenspentzerohoursperweekstudyingcomparedtotheirfemalepeers.

• Over30%ofmenandwomenacrossallracial/ethnicgroupsreportedstrugglingwithstableplacestolive.52%ofAfricanAmericanmenand44%ofAfricanAmericanwomenreportedstrugglingwiththisissue.

• AhigherpercentageofAfricanAmericanmenreportedstrugglingwithhungerandstableemploymentcomparedtomenandwomenfromotherracial/ethnicgroups.

Men

Number of Dependents


Latino

None 76.0% 54.0% 64.3% One 12.0% 20.0% 16.6% Two 8.0% 10.0% 5.7% Three 4.0% 4.0% 7.6% Four 8.0% 4.5% Five plus 4.0% 1.3%

Women

Number of Dependents


Latino

None 37.5% 44.2% 54.4% One 25.0% 22.5% 18.8% Two 16.7% 15.8% 13.6% Three 8.3% 4.9% Four 16.7% 1.7% 4.5% Five plus 4.2% 7.5% 3.9%



Men

Working off Campus (hours per week)


Latino

None 44.0% 38.0% 34.4% 1-5 4.0% 18.0% 10.2% 6-10 4.0% 4.0% 7.6% 11-15 4.0% 3.8% 16-20 12.0% 2.0% 3.8% 21-25 4.0% 6.0% 7.6% 26-30 4.0% 3.2% 31-35 6.0% 5.1% 36-40 8.0% 8.0% 11.5% 41 or more 24.0% 10.0% 12.7%

Women

Working off Campus (hours per week)


Latino

None 37.5% 32.5% 37.2% 1-5 4.2% 7.5% 5.8% 6-10 8.3% 5.8% 7.1% 11-15 4.2% 3.6% 16-20 5.8% 8.1% 21-25 4.2% 8.3% 7.4% 26-30 8.3% 5.8% 6.1% 31-35 4.2% 4.2% 4.5% 36-40 25.0% 15.8% 12.6% 41 or more 8.3% 10.0% 7.4%

Men

Caring for others (hours per week)


Latino

None 44.0% 26.0% 30.6% 1-5 20.0% 28.0% 22.9% 6-10 20.0% 8.0% 14.6% 11-15 4.0% 4.0% 5.7% 16-20 8.0% 7.0% 21-25 6.0% 1.9% 26-30 2.0% 5.1% 31-35 2.0% 1.9% 36-40 6.0% 1.9% 41 or more 12.0% 10.0% 8.3%



Women

Caring for others (hours per week)


Latino

None 8.3% 21.7% 26.5% 1-5 12.5% 20.8% 18.4% 6-10 25.0% 11.7% 13.9% 11-15 2.5% 6.5% 16-20 8.3% 3.3% 5.2% 21-25 8.3% 6.7% 5.2% 26-30 4.2% 5.8% 4.5% 31-35 8.3% 5.0% 4.2% 36-40 16.7% 4.2% 4.5% 41 or more 8.3% 18.3% 11.0%

Men

Commuting (hours per week)


Latino

None 8.0% 14.0% 14.6% 1-5 52.0% 36.0% 51.6% 6-10 32.0% 24.0% 16.6% 11-15 8.0% 8.3% 16-20 2.0% 5.1% 21-25 2.0% 0.6% 26-30 2.0% 31-35 2.0% 0.6% 36-40 2.0% 41 or more 8.0% 8.0% 2.5%

Women

Commuting (hours per week)


Latino

None 8.3% 12.5% 17.5% 1-5 41.7% 53.3% 52.1% 6-10 29.2% 16.7% 17.5% 11-15 5.8% 5.8% 16-20 8.3% 2.5% 1.6% 21-25 8.3% 1.7% 1.9% 26-30 2.5% 1.6% 31-35 1.3% 36-40 1.7% 0.3% 41 or more 4.2% 3.3% 0.3%

