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Objective: This research study examined gender wage equality among administrators across Arizona's ten community college districts comprising 19 colleges. Method: Both descriptive and inferential statistics were used to analyze salary data. Results: All 19 college campuses evidenced differences in median income between 12-month, full-time women and men. However, when disaggregated by job category, median income of women and men was equal in a number of job categories in several institutions, illustrating the complexity of measuring gender wage equality using descriptive statistics. A multiple regression analysis revealed that only three of the 19 community colleges had gender-based salary differentials. Thus, gender wage equality prevails in most Arizona community colleges despite inconsistent salary schedules among the college districts and no state-level oversight. Contributions: Community colleges provide learning opportunities to a heterogeneous population of 5.4 million students annually. Understanding gender-based salary differentials among community college administrators can provide insights into diversity, equity, inclusion, and social justice in higher education.

Objective: This research study examined textbook costs and student success rates at one community college in the Southwest United States. Method: Descriptive statistics were used in the study to identify the mean textbook costs and student success rates over five semesters. Chi-square tests for independence were used to determine if a statistically significant relationship exists between textbook costs and student success rates based on course level of lower or upper-level courses. Results: The chi-square tests of independence found a statistically significant relationship between textbook costs and student success rates in lower and upper-level courses. Contributions: Research shows college students often opt not to purchase commercial textbooks due to costs, thus resulting in higher D, F, and W rates. The results of this study support numerous recent research studies on the impact of textbook costs and student success.

This article presents a 2-year study on how quickly Texas library staff members greeted a library patron after eye contact. Results from 140 library visits found a mean of nearly 4 min, but a mean of 9 s after removing outliers. The study also calculated the perceived customer value by measuring the service, quality, image, and price of the customer service experience. Findings suggest that each patron/staff interaction may alter a patron's perceived Return on Investment (ROI). Given libraries are primarily supported by tax dollars, poor patron service experiences may impact the perceived values of library programs and services, jeopardizing future funding. The article highlights the importance for libraries to retain satisfied employees and build trust within their communities. [ABSTRACT FROM AUTHOR]

Objective: This research study examined gender wage equality among administrators across Arizona's ten community college districts comprising 19 colleges. Method: Both descriptive and inferential statistics were used to analyze salary data. Results: All 19 college campuses evidenced differences in median income between 12-month, full-time women and men. However, when disaggregated by job category, median income of women and men was equal in a number of job categories in several institutions, illustrating the complexity of measuring gender wage equality using descriptive statistics. A multiple regression analysis revealed that only three of the 19 community colleges had gender-based salary differentials. Thus, gender wage equality prevails in most Arizona community colleges despite inconsistent salary schedules among the college districts and no state-level oversight. Contributions: Community colleges provide learning opportunities to a heterogeneous population of 5.4 million students annually. Understanding gender-based salary differentials among community college administrators can provide insights into diversity, equity, inclusion, and social justice in higher education. [ABSTRACT FROM AUTHOR]

Objective: This research study examined textbook costs and student success rates at one community college in the Southwest United States. Method: Descriptive statistics were used in the study to identify the mean textbook costs and student success rates over five semesters. Chi -square tests for independence were used to determine if a statