Brogden, L., & E. Gregory, D. (2019). Resilience in community college students with adverse childhood experiences. Community College Journal of Research and Practice, 43(2), 94-108.
Citation/Abstract/Link to Free Full-Text Retrieved from:
https://www.researchgate.net/publication/322511509_Resilience_in_Community_College_Students_with_Adverse_Childhood_Experiences
Community college students who experience childhood trauma may have difficulty with academic success and completion. Several authors have defined adverse childhood experiences (ACEs) as nine specific events before the age of 18 and related those to significant disease and compromised health in adulthood. This study investigates community college students with self-identified ACEs and poses a model of resilience that may be influential to their progress and success.
Cadigan, J. M., Duckworth, J. C., & Lee, C. M. (2020). Physical and mental health issues facing community college students. Journal of American college health : J of ACH, 1–7. Advance online publication. https://doi.org/10.1080/07448481.2020.1776716
Citation/Abstract Retrieved from National Library of Medicine/PubMed: https://pubmed.ncbi.nlm.nih.gov/32569500/
To examine health concerns among community college (CC) students by (1) identifying and coding the self-reported health issues facing CC students and (2) examining demographic and psychosocial variables associated with health categories. Participants: 946 CC students (Mage = 26.37) recruited from January 2017 to February 2017 who completed a screening survey for a larger study. Students were asked to “List three health issues facing Community College students today.” Methods: Health issues were coded into broad categories and subcategories. Results: Among the 2,601 health issues reported, one-third were medical health (36%), one-third were mental health (33%), with substance use (14%), other health (14%), and access to health care (3%) also reported. The most commonly identified health issues were “general medical issues,” “stress,” “depression,” and “sleep.” Conclusions: Programmatic efforts to support CC students and promote prevention/intervention strategies for mental health, sleep, substance use, access to health care, and general medical concerns, remain essential.
Cox, Rebecca D. The College Fear Factor: How Students and Professors Misunderstand One Another. Harvard University Press, 2009.
They’re not the students strolling across the bucolic liberal arts campuses where their grandfathers played football. They are first-generation college students—children of immigrants and blue-collar workers—who know that their hopes for success hinge on a degree. But college is expensive, unfamiliar, and intimidating. Inexperienced students expect tough classes and demanding, remote faculty. They may not know what an assignment means, what a score indicates, or that a single grade is not a definitive measure of ability. And they certainly don’t feel entitled to be there. They do not presume success, and if they have a problem, they don’t expect to receive help or even a second chance. Rebecca D. Cox draws on five years of interviews and observations at community colleges. She shows how students and their instructors misunderstand and ultimately fail one another, despite good intentions. Most memorably, she describes how easily students can feel defeated—by their real-world responsibilities and by the demands of college—and come to conclude that they just don’t belong there after all. Eye-opening even for experienced faculty and administrators, The College Fear Factor reveals how the traditional college culture can actually pose obstacles to students’ success, and suggests strategies for effectively explaining academic expectations.
Eisenberg, Daniel, S. Goldrick-Rab, S.K. Lipson, K. Broton. “Too Distressed to Learn? Mental Health Among Community College Students. Hope Lab, Healthy Minds Network at University of Michigan, American Association of Community College Trustees, Single Stop. March 2016. https://hope4college.com/wp-content/uploads/2018/09/Wisconsin_HOPE_Lab-Too_Distressed_To_Learn.pdf
Too Distressed to Learn? assesses mental health among community college students. Authors Daniel Eisenberg, Sara Goldrick-Rab, Sarah Ketchen Lipson, and Katharine Broton conducted a survey of more than 4,000 students at 10 community colleges in California, Louisiana, Pennsylvania, New Jersey, New York, Wisconsin and Wyoming that underscores the need for greater mental health services for students. According to the report, almost 50 percent of students surveyed had a current or recent mental health condition.
Hallet, R. E., & Freas, A. (2017). Community college students’ experiences with homelessness and housing insecurity. Community College Journal of Research and Practice.