Men

Varsity Sports Asian African

American Latino

Not an athlete 100.0% 91.7% 92.2% Yes, I am an athlete 8.3% 7.8%



Women

Varsity Sports Asian African

American Latino

Not an athlete 100.0% 96.5% 97.4% Yes, I am an athlete 3.5% 2.6%

Men

Studying (hours per week)


Latino

None 12.0% 6.0% 7.0% 1-5 20.0% 28.0% 43.9% 6-10 16.0% 12.0% 27.4% 11-15 20.0% 20.0% 10.8% 16-20 8.0% 18.0% 5.1% 21-25 12.0% 6.0% 2.5% 26-30 4.0% 1.9% 31-35 36-40 6.0% 41 or more 8.0% 4.0% 1.3%

Women

Studying (hours per week)


Latino

None 3.3% 2.9% 1-5 33.3% 42.5% 40.8% 6-10 16.7% 21.7% 25.2% 11-15 12.5% 10.8% 11.0% 16-20 8.3% 9.2% 9.4% 21-25 16.7% 4.2% 3.9% 26-30 4.2% 2.5% 2.3% 31-35 4.2% 1.7% 1.3% 36-40 4.2% 3.3% 2.3% 41 or more 0.8% 1.0%

Men

Credits Earned Asian African

American Latino

None yet 16.0% 14.0% 15.3% 1 to 14 credits 30.0% 23.6% 15 to 29 credits 16.0% 20.0% 21.7% 30 to 44 credits 16.0% 16.0% 13.4% 45 to 60 credits 16.0% 12.0% 15.3% 61 credits or more 36.0% 8.0% 10.8%



Women

Credits Earned Asian African

American Latino

None yet 8.3% 10.0% 10.4% 1 to 14 credits 16.7% 18.3% 10.7% 15 to 29 credits 4.2% 15.8% 24.6% 30 to 44 credits 25.0% 23.3% 26.9% 45 to 60 credits 8.3% 20.8% 16.8% 61 credits or more 37.5% 11.7% 10.7%

Men

Issues w/ Stable Place of Living


Latino

Yes 32.0% 52.0% 40.8% No 68.0% 48.0% 59.2% If yes, how stressful? Not stressful 50.0% 42.3% 28.1% Somewhat stressful 25.0% 26.9% 34.4% Stressful 12.5% 23.1% 28.1% Very stressful 12.5% 7.7% 9.4%

Women

Issues w/ Stable Place of Living


Latino

Yes 33.3% 44.2% 41.4% No 66.7% 55.8% 58.6% If yes, how stressful? Not stressful 37.5% 28.3% 36.7% Somewhat stressful 37.5% 34.0% 28.9% Stressful 25.0% 15.1% 20.3% Very stressful 22.6% 14.1%

Men

Hunger Asian African

American Latino

Yes 4.0% 26.0% 19.7% No 96.0% 74.0% 80.3% If yes, how stressful? Not stressful 30.8% 16.1% Somewhat stressful 15.4% 45.2% Stressful 30.8% 25.8% Very stressful 100.0% 23.1% 12.9%



Women

Hunger Asian African

American Latino

Yes 4.2% 15.8% 9.7% No 95.8% 84.2% 90.3% If yes, how stressful? Not stressful 5.3% 23.3% Somewhat stressful 100.0% 36.8% 40.0% Stressful 26.3% 20.0% Very stressful 31.6% 16.7%

Men

Issues w/ transportation to and from campus


Latino

Yes 20.0% 54.0% 39.5% No 80.0% 46.0% 60.5% If yes, how stressful? Not stressful 20.0% 40.7% 24.2% Somewhat stressful 60.0% 25.9% 35.5% Stressful 18.5% 27.4% Very stressful 20.0% 14.8% 12.9%

