RUNNING HEAD: THE CHALLENGE OF COMMUNITY COLLEGE COMPLETION FOR UNMOTIVATED STUDENTS 1

The Challenge of Community College Completion for

Unmotivated Students
An experiential review of my path to an Associate Degree

By: Ms. Kristal S. Ross

SETON HALL UNIVERSITY

ELMP6102 NA - “(AMERICAN) COLLEGE STUDENT”
Dr. Eunyoung Kim

May 7th, 2014

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Community colleges are essential and convenient accesses to higher education for mainly

students from low-income and minority families. Most students from these families may not

have had the option to attend college, had it not been for the availability and access to

community colleges. Access to community college is surrounded by its known reasonable cost of

tuition, central location of most campuses, flexibility of class schedules, and specific programs

suitable for students who encounter various struggles. Some of these struggles may be the

challenge of not being able to attend a traditional four-year institution for various reasons or the

challenge for community college students who are struggling to complete an Associate degree on

time. As it has been brought to my attention that a lot of students struggle with their academic

progress throughout community college due to being unmotivated, I believe I am an exception to

that population. I attended a community college and not only did I attain an Associate Degree, I

was able to complete my studies in the allotted two years span. However, I was not always

motivated and struggled with lack of motivation during my first semester.

In my paper, I will address the challenge of community college completion faced by

students who are considered unmotivated, in relation to my own experiences as a former

community college student. My paper will be analyzed into three main parts. First I will review

other literature in order to examine trends or practical problems that prevent students who attend

community colleges to graduate on time or earn an Associate Degree within the allotted two

years. I will draw data from empirical research that highlights problems such as graduation rates

of community colleges, inadequate preparation of students, remedial courses and student

motivation, which are some of the main issues that may cause a student to lag in college.

Throughout my paper, I will also suggest course of actions from my own experiences that I
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believe will be beneficial for students attending community college, who are struggling to

graduate with a degree in a timely manner.

On average, the amount of time it takes a full-time student to successfully complete an

Associate degree at a community college is approximately within two years. For part-time

students, completing an Associate degree can take at least 4 years or more. In order to complete

an Associate degree on time I would recommend that a student attends every semester, including

summer and winter sessions if it can be afforded. When I attended Essex County Community

College in Newark, New Jersey, I was determined to graduate with my Associate degree within

two years and decided to attend every semester. My motivation was built upon my goal of being

a young college graduate, and envisioned myself being successful by accomplishing my goal. I

know students who have attended community college without having the proper guidance in

order to remain focused and motivated, and as a result ended up withdrawing from a lot of

classes and dropping out of college completely.

Although graduating from community college can be a difficult task, it takes

determination, remaining focused and constantly being commitment in order to obtain a degree.

It also takes careful planning and organization as most courses are only offered in certain

semesters. Due to this struggle, many students still find it challenging to successfully complete

their degree. Providing that higher education access to students from various socioeconomic

backgrounds has always been a crucial role of community colleges, most research findings on

student motivation are geared towards the completion rates of students earning a Bachelor’s

degree from a four year institution as opposed to students who started their undergrad studies at a

community college. Nevertheless, before a student decides to attend a community college, there

are a few motivational factors that can either be considered a pro or a con for different students.
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One factor of attending a community college is the limitation of courses or majors that

are offered. This can affect a student’s motivation if he or she expected a plethora of options and

feels limited to declaring a major. Another factor to consider when attending a community

college is the campus experience. As opposed to traditional four-year institutions, community

colleges do not offer the option for students to live on campus. A student who is interested in

living on campus, may be fascinated by the idea of the “traditional campus life”, or may want to

experience sharing a dorm. I was once fascinated by the idea of living on campus because of its

perception on television shows. When I realized that Essex County College did not facilitate on

campus living, I was slightly disappointed and uninterested because of this reason. In addition,

community colleges often do not have as much as a social atmosphere as a four-year institution

has.

Another major motivational factor for community college students to take in

consideration is the difficulty of transferring credits. Many students who attended a community

college never completed their Associate degree, and instead try to transfer credits to a four year

institution. Some community college students are unaware that some credits are not able to be

transferred. This factor not only affects students’ motivation, but also delays their degree

completion. Perna and Jones (2013) researched the degree completion statistics of accredited

degree-granting institutions in the United States, in the academic year of 1995 to 1996. Perna and

Jones (2013) narrowed their research and focused on students who began their first post-

secondary education at a community college and transferred credits to a four-year institution.