Citation/Abstract Retrieved from Taylor Francis: https://www.tandfonline.com/doi/full/10.1080/10668926.2017.1356764
The goal of this study is to understand how students experiencing homelessness experience community college. In particular, the authors focus on the multifaceted traumas that negatively impact their educational engagement and persistence. The authors conducted a life history with one student experiencing homelessness on a community college campus. Based upon the emerging themes, interviews lasting approximately 60 minutes were conducted with an additional six students experiencing homelessness at the same college. Homelessness creates significant barriers for students. Residential insecurity often forces students to prioritize meeting basic needs over educational engagement. The participants consistently lived on the brink of residential crisis, which took an emotional toll. However, the stories emerging from this study demonstrate how important the participants felt postsecondary education was. They clearly connected their long-term stability to completing community college and transferring to a four-year institution. Unfortunately, their residential situations negatively impacted their ability to persist. Based upon the student experiences, the authors recommend more integrated services on community college campuses. The student narratives illustrate several important themes that have the potential to inform both research and practice. The participants viewed postsecondary education as a pathway to future stability. However, they experienced multifaceted and enduring trauma. The chaos of their residential insecurity resulted in constantly living at the brink of crisis. These students illustrate the need for integrated services at community colleges to support students experiencing homelessness and housing insecurity.
Kalkbrenner, Michael T., E.M. Brown, K.L.Carlisle, R.M. Carlisle. “Utility of the REDFLAGS Model for Supporting Community College Students’ Mental Health: Implications for Counselors.” Journal of Counseling and Development (October 2019) 97 (4): 417-426. Doi: 10.1002/jcad.12290.
Citation/Abstract Retrieved from ResearchGate: https://www.researchgate.net/publication/335707363_Utility_of_the_REDFLAGS_Model_for_Supporting_Community_College_Students%27_Mental_Health_Implications_for_Counselors
The counseling literature is lacking in research on supporting the mental health needs of the growing community college student population. A number of past investigators have demonstrated the utility of mental health literacy for supporting college students’ mental health on 4‐year universities. The present researchers examined the validity of the REDFLAGS model (a theoretical model for promoting mental health literacy) with a national stratified random sample (N = 640, stratified by age, gender, and ethnicity) of community college students. Collectively, the results of the confirmatory factor analysis, hierarchical logistic regression, and factorial analysis of variance supported the use of the model with community college students. Implications for enhancing counseling practice as well as directions for future research are provided.
Kalkbrenner, Mike & Thomas J. Hernández (2017) Community College Students’ Awareness of Risk Factors for Mental Health Problems and Referrals to Facilitative and Debilitative Resources. Community College Journal of Research and Practice, 41:1, 56-64, DOI:10.1080/10668926.2016.1179603.
The prevalence of school shootings and other campus violence incidents have called attention to the increasing number of college students who are living with Mental Health Disorders (MHDs). There is a substantial amount of literature on MHDs among college students who are attending 4-year universities. However, the literature is lacking research on MHDs among community college students. The purpose of the current study was to analyze archival data to investigate residential community college students’ awareness of MHDs and their willingness to refer a friend who was showing signs of an MHD to facilitative and debilitative resources. The results of a multivariate analysis of covariance (MANCOVA) revealed that residential community college students who had high levels of awareness of MHDs were significantly more willing to refer a friend who was showing signs of an MHD to facilitative resources (for example taking them to the counseling center) compared to students with low levels of awareness. This finding was significant at the p = .000 level with a strong effect size, η2p = .13. In addition, male students were significantly more likely than female students to refer a friend who was showing signs of MHDs to debilitative resources (encouraging them to engage in risky behaviors). Implications for how community college counselors and administrators can take initiatives to increase students’ awareness of MHDs are discussed.
Killian, N. (2022). Trauma-Informed Care in Higher Education: Perspectives of Adjunct Community College Faculty. Wilmington University (Delaware), ProQuest Dissertations Publishing, 2022. 28864766.
Trauma is pervasive, pernicious, and ubiquitous. Realizing and addressing the impact of
trauma on higher education learning is vital for student success. One method to diminish
the effects of trauma and avoid retraumatization while also incorporating a paradigm shift
in attitudes and beliefs towards resilience is to build a trauma-informed system. This
study measured the overall trauma-informed attitudes, beliefs of self-efficacy, and
mindsets towards self-care of adjunct faculty at a mid-Atlantic community college.
Although most respondents had not completed professional training for trauma-informed
care, the results indicated that the sample pool had trauma-informed favorable attitudes.
Populations with trauma-informed favorable attitudes indicate readiness for further
individual development in trauma-informed care and can be proponents for trauma-
informed changes in practice and policy, thus creating a trauma-informed institution.
Katharine Klebes, “The Limited Provision of Mental Health Services at Community Colleges: Obstacles, Initiatives, and Opportunities for Change,” Quinnipiac Health Law Journal 19, no. 3 (2017): 315-350.
https://heinonline.org/HOL/LandingPage?handle=hein.journals/qhlj19&div=19&id=&page=
McBride, Paula E. (2019) Addressing the Lack of Mental Health Services for At-Risk Students at a Two-Year Community College: A Contemporary Review, Community College Journal of Research and Practice, 43:2, 146-148, doi.org/10.1080/10668926.2017.1409670.