Women

Issues w/ transportation to and from campus


Latino

Yes 33.3% 40.0% 41.7% No 66.7% 60.0% 58.3% If yes, how stressful? Not stressful 37.5% 29.2% 25.6% Somewhat stressful 62.5% 22.9% 38.8% Stressful 25.0% 23.3% Very stressful 22.9% 12.4%

Men

Legal Concerns Asian African

American Latino

Yes 12.0% 16.0% 19.1% No 88.0% 84.0% 80.9% If yes, how stressful? Not stressful 12.5% 13.3% Somewhat stressful 50.0% 30.0% Stressful 33.3% 12.5% 43.3% Very stressful 66.7% 25.0% 13.3%



Women

Legal Concerns Asian African

American Latino

Yes 8.3% 14.2% 16.5% No 91.7% 85.8% 83.5% If yes, how stressful? Not stressful 50.0% 5.9% Somewhat stressful 50.0% 47.1% 19.6% Stressful 17.6% 27.5% Very stressful 35.3% 47.1%

Men

Relationship Challenges


Latino

Yes 24.0% 26.0% 29.9% No 76.0% 74.0% 70.1% If yes, how stressful? Not stressful 15.4% 10.6% Somewhat stressful 16.7% 15.4% 29.8% Stressful 33.3% 38.5% 36.2% Very stressful 50.0% 30.8% 23.4%

Women

Relationship Challenges


Latino

Yes 20.8% 35.8% 33.0% No 79.2% 64.2% 67.0% If yes, how stressful? Not stressful 9.3% 10.8% Somewhat stressful 20.0% 27.9% 22.5% Stressful 20.9% 30.4% Very stressful 80.0% 41.9% 36.3%

Men

Issues w/ stable employment


Latino




Women

Issues w/ stable employment


Latino


Men

Health Concerns Asian African

American Latino

Yes 32.0% 18.0% 22.9% No 68.0% 82.0% 77.1% If yes, how stressful? Not stressful 12.5% 11.1% 8.3% Somewhat stressful 50.0% 11.1% 41.7% Stressful 44.4% 30.6% Very stressful 37.5% 33.3% 19.4%

Women

Health Concerns Asian African

American Latino

Yes 33.3% 35.8% 30.1% No 66.7% 64.2% 69.9% If yes, how stressful? Not stressful 7.0% 7.5% Somewhat stressful 25.0% 25.6% 31.2% Stressful 25.0% 34.9% 31.2% Very stressful 50.0% 32.6% 30.1%



CollegeRequestedData

ThefollowingquestionswereincludedintheCCSMattherequestofElCaminoCollegeComptonCentral.

Men

Best source of academic counseling at Compton Center


Academic counselor or advisor 50.0% 44.8% 48.3% Instructor or other faculty member 16.7% 20.7% 23.6% Any other Compton Center staff 3.4% 1.1% Online registration and/or degree advising systems

3.4% 3.4%

Other students 6.9% 12.4% Friends and family 8.3% 20.7% 7.9% None of the above 25.0% 3.4%

Women

Best source of academic counseling at Compton Center


Academic counselor or advisor 45.5% 49.3% 42.6% Instructor or other faculty member 9.1% 23.3% 16.8% Any other Compton Center staff 2.7% 2.6% Online registration and/or degree advising systems

4.1% 6.3%

Other students 18.2% 8.2% 11.1% Friends and family 18.2% 9.6% 13.2% None of the above 9.1% 2.7% 7.4%

Men

Best source of general advice about how to navigate college?


Academic counselor or advisor 33.3% 31.0% 41.4% Instructor or other faculty member 8.3% 24.1% 14.9% Any other Compton Center staff (non-faculty, non-advisory)

3.4% 1.1%

Other students 3.4% 17.2% Friends and family 33.3% 31.0% 16.1% None of the above 25.0% 6.9% 9.2%



Women

Best source of general advice about how to navigate college?