According to Perna and Jones (2013), “only 36% of students who transferred from a community

college had successfully completed either an associate degree, bachelorette degree or a

certification within 6 years of enrolling in college” (Perna and Jones, 2013, p. 153). Their
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research also pointed out the percentage of students who did not successfully complete their

degree and stated that, “42% of students who transferred from a community college, left college

within 6 years of enrollment without completing their degree” (Perna and Jones, 2013, p. 155).

The concern then becomes finding out what motivational factors caused students to not

complete their studies and what community colleges are doing to improve student motivation, to

essentially increase their graduation or completion rates. Community colleges may consider

being more selective in who attends the institution. However, if community colleges were to be

more selective in the students in which they accept to attend, the whole purpose of the “open-

door” policy, in which community colleges upholds will be defeated. Community colleges

provide the opportunity for higher education for students who meet a certain minimum criteria.

When I attended Essex County Community College, I was a 16 year old non-citizen of the

United States of America. My mother and I were newly adapting to migrating from Jamaica, and

were not very aware or fully informed of other colleges or universities. I had only attended high

school in the United States for one year, and had not fully understood the importance of earning

and maintaining a good grade point average. However I was motivated to attend college by my

mother, being that it was the “right thing to do” and one of the main reasons of migrating to the

United States.

Students are able to attend community college without having a high school diploma, and

in most cases many students who are evaluated on enrolling to community colleges are

determined unprepared for “college-level” courses. I believe that the challenges of community

college completion do not rely on attracting students who are prepared for “college-level”

courses but rather focusing on students who are enrolled and offering the best educational

services for such students. Some of these services include, hiring effective professors and
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offering facilities for help such as counseling or tutoring. Most colleges do have such facilities,

but at times students either feel ashamed to seek help or the ratio of students who need help in

comparison to the available tutors or counselors are at times unequal. Bailey (2006) implied that

there is existing evidence that community colleges are district in their effectiveness to help

students to graduate on time. Bailey (2006) states that, “since the graduation rates of community

college vary significantly, evidentially community colleges do not have a uniformed plan in

assisting students succeed” (Bailey, 2006, p. 365).

The population of community college students can derive from expanded ranges of

ethnicity, culture, age and personal circumstances. Today more students have other commitments

other than attending college, are usually commuting to school instead of living on campus and

are faced with other aspects of their life that can impact their motivation and essentially affect

their degree completion. Students may not complete their degree because of their job, family

obligations, or time management conflicts. A limitation to understanding the challenge of

community college completion for unmotivated students, relies on the research of theories that

are already outdated, and are no longer catered to the non-traditional American college students

today. I believe that there has to be new consideration and implications that gear towards what

motivates different types of students in this current era.

I believe the challenge of motivating students is encountered when dealing with students

who show maladjusted behaviors such as being late or being a nuisance in classes, or students

who have no realistic aim or goal towards college or life itself. I have always understood the

importance of education because of how I was raised in Jamaica, and the expectation to be

educated since I had no other responsibility as a young adolescent. In spite of this, I felt as

though students should have already figured out their long-term goal upon graduating high
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school and thought it was out of the norm to not have a declared major. I then learned that it was

possible for students to not have a declared major, and that it was normal to change majors. I feel

as though community colleges should focus on helping students develop a solid interest in what

they aspire to do in life, in order to avoid wasting money on irrelevant courses that they might

not need.

Community colleges should also make sure to encourage a welcoming learning

environment for students, which equally highlights students’ effort as much as students’

achievements. I recommend that community colleges build a trusting understanding between the

students and the institution, in terms of overall support and concern for each student. I learned

that students who attend community colleges often feel neglected by the college or feel lost and

confused. I also believe that students who are unmotivated are sometimes unaware that they lack

motivation, and may blame their professors or the institution when they fail to complete their

degree on time. However, I feel as though community colleges often take a standardized

approach in addressing the problem of students who were not motivated in college as an

academic issue, and tend address this issue through offering or suggesting remedial courses to

students.

When I attended Essex County Community College, I was required to take remedial

courses. According to the Department of Education, “40% of community college students in

their first year are required to take remedial courses” (Department of Education, 2003). In my

opinion, remedial courses have its limitations and its benefits, but I do not think remedial courses

address the challenge of unmotivated students or “un-prepared” students. I believe that a student

who is determined in improving their academic skills, are able to advance when he or she is

motivated. According to Boroch (2010), “students who lack academic skills and also lack
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motivation in college, the greater problem is often their lack of motivation” (Boroch, 2010, p.

