Research paper

English 1010

July 6, 2022

Low Graduation Rates in Community Colleges

Community colleges are a critical component of higher education in the United States and serve about 45% of undergraduates (Martin et al., 221). The institutions contain the most diverse network of students from different communities and populations. Community colleges must equip students with the necessary tools to work in the ever-changing global environment and maintain a healthy middle class. According to Bailey et al. (5), less than 40% of all students in community colleges complete their studies in 6 years. This is a significant problem because such students have a reduced earning potential (Guthrie 65). One barrier to graduation in community colleges is low income which leaves students unable to pay for their courses. Secondly, students may lack premeditated goals when enrolling in courses, making it challenging to determine their destiny. Also, the unpreparedness for community college significantly affects how they manage their time and study plans. Many barriers to college completion exist, but financial constraints are the most common. Policymakers, community colleges, and employers can address these problems to improve learners’ prospects and reduce economic inequalities. Low graduation rates in community colleges are caused by many factors, including lack of goals and unpreparedness, resulting from low income and economic inequality.

Low Income

The majority of students in community colleges are from low-income families. Martin et al. (223) found that community colleges enroll many non-white students than other institutions of higher learning. The students enroll to enhance their skills and acquire knowledge as they work part-time jobs. However, non-white students have a lower graduation rate than white learners (Martin et al. 223). The struggle of balancing school and work has a significant effect on academic performance and completion rates. The students can either halt studies to work and save or work and study simultaneously. The jobs available for minority students in community colleges are low-paying since they lack professional skills. The slow earning rate makes them take off for several years before they resume their learning. During this period, learners are demotivated to pursue their degrees. However, focusing on school while maintaining jobs, family relations, and friendships is challenging.

Lack of Goals in College

Students from less fortunate families are not well versed with college life, including enrollment, financial support, and the means of succeeding. Such students are advised by high school guidance counselors but continue experiencing gaps in college admissions, unlike students with high socioeconomic status. The reason is that successful students have more resources, increasing their persistence rates. The advisors and counselors have many students who make it hard to attend to individual student needs. It is more likely that they can lead students away from their dreams. Martin et al. (229) found that students who graduated from a community college have clear goals, unlike those who fail to graduate. For minority students, the low opportunity gap contributes to low educational aspirations and success.

First-generation students experience difficulty in college admission and perseverance. A student with no graduate predecessor in their family will likely lack vital information about college survival (Bailey et al. 57). They lack ideas on how to build confidence and navigate college admission. However, first-generation students' postsecondary degree completion problem is not within their control (Bailey et al. 200). Non-first generation students have parents and relatives who went through universities or colleges. This advantage means that the students enjoy guidance and motivation in educational aspirations.

The gap in college knowledge before enrolling in a program plays a vital role in predicting the graduation rate. Students from low socioeconomic backgrounds are disadvantaged in terms of motivation for attending college compared to students from the higher socioeconomic group (Bailey et al. 102). Despite the lack of guidance and clear goals in college, minority students are expected to perform academically and graduate within a short time, which is often challenging.

Lack of Academic Preparation

Minority students in community colleges are not academically prepared, making them fail to graduate. Students’ academic preparation can be examined by self-confidence, study skills, and academic discipline (Bailey et al. 119). The degree of preparedness plays a vital role in educational attainment in higher learning. Most students in community colleges are from Black, Hispanic, and other minority backgrounds. These communities are faced with social-economic issues that result in high rates of poverty. Students from economically disadvantaged communities are underprepared for college-level courses. Their parents are less concerned with children’s education journey, leading to low motivation.

Students who succeed in community colleges have been found to develop self-empowerment. Unlike non-minority students have to manage and overcome academic hurdles without assistance (Martin et al. 229). Many students plan their time and solve complex questions without asking the school staff for assistance (Bailey et al. 144). The lack of preparedness makes it hard for the students to utilize the tutoring services and guidance from faculty offices.

In 2020-2022, the success rate in community colleges declined significantly. The pandemic affected many industries, and the nature of jobs shifted into remote mode. Jobs that did not require higher education were mainly terminated, making community college students suffer economically. Students from low-income households focused on the means for survival while abandoning the e-learning programs that were widely used.

Counter Argument

Critics argue that minority students can ease the financial burden by seeking grants. With a part-time job, studies, and other responsibilities, it is impossible; applying for these sources of finance is time-consuming. Students with part-time jobs, studies, and other responsibilities can't acquire financial aid. Similarly, students working full-time spend their little extra time planning for school rather than scholarships, grants, and financial help. Besides, a study by Martin et al. (232) revealed that students feared the consequences of debt accrued from student loans. Although not all low-income students fail to graduate, their economic class makes them disadvantaged.

Recommendations

The income gap that has the greatest effect on the graduation rate can be mitigated by increasing financial aid. The federal government has increased the schemes of need-based financial programs. However, the rate inflation rates to a fee increase while the student loan is static (Guthrie). Adjusting the student loans to match the inflation rate can help many students solve financial problems. Other forms of assistance can be installed, including simplifying the financial aid application process.

Students can be assisted to have goals and be academically prepared when joining community colleges. As mentioned earlier, students from middle-income families are unprepared when joining college. They lack goals and plans to enable them to pursue suitable courses correctly. However, colleges should increase resources and faculties that are crucial to guide and motivate learners. Students should learn self-direction and motivation that could increase their chances of graduation within six years after college admission.

Low income is the main challenge facing community college graduation rates. Students in these institutions must work and pay for their studies, making it impossible to concentrate on the course completion time. Although the students may lack goals as the first generation, this results from economic disparities between families. Successful students, often the non-minority group, enjoy financial support, motivation, and guidance from wealthy families. This is contrary to minority students who are unprepared to join community colleges. Many factors can hinder students from graduating from college, but low income is the primary factor. Thus, policymakers should ensure that the less-fortunate students can access financial assistance to increase graduation rates.

Works Cited

Bailey, Thomas R.  Redesigning America’s community colleges: A clearer path to student success. Harvard University Press, 2015.

Guthrie, Lou A. "Community colleges: Preparing students for diverse careers."  New Directions for Institutional Research 2016.169 (2016): 61-72.

Martin, Kimberly, Richard Galentino, and Lori Townsend. "Community college student success: The role of motivation and self-empowerment."  Community College Review 42.3 (2014): 221-241.