Academic counselor or advisor 36.4% 34.7% 31.4% Instructor or other faculty member 18.2% 32.0% 18.1% Any other Compton Center staff (non-faculty, non-advisory)

2.7% 4.3%

Other students 9.1% 14.7% 16.5% Friends and family 27.3% 6.7% 18.1% None of the above 9.1% 9.3% 11.7%

Men

Which of the following are you currently participating in?


CalWORKs 17.4% 8.3% DSPS/SRC 4.3% 4.2% EOP&S/CARE 14.3% 17.4% 12.5% Financial Aid 85.7% 47.8% 58.3% First Year Experience Program (FYE)

5.6%

Puente Project, Project Success, MESA, UMOJA or similar

1.4%

Student Athletics 8.7% 5.6% Veteran Services 4.3% 4.2%

Men

Which of the following are you currently participating in?


CalWORKs 18.0% 8.3% DSPS/SRC 8.0% 1.5% EOP&S/CARE 12.0% 8.3% Financial Aid 85.7% 62.0% 72.2% First Year Experience Program (FYE)

6.8%

Puente Project, Project Success, MESA, UMOJA or similar

14.3% 1.5%

Student Athletics 0.8% Veteran Services 0.8%



Men

Which of the following programs and services have you used?


Career Advancement Academy 10.0% 15.1% Career Center 22.2% 25.0% 13.2% Counseling Services 44.4% 30.0% 15.1% Library Services 22.2% 20.0% 34.0% Student Life Office 5.0% 1.9% Student Success Center (Tutoring, Reading/Writing, Math/Science, or Supplemental Instruction)

11.1% 15.1%

Career Advancement Academy 10.0% 15.1%

Women

Which of the following programs and services have you used?


Career Advancement Academy 9.3% 2.0% Career Center 16.3% 8.9% Counseling Services 33.3% 27.9% 18.8% Library Services 50.0% 18.6% 37.6% Student Life Office 4.7% 3.0% Student Success Center (Tutoring, Reading/Writing, Math/Science, or Supplemental Instruction)

16.7% 16.3% 19.8%

Career Advancement Academy 7.0% 9.9%

Men

Which of the following has been most responsible for difficulty progressing with your studies?


Academic preparation for college 8.3% 10.7% 6.8% Time management or study skills 25.0% 28.6% 30.7% Ability to acquire/use educational resources

10.7% 6.8%

Motivation 8.3% 3.6% 11.4% Social support 8.3% 3.6% 1.1% Communication with or understanding instructors

8.3% 10.7% 8.0%

External pressures (family, health, work, obligations, etc.)

25.0% 10.7% 15.9%

Other 8.3% 8.0% None, I am not having difficulty 8.3% 21.4% 11.4%



Women

Which of the following has been most responsible for difficulty progressing with your studies?


Academic preparation for college 15.5% 6.3% Time management or study skills 30.0% 31.0% 30.2% Ability to acquire/use educational resources

10.0% 5.6% 2.1%

Motivation 5.6% 8.9% Social support 1.4% 1.0% Communication with or understanding instructors

20.0% 2.8% 12.5%

External pressures (family, health, work, obligations, etc.)

10.0% 19.7% 21.9%

Other 7.0% 3.6% None, I am not having difficulty 30.0% 11.3% 13.5%

Men

I have a reliable faculty or staff member at Compton Center who I can comfortably go to for help


Strongly Agree 8.3% 58.6% 41.8% Agree 66.7% 31.0% 36.3% Disagree 8.3% 6.9% 13.2% Strongly Disagree 16.7% 3.4% 8.8%

Women

I have a reliable faculty or staff member at Compton Center who I can comfortably go to for help


Strongly Agree 45.5% 58.7% 34.5% Agree 45.5% 26.7% 35.6% Disagree 9.1% 10.7% 16.5% Strongly Disagree 4.0% 13.4%

Documents

Community College Success Measure (CCSM) · The CCSM was developed to examine predictors of community college student success. The CCSM’s items and scales are specifically designed