251). During my studies at Essex County Community College, I found that not all students who

were required to take remedial classes, actually completed those courses.

The requirement to take remedial courses may discourage students and make them feel

like an outcast to the college, which essentially affects their motivation. One way to improve the

outcomes of student motivation through remedial courses, might be to implement courses that

are credit-bearing and allow community college students to skip remediation and get extra

support. Support structures of such courses might be beneficial by requiring more class hours or

class integration with students who are already taking college level courses, which I feel can

positively increase the effects of remedial course placement through encouragement. I feel as

though it is inconvenient for students to be required to take remedial courses, which do not apply

to their degree. Remedial courses are cost consuming, and can even be more of a motivational

issue for students who are already facing financial burdens and find it difficult to get appropriate

assistance or tutoring for classes.

Also, community colleges often depend on academic advisors to motivate students. I was

once a student who was and still is motivated by an academic advisor after failing my first

semester at Essex County Community College. I did not want to attend Essex County

Community, because I was not comfortable with the learning environment, and felt as though

community colleges were an extension of high schools. When I met with my advisor, I found out

that the root of my academic difficulties was indeed my lack of motivation and persistence. I was

encouraged to develop an academic plan which consists of my plans for the future, and what I

aspired to do in life. In addition, I formulated a degree checklist, and found this tool very useful
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to visualize my progress throughout my program. After developing an academic plan and setting

personal goals for myself, I was able to improve my grade point average.

The issue of designing and implementing an effective action plan that will influence and

improve student motivation in community colleges, rely upon identifying the various

motivational influences in a student’s life. Student motivation can be factored externally outside

of college, personally within themselves or internally in the college structure and environment.

Each factor of student motivation can either have a negative or positive impact on their

motivation. Studies on college motivation and persistence has proved that community college

students who have defined goals for themselves are more than likely to complete college on time.

Considerably, Tinto (1993) implies that a student’s commitment to either an “academic goal or

occupational goal” (Tinto, 1993, p. 50-56), is the single most important determinant in

persistence and motivation throughout their college experience. I can relate to Tinto’s theory of

being committed to an academic goal, because had I not develop an academic goal or a degree

checklist, I would have no true aim to motivate me to stick to my plan and graduate college on

time.

On the other hand, in most cases unmotivated students in community colleges may also

have been unmotivated in high school as well. At such a fresh age, high school students need to

have the guidance of their parents, family and teachers. Throughout high school, it was instilled

in me that it was important to develop a career interest. I was given assignments that prepared me

for college, and even had classes that were held on a college campus which encouraged me that

college was the next step. At the age of 15, I had already graduated high school in Jamaica, and

naturally expected to enroll in college. Solutions of examining student motivation should

include exploring the nature of motivation of students at the high school level, which I believe
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contributes to their interest in college. There are existing studies geared towards what contributes

to student’s interest in college, and what influential factors support students leaving high school

to attend college.

I can affirm the fact that parents influence the achievement of students through setting

expectations and showing involvement in their child’s education. Coleman (1987) proposed that,

“the greater the educational level of the parents, impacts the amount of value parents will place

on their own children” (Coleman, 1987, p. 31). However, I absolutely disagree with Coleman’s

proposal due to the fact that my mother played the biggest role in my educational motivation, but

has not yet completed her college degree. I feel as though Coleman’s theory can be viewed in

two different aspects as parents who do have a college degree play a significant role in

influencing their children to do the same, but some parents who do not have a college degree can

play a more significant role by encouraging and motivating their children to do better and take

the opportunity of advancing in life with a higher education degree.

I feel as though some community college students who lack interest or motivation, may

also be more interested in the advantages of obtaining their degree. Some of these advantages are

securing a better paying job and being financially stable, as opposed to attending community

colleges in order to be integrated or involved in the learning process. Astin (1985) makes a

strong point in his theory of involvement which he states very clearly that, “students learn

through engagement and becoming involved in college” (Astin, 1985, p. 133). Literature has

shown assorted research involving the significance of student motivation in community colleges.

