SPRING 2025 - VOLUME 32, ISSUE 1

Planting Our Feet Deeper in the Community: A New Lens of Entrepreneurship for Community Colleges

Laura Sosa, Mercer County Community College
Tova Sanders, Grand Valley State University

This study explores the manifestation of Entrepreneurial Orientation (EO) as a source of strategic renewal in community colleges, examining how these institutions navigate resource constraints while fulfilling their social justice missions. Based on qualitative data from interviews with ten community college presidents, the research broadens the application of EO theory to institutions driven by a social mission. In addition to demonstrating the application of Lumpkin and Dess’ five EO dimensions in a community college context, the study reinforces prior EO literature which suggests an additional dimension of reciprocity for socially focused organizations. Furthermore, the research highlights ecosystem stewardship as a dimension of entrepreneurial posturing unique to community colleges, positioning these institutions as central players in broader community ecosystems and emphasizing strategic renewal through collaboration. This research offers actionable insights for community college leaders on leveraging entrepreneurial behaviors to enhance institutional sustainability.

Keywords: community college; entrepreneurial orientation (EO); community ecosystem

Sosa, L., & Sanders, T. (2025). Planting our feet deeper in the community: A new lens of entrepreneurship for community college. Journal of Applied Research in the Community College, 32(1), 3-18.

Perspectives of DEI Practitioners of Color at Southern California Community Colleges

Juan C. Amescua, Coastline College
Inez N. Moore, California State University, Fullerton

This qualitative study applied Critical Race Theory and the Inclusive Excellence Change Model to examine how twelve diversity, equity, and inclusion (DEI) practitioners of color respond to challenges in advancing educational equity at predominantly white community colleges in Southern California. Through in-depth phenomenological interviews, the research investigated their experiences with institutional support, identity, and barriers to implementing equity initiatives. Findings indicated participants struggled with systemic resistance while implementing equity initiatives, which significantly impacted their ability to effect change. Our analysis revealed two primary themes: Navigating Institutional Resistance and Strategic Use of Racial Identity in DEI Initiatives. These findings provide insight into the experiences of DEI practitioners of color and suggest strategies for improving institutional support mechanisms within community college systems. The study contributes to our understanding of how institutional structures affect the success of DEI practitioners of color working to advance educational equity.

Keywords: DEI; Practitioners of Color; Community Colleges

Amescua, J. C., & Moore, I. N. (2025). Perspectives of DEI practitioners of color at southern California community colleges. Journal of Applied Research in the Community College, 32(1), 19-34.

The Role of Incentive Fund Programs in Supporting Education and Workforce Readiness

Nesma Osman, Mississippi State University / Cairo University
Tiffany Drape, Virginia Tech

Community colleges serve as a gateway to promote inclusion, accessibility, and equity for underserved students in the education system. Experiencing financial pressure can affect the students’ chances to enroll in and graduate from a community college. Using a qualitative research design, we examined the role of providing an incentive fund program on students’ transition from community college to either higher education or employment. The research data was gathered from six currently enrolled students, six alumni, and five advisors. The findings showed that the incentive fund program included the benefit of easing the burden of financing the student’s education. Offering an incentive fund program is an opportunity to introduce students to a collegiate-level workload, teach them valuable life skills, such as communication and accountability, and cultivate their career interests. Recommendations include increasing the visibility and accessibility of incentive fund programs and providing more support and resources at community colleges.

Keywords: Community college; higher education; workforce development; financial aid; accessibility

Osman, N., & Drape, D. (2025). The role of incentive fund programs in supporting education and workforce readiness. Journal of Applied Research in the Community College, 32(1), 35-50.

A Spotlight on Equitable Dual Enrollment Experiences

Diane Rodriguez-Kiino, California Lutheran University
Rogeair D Purnell, RDP Consulting
Kelley Karandjeff, RDP Consulting

Equitable dual enrollment ensures that historically underrepresented students access and succeed in programs that enroll high school students in college credit coursework. Conducted by RDP (Rogéair Damone Purnell) Consulting, this research examined the work of 10 California community college and high school partnerships intentionally prioritizing historically underrepresented students for dual enrollment via a collaborative initiative titled, Dual Enrollment for Equitable Completion. This article presents a subset of insights from a multiyear (2021-2024), mixed-methods study, focusing on high-level findings from qualitative interviews. Results demonstrate that: (a) equitable approaches strengthen students’ dual enrollment experiences; (b) dual enrollment cultivates academic self-efficacy; and (c) design and implementation choices challenge dual enrollment efforts. Recommendations show that dual enrollment partnerships must aim to: (a) strengthen high school students’ connections to California community colleges; (b) engage dual enrollment instructors in professional development; and (c) continue to find ways to embed support into the standard dual enrollment experience.

Keywords: dual enrollment; underrepresented students; equitable college completion

Rodriguez-Kiino, D., Purnell, R. D., & Karandjeff, K. (2025). A spotlight on equitable dual enrollment experiences. Journal of Applied Research in the Community College, 32(1), 51-64.

Alternative Secondary School Credentials and Community College Student Enrollment and Success

Michael T. Miller, University of Memphis
Aubree Hughart-Thomas, University of Arkansas

Community colleges enroll all types of students, making an effort to recruit and enroll those who might not otherwise consider postsecondary education, including students who complete an alternative secondary education credential such as the GED. The study examined the enrollment patterns and success of students who complete such credentials over a 10-year period in Arkansas. Using state-level data from the Arkansas Department of Higher Education, a sample of nearly 30,000 students was examined. Of those who earned an alternative secondary school credential between 2012-2022, 72% enrolled in a public community college. These students earned, on average, two credentials, with the most common being General Studies or Allied Health. The study concluded that community colleges are the postsecondary choice for alternative credential earners and that over half of these students are successful in earning a credential that leads to the workforce or academic transfer.