Citation/Abstract Retrieved from https://doi.org/10.1080/10668926.2017.1409670
The American Association of Community Colleges has determined over 40% of the population attending a post-secondary institution is enrolled in a two-year community college. The majority of this student population could be described as nontraditional, including first-generation students, underrepresented populations, and single parents working full or part-time jobs while attending classes. This student population is more likely to experience stress and anxiety, increasing their need for mental health services. Despite this demonstrated need, there has been little research conducted on two-year community college campuses relating to mental health services. The purpose of this article is to discuss the need for research on mental health needs and services at two-year community colleges.
Lenhart, Amy and Jon Edwards. Community Colleges: Meeting the Needs of Today’s Students in a Changing and Complex World.
http://www.collegecounseling.org/resources/Documents/ACCA-Community-College-Survey-2014-15-Final.pdf
The American College Counseling Association has completed a fifth survey to gather data about services provided by community/two year colleges in the area of counseling. The survey was distributed to a compiled list of community colleges across the United States, the list servs of ACCA, The Texas College Counseling Association, and the Georgia College Counseling Discussion Listserv. One hundred and fifty nine (159) counselors responded to the survey. While many colleges across the United States report more severe psychological concerns on campus, only 10% of community colleges surveyed, have on site psychiatry resources, while The Gallagher Survey of College Counseling Center Directors reports that 58% of 4 year schools have on-campus Psychiatry (Gallagher, 2014). Although 40% describe higher severity in psychological concerns, 60% of respondents stated that they are still expected to do academic advising. Other highlights included 47% stating that they hold licensure as an LMHC/LPC or equivalent and 28% are National Certified Counselors, 85% report having a threat assessment team on campus, 22% of colleges have a dedicated staff member to provide student case management, and 70% of colleges have trained counselors providing career counseling.
McBride, P.E. (2017). Addressing the Lack of Mental Health Services for At-Risk Students at Two-Year Community College: A Contemporary Review. Community College Journal of Research and Practice Vol. 43, Issue 2, 2019. https://doi.org/10.1080/10668926.2017.1409670
The American Association of Community Colleges has determined over 40% of the population attending a post-secondary institution is enrolled in a two-year community college. The majority of this student population could be described as nontraditional, including first-generation students, underrepresented populations, and single parents working full or part-time jobs while attending classes. This student population is more likely to experience stress and anxiety, increasing their need for mental health services. Despite this demonstrated need, there has been little research conducted on two-year community college campuses relating to mental health services. The purpose of this article is to discuss the need for research on mental health needs and services at two-year community colleges.
Samuel, T.S., J.W. Samuel (2021) “I Can Math!”: Reducing Math Anxiety and Increasing Math Self-Efficacy Using a Mindfulness and Growth Mindset-Based Intervention in First-Year Students, Community College Journal of Research and Practice, 45:3, 205-222, DOI: 10.1080/10668926.2019.1666063
Math anxiety is a debilitating problem that affects many community college students. Neuropsychological research suggests that negative rumination when anticipating math situations substantially exhausts working memory load, contributes to execution anxiety, which interferes with learning and performance. Studies have shown that improving the psychological experience in the classroom could have a positive impact on students’ academic achievement. However, there is little to no research employing interventions designed to specifically address anticipation and execution math anxiety in community college students. The current research investigated the effect of embedding a combined mindfulness and growth mindset intervention within a required first-year, two-semester developmental statistics course. Results from this mixed methods pilot study indicate that this new combined approach not only reduced math anxiety, but had also increased math self-efficacy in a sample of college students. Replication of the research is warranted in order to substantiate the preliminary results.
Schrag, R.J.V., T.E. Edmond (2018). Intimate Partner Violence, Trauma, and Mental Health Need Among Female Community College Students. Journal of American College Health Vol 66, Issue 7, 2018. 702-711. https://doi.org/10.1080/07448481.2018.1456443
Objective: The impact of interpersonal violence on college students has received considerable attention, yet no studies have been conducted among community college students, who comprise 40% of all American college students, and have unique risk factors and needs. Community College students are more likely to be women, people of color, working, parenting, and first generation college students. Participants: Data were collected from a simple random sample from four community colleges (n=435). Methods: A cross-sectional quantitative survey was used to assess the extent of intimate partner violence, trauma exposure, sexual violence, and associated mental health consequences among female students. Results: Over 27% of participants reported IPV in the past year, while 25% reported sexual assault and 34% reported other uncomfortable sexual experiences in their lifetime. Nearly 20%of participants were currently reporting PTSD symptoms. Conclusions: Community Colleges should work with service providers to build their capacity to respond to students’ needs.
