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Cited by 17Higher Education Research StudiesEvasion and Academic Success FactorsCareer Development and Diversity

The DOI matches its Crossref record; 38 of the 38 references it cites were found in a registry or an index.

Understanding Persistence Using a Phenomenological Variant of Ecological Systems Theory

Ozaki, C. Casey, Olson, Avery B., Johnston-Guerrero, Marc P., Pizzolato, Jane Elizabeth·2020·Community College Review
DOI 10.1177/0091552120906884
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Abstract

Objective: Despite significant enrollment in community colleges, persistence and graduation rates are quite low. This study aims to better understand how students’ person–environment relationships and self-organization together contribute to the persistence decisions of community college students. Using Spencer et al.’s phenomenological variant on ecological systems theory (PVEST) framework, we aim to clarify the psychological functioning behind students’ persistence that is impacted by diverse systems, including the community college itself, family, and the broader community. Method: This study utilized qualitative interviews with 66 participants across two community colleges. Findings: We find that when participants’ experiences were analyzed through a PVEST frame, a majority of students described having phenomenological experiences around their student/learner identities. The feedback from these experiences prompted participants to negatively or positively reorganize their self-perceptions in regard to how they saw themselves as students and learners; this reorganization led to behaviors that influenced persistence plans. When participants’ microsystems (e.g., family, work, college) intersected, patterns emerged regarding how participants processed environmental feedback that resulted in a cyclical feedback loop, suggesting a more dynamic relationship with environments than previously presented. Contributions: Using PVEST as a framework allows for a more in-depth examination of the interface between students’ psychological foundations, processing of environmental feedback, and the resulting reorganization of self in regard to how role identities (e.g., student) provide greater insight into students’ persistence decisions. This study offers PVEST as an important framework for rethinking previous models of researching and supporting community college student persistence.

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Citations

Cites

Research works printed but not linked: 13

  1. Berkner L., 2000, Descriptive summary of 1995-96 beginning postsecondary students
  2. Braxton J. M., 2004, Understanding and reducing college student departure: ASHE Higher Education Report
  3. Braxton J. M., 2000, Reworking the student departure puzzle, 11
  4. Bronfenbrenner U., 1993, Development in context: Acting and thinking in specific environments, 3
  5. Hirt J. B., 2006, Where you work matters: Student affairs administration at different types of colleges
  6. Lara L. G. (2009). A mixed method study of factors associated with the academic achievement of Latina/o college students from predominantly Mexican American backgrounds: A strengths based approach [Unpublished doctoral dissertation]. University of Northern Colorado.
  7. Ma J., 2016, Trends in community colleges: Enrollment, prices, student debt, and completion
  8. Napoli A. R., 1996, Journal of Applied Research in the Community College, 4, 5
  9. Parsad B., Lewis L. (2003). Remedial education at degree-granting postsecondary institutions in fall 2000 (NCES 2004-010). https://pdfs.semanticscholar.org/3916/8aa66a06e4fc20efc4f0a4b3aa32e6457366.pdf
  10. Pascarella E. T., 2005, How college effects students: A third decade of research, 2
  11. Rendon L., 2000, Rethinking the departure puzzle: New theory and research on college student retention, 127
  12. Tierney W., 2000, Reworking the student departure puzzle, 213
  13. Warrens A. E. A., 2012, Thriving and spirituality among youth: Research perspective and future possibilities

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Metadata

Authors
Ozaki, C. C., Olson, A. B., Johnston-Guerrero, M. P., & Pizzolato, J. E.
Affiliations
  • University of North Dakota (US)
  • California State University, Long Beach (US)
  • The Ohio State University, Columbus, USA
  • University of California, Los Angeles (US)
Corresponding author
Olson, Avery B.
ORCID
Venue
Community College Review
Publisher
SAGE Publications
Published
2020-02-22
Volume
48
Issue
3
Pages
252-276
ISSN
  • 0091-5521 (ISSN-L)
  • 1940-2325
DOI
10.1177/0091552120906884
OpenAlex
W3006711484
Cited by
17
References
38
Citations by year
2026: 4 · 2025: 4 · 2024: 2 · 2023: 6 · 2022: 1
FWCI
2.65
Type
journal article
Language
en
Open access
closed
Licence
journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations
Community College Review (publishedVersion)
Topics
  • Social Sciences › Education › Higher Education Research Studies
  • Social Sciences › Education › Evasion and Academic Success Factors
  • Social Sciences › Psychology › Applied Psychology › Career Development and Diversity
Keywords
student persistence, community college students, person-environment relationship, self-organization, student identity, role identity, environmental feedback, microsystems, family influence, work-study balance, graduation rates

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