Keywords: GED; community college students; alternative secondary school credentials

Miller, M. T., & Hughart-Thomas, A. (2025). Alternative secondary school credentials and community college student enrollment and success. Journal of Applied Research in the Community College, 32(1), 65-78.

Examination of Community College Counselors’ Perceptions Regarding the Relationship Between Dual Enrollment, Advanced Placement, and International Baccalaureate Programs and Transfer of Credits

Toni Frazer, Shadow Hills High School
Lu Liu, University of La Verne

The purpose of this qualitative phenomenological study was to focus on community college counselors’ perspectives and insights when transferring credits from dual enrollment, advanced placement, and International Baccalaureate programs and the impact on at-promise students groups in California. Through the analysis of the data, three themes were developed from the significant statements and formulated meanings by the counselors. The overarching themes included implementation of practices, feeder school policies, and transferable credits. Together, these themes highlight the three college credit-bearing programs and the need for strong and consistent communication between feeder high schools, community colleges, and universities with strong discussion on transfer credit alignment. Campuses need to actively encourage consistency and support counselor endeavors to align their knowledge, policies, and expectations for the college credit-bearing programs.

Keywords: community college counseling; dual enrollment (DE); advanced placement (AP); international baccalaureate programs (IB); transfer of credits

Frazer, T., & Liu, L. (2025). Examination of community college counselors’ perceptions regarding the relationship between dual enrollment, advanced placement, and international baccalaureate programs and transfer of credits. Journal of Applied Research in the Community College, 32(1), 79-94.

Conceptualizing Servingness at a Hispanic-Serving Community College

Christina Oja, California State University Long Beach
Alejandra Priede, California State University Long Beach

This study explored how student services professionals at a Hispanic- Serving Institution (HSI) community college in California conceptualize servingness for Latine students. It utilized a multidimensional framework of servingness, examining outcomes, experiences, internal organizational dimensions, and external influences. Findings revealed that while participants largely conceptualized servingness through a Hispanic-Serving Organizational Identity (HSOI), the college lacked a clearly defined HSOI. The study emphasized the importance of leadership buy-in, campus engagement, intentional efforts, culturally responsive practices (CRPs), and adequate funding to genuinely serve Latine students, highlighting the need for HSIs to develop a robust HSOI to improve student success. Recommendations include establishing a formal HSOI with clear goals, strategic plans, and dedicated funding; fostering cultural responsiveness; and increasing Latine representation within the college’s leadership and staff. The study calls for a reevaluation of federal HSI funding models to incentivize and support HSOI development and the implementation of CRPs.

Keywords: servingness; Hispanic-serving institution; Hispanic-serving organizational identity; Latine students’ success; community colleges

Oja, C., & Priede, A. (2025). Conceptualizing servingness at a Hispanic-serving community college. Journal of Applied Research in the Community College, 32(1), 95-108.

Equity-minded Policies and Practices for Institutional Research (IR)

Marlene Clapp, Massachusetts Association of Community Colleges
Kaylan S. Baxter, Carilion Clinic
Catherine Gildae, MassBay Community College

How can the field of institutional research (IR) improve its practices? This practice brief explores equity-minded policies and procedures for IR. It begins with broader concepts about why equity-minded practices are important, especially within community colleges, and then moves to identify seven concrete policies and practices around data that IR personnel can implement. IR practitioners are urged to do the following: (a) Eliminate data gaps; (b) Consider multiple data sources; (c) Facilitate understanding; (d) Provide needed detail; (e) Pay attention to language; (f) Make diversity, equity, inclusion, and social justice (DEISJ) a unit priority; and (g) Adopt a growth mindset. Community college practitioners should come away with: (a) identification of equity-minded data practices, (b) increased confidence to employ equity-minded data practices in everyday practice, (c) respect for the importance of equity-minded practices to IR work, (d) recognition of equity considerations for sharing data with internal and external constituencies.

Keywords: institutional research; equity; student success; data

Clapp, M., Baxter, K. S., & Gildae, C. (2025). Equity-minded policies and practices for institutional research (IR). Journal of Applied Research in the Community College, 32(1), 111-122.

Enhancing Comprehensive Sex Education through Family and Consumer Sciences: A Holistic Approach

Crystal DeVon Branch, University of Arkansas

This practice brief explores integrating comprehensive sex education within Family and Consumer Sciences (FCS) programs to address health disparities and promote well-being among community college students. By leveraging the strengths of FCS, this brief highlights the potential for a holistic approach to sex education that encompasses physical, emotional, and social dimensions of health. It offers recommendations for educators, policymakers, and community partners to enhance sexual health education through FCS, fostering a supportive environment that empowers students with the knowledge and skills necessary for informed decision-making. The implications of this approach extend to promoting public health, social equity, and economic prosperity across communities. Recommendations for prioritizing curriculum development, faculty training, and collaboration with community partners are presented within this practice brief.

Keywords: Comprehensive sex education; Family and Consumer Sciences; health disparities; health literacy; reproductive health

Branch, C. D. (2025). Enhancing comprehensive sex education through family and consumer sciences: A holistic approach. Journal of Applied Research in the Community College, 32(1), 123-129.