In Astin’s (1984) study on student involvement, Astin also describes students’ motivation and

involvement as the “quality and quantity of the physical energy and psychological energy, in

which a student invest throughout his or her college experience” (Astin, 1984, p. 519).
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In Astin’s study on the significance of student motivation in college, Astin gestates and

targets the manner in which students conduct themselves in college and whether students who

take part in college activities have are more impacted in their persistence in college, than

students who do not take part in college activities. Astin maintains his theory that students’

motivation and persistence in college is strongly dependent upon students’ motivation in

investing in their learning environment. Tinto (1993) also asserts this correlation of student

motivation or persistence with student involvement and integration by implying that it is

necessary for college students to be integrated in their college environment, as this increases

student persistence and essentially impacts student motivation.

In addition, Tinto (1993) suggests that “social integration and academic integration can

exhibit a mutual impact of motivation” (Tinto, 1993, p. 60). I was not deeply integrated or

involved on campus when I attended Essex County Community College during my first

semester. I often went to classes, and left the campus as soon as my classes ended. I was invited

by a classmate to attend a Caribbean Club meeting, and started to feel connected to the

institution. This connection made me feel accepted, and made me feel more motivated to do well

in class in order to remain an active student to the institution. Extracurricular activities, or

campus organizational clubs are helpful in promoting student motivation and persistence. In

addition, in order for community college students to not lose focus, the minds of students have to

be constantly stimulated. I find it more interesting when I am able to tie in real life experiences

with my course work. I also realize that I tend to lose interest in courses that seem to be teaching

the text book, and leave no room for my horizon to be broaden. As student involvement and

integration are closely related to student motivation and persistence, community colleges need to

implement plans and resourceful means that are relevant to the specific needs and interests of
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students and promote student engagement in their learning experience both inside and outside of

the classrooms.

I believe that successfully earning a baccalaureate degree is largely dependent on how

committed a student is in regards to the expectation of their education. A student who expects to

earn an Associate degree in two years, knows his or her academic plan and who has planned

accordingly, will more than likely complete his or her degree on time, as opposed to a student

who is faced with various challenges of community college completion, gradually taking courses

with no urgency, unaware of course requirements and have no specific program plan. I was able

to attend Essex County Community College with a full financial aid grant, due to my economic

status at the time. I used this opportunity to attend every semester, and followed an academic

plan very cleanly. By organizing yourself as a student, and inquiring or seeking all available

resources, one will realize that proper management helps with motivation.

In order to cater to students that are challenged by various factors which affect their

motivation, Community colleges have to take into account diversity in its many aspects.

Community colleges must also consider remodeling teaching strategies that gear towards

encouraging classroom engagement and participation. I believe that taking a democratic stand

point and allowing students to be a part of their own learning experience, help in efforts of

encouraging student motivation. A student who is given options and alternatives in course work,

does not feel discouraged or limited. Giving students options also caters to the diversity and

different interests that students may have, which can allow students to expand and become more

enthusiastic. I recommend that community colleges address the challenge of student motivation

by not only recognizing the challenge of unmotivated students, but recognizing that there are

also unmotivated teachers or professors as well that negatively affect the learning experience of
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students. I also recommend future research that will examine how the educational expectations

and long-term goals of unmotivated students are constantly changing and developing over time.

References

Astin, A. W. (1994). Student Involvement: A Developmental Theory for Higher Education.

Journal of college student personnel. University of California, Las Angeles.

Astin, A. W. (1985). Achieving Educational Excellence, 1st Edition. San Francisco, CA: Jossey

Bass.

Bailey, T. W. (2006). Defending the Community College Equity Agenda. Baltimore: Johns

Hopkins University Press.

Boroch, D. (2010). Student Success in Community Colleges a Practical Guide to Developmental

Education. San Francisco: Jossey-Bass.

Coleman, J. S., & Hoffer, T. (1987). Public and Private High Schools: The Impact of

Communities.

New York: Basic Books.

Perna, L. W., & Jones, A. (2013). The State of College Access and Completion Improving

College

Success for Students from Underrepresented Groups. Hoboken: Taylor and Francis.
THE CHALLENGE OF COMMUNITY COLLEGE COMPLETION FOR UNMOTIVATED STUDENTS Ross 14

Tinto, V. (1993). Leaving college: Rethinking the Causes and Cures of Student Attrition (2nd

Edition). Chicago, Ill.: University of Chicago Press.

U.S. Department of Education, National Center for Education Statistics. Remedial

Education at Degree Granting Postsecondary Institutions in fall 2000: Statistical Analysis

Report (NCES 2004–010). Washington, D.C.: U.S. Department of Education, 2003.