Exploring Sense of Belonging, Socioacademic Integrative Moments, and Learning Communities Related to ELs’ Persistence Based on Reenrollment Decisions in Community Colleges

• Published in: Community college review Vol. 49; no. 1; pp. 30 - 51
• Main Authors: Garza, Tiberio, Huerta, Margarita, García, Hugo A., Lau, Jared
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.01.2021; SAGE PUBLICATIONS, INC
• Subjects: Academic Persistence; Adults; College students; Communities of Practice; Community Colleges; Correlation; Decision Making; English as a second language learning; English Language Learners; Enrollment Influences; Higher education; Interaction; Learner Engagement; Learning Processes; Principal components analysis; Reentry Students; Second Language Learning; Sense of Community; Social Integration; Student College Relationship; Two Year College Students; community colleges; socioacademic integrative moments; learning communities; English learners; sense of belonging
• ISSN: 0091-5521; 1940-2325
• DOI: 10.1177/0091552120964873

Objective: The objective of this study was to create a model of English learners’ (ELs) persistence based on theory and empirical research. Findings from this research informs community college educators in helping ELs persist and guide future research regarding this important student population. Method: We examined ELs’ persistence using structural equation modeling (SEM) based on data from the Community College Survey of Student Engagement (CCSSE) among a U.S. national sample of 6,872 ELs. SEM was informed through the means of measurement models for latent variables. Reliability and validity were assessed through Cronbach’s alpha, principal component analysis, and fit indices. Results: Our results show that (a) sense of belonging had significant and positive direct effects on ELs’ persistence based on reenrollment decisions, (b) socioacademic integrative moments had significant and positive direct effects on ELs’ sense of belonging, and (c) learning communities had significant and positive direct effects on ELs’ socioacademic integrative moments and sense of belonging. Contributions: Community colleges offer broad access to postsecondary education for ELs, or students in the process of learning English as a second or other language. As a whole, our study contributes to a better understanding of how ELs may persist in their academic studies. We further discuss the implications of our findings in light of policy, practice, and future research.