Tietjen, Jeanie. “Naming the Urgency: The Importance of Trauma-Informed Practices in Community College.” Carello, Janice and P. Thompson, Eds. (2022). Trauma Informed Pedagogies: A Guide for Responding to Crisis and Inequality in Higher Education. Palgrave/Macmillan, 113-124.
Verschelden, Cia. Bandwidth Recovery: Helping Students Reclaim Cognitive Resources Lost to Poverty, Racism, and Social Marginalization (2017). This text forms an excellent starting point for community college individuals and institutions because it offers rationale for trauma informed community college as well as a lens for best practices. Verschelden uses the non-pathologizing, non-medical frame of “cognitive bandwidth” to describe ways in which a student’s cognitive availability can be “sapped” or “increased”. Systemic inequality, racism, homophobia, and stereotype threat along with basic needs insecurities represent factors that sap or take away from the cognitive resources a student has to pursue academics. There are ways in which post-secondary institutions can restore or increase cognitive bandwidth by calibrating policies and practices aware and responsive to adverse dynamics that sap including trauma informed pedagogy and practices.
Note: Bandwidth Recovery offers an excellent introduction to trauma informed higher education, and especially community colleges, and would be a great choice for a book group as campuses begin to consider trauma informed. The concept of “cognitive bandwidth” makes for a very generative, non-pathologizing, non-clinical conceptual tool describing factors that adversely impact academic resilience as well as how colleges can positively increase and support the cognitive resources students bring to their work.
Verschelden also offers training: https://bandwidthrecovery.org/
Voth Schrag, R. J., & Edmond, T. E. (2018). Intimate partner violence, trauma, and mental health need among female community college students. Journal of American college health : J of ACH, 66(7), 702–711. https://doi.org/10.1080/07448481.2018.1456443
Citation/Abstract by National Library of Medicine/PubMed: https://pubmed.ncbi.nlm.nih.gov/29672245/
Objective: The impact of interpersonal violence on college students has received considerable attention, yet no studies have been conducted among community college students, who comprise 40% of all American college students, and have unique risk factors and needs. Community College students are more likely to be women, people of color, working, parenting, and first generation college students. Participants: Data were collected from a simple random sample from four community colleges (n=435). Methods: A cross-sectional quantitative survey was used to assess the extent of intimate partner violence, trauma exposure, sexual violence, and associated mental health consequences among female students. Results: Over 27% of participants reported IPV in the past year, while 25% reported sexual assault and 34% reported other uncomfortable sexual experiences in their lifetime. Nearly 20%of participants were currently reporting PTSD symptoms. Conclusions: Community Colleges should work with service providers to build their capacity to respond to students’ needs.
Waters-Bailey, M.S. McGraw, and J. Barr. “Serving the Whole Student: Addressing Nonacademic Barriers Facing Rural Community College Students.” New Directions for Community Colleges 2019 (187): 83-93. Doi: 10.1002/cc20372
Citation/Abstract Retrieved from ResearchGate: https://www.researchgate.net/publication/335643697_Serving_the_Whole_Student_Addressing_Nonacademic_Barriers_Facing_Rural_Community_College_Students
This chapter offers strategies for creating support resources for students who face nonacademic barriers such as housing insecurity, food insecurity, lack of transportation and dependable childcare, and the need for mental health care and illness. These strategies should be viewed as ideas to help retain students and create lasting partnerships between rural community colleges and community organizations.
Whitehead, Melvin A. “Where Are My People At?” A Community Cultural Wealth Analysis of How Lesbian, Gay, and Bisexual Community College Students Access Community and Support.” Community College Journal of Research and Practice 43: 10-11, 730-742. Doi: 10.1080/10668926.2019.1600611.
Previous studies about lesbian, gay, bisexual, transgender, queer, and similarly-identified (LGBTQ+) college students have overwhelmingly centered White students and students attending four-year institutions. However, the literature suggests that community colleges – which tend to enroll higher percentages of students from minoritized racial and ethnic groups – may provide fewer LGBTQ+-specific resources to students than four-year institutions. Using community cultural wealth as a conceptual framework, this case study explored the experiences of lesbian, gay, and bisexual Students of Color attending a community college in accessing community and support. Specifically, I sought to understand how these experiences connected to participants‘ use of cultural capital. For this study, I conducted interviews with seven self-identified lesbian, gay, and bisexual Students of Color. Data analysis was guided by attention to the forms of cultural capital participants used in accessing community and support. Findings from the study describe how participants used social capital and navigational capital to access community, support, and needed resources. I conclude with specific recommendations for community college practices.