PCC CCSSE Survey (by Race/Ethnicity) Winter 2008 detail

Findings of the Community College Survey of Student Engagement (CCSSE) Survey, by Race/Ethnicity

Due to a small sample size, results for Black/African- and Native-American students were not reported.

Course Participation and Interactions

• Asian/Pacific Islander students were less likely compared to other groups to ask questions in class and contribute to class discussion. They were also less likely to have participated in a community-based project as part of a regular course.
• White students as compared to other groups were more likely to have used the internet or instant messaging to work on an assignment. Controlling for full-time status, they were also more likely to say that they receive prompt feedback from instructors.
• As compared to other groups, Asian/Pacific Islanders were less likely and Hispanics were more likely to have discussed grades or assignments with an instructor.

Emphasis of Coursework

• Hispanics were less likely to say that they just memorized facts in their classes, and more likely to have synthesized and organized ideas in new ways.
• Furthermore, Hispanics were more likely to indicate that PCC helped them:  write clearly and effectively, think clearly and analytically, solve numerical problems, and work effectively with others.
• As compared to other groups, a lower percentage of White students said that PCC helped them write clearly and effectively, and helped them to use computing and information technology.

Expectations and Preparation for Assignments and Exams

• White students as compared to other groups were more likely to say that they prepared two or more drafts of a paper or assignment before turning it in. In addition, white students indicated that they had more reading assignments.
• Hispanics indicated that they worked harder than they thought they could to meet an instructor’s standards or expectations, and that their exams challenge them to do their best work.

Issues of Diversity and Cultural Awareness

• A higher proportion of Hispanics said that PCC provides the support they need to help them succeed in college, and that PCC emphasizes contact among students from different backgrounds. By contrast, White students were less likely to say that PCC helped them understand themselves and understand others of different backgrounds.
• A lower percentage of Asian/Pacific Islander students engaged in a serious conversation with students of a different race/ethnicity or religion.

Support Provided to Students Outside of the Classroom

• A lower percentage of Asian/Pacific Islander students discussed ideas from their readings or classes with others outside of class. They also received less support from friends and family in attending PCC.
• White students were less likely to say that PCC assists in helping them cope with non-academic responsibilities or in providing the support they need to thrive socially. They also spent fewer hours per week in college-sponsored activities.
• As compared to other groups, a lower percentage of White students said that their experience at PCC helped them acquire a job or work-related knowledge and skills, or to develop clearer career goals.
• As compared to other groups, White students used the following student services at a lower rate compared to other racial/ethnic groups:  academic advising, career counseling, job placement assistance, peer or other tutoring, writing and math labs, computer labs, and services to students with disabilities (if applicable).
• As compared to other racial/ethnic groups, White students ranked as less important job placement assistance, peer or other tutoring, writing and math labs, and computer labs.
• Hispanics used financial aid advising and transfer credit assistance at a higher rate than other racial/ethnic groups. They also ranked as more important academic advising, career counseling, and financial aid advising.
• Asian/Pacific Islanders indicated as a likely/very likely cause for withdrawal working full-time (even after controlling for their full-time student status), as well as caring for dependents and being academically unprepared. Hispanics were less likely to indicate as a likely/very likely cause for withdrawal transferring to a 4-year institution. They were also more likely to say that their first college was PCC.
• Last, a lower percentage of Asian/Pacific Islanders as compared to other racial/ethnic groups evaluated their experience at PCC as "Excellent".

The 2010-11 Institutional Effectiveness web site. A production of the PCC Institutional Effectiveness office. Contact: research@pcc.edu or 971 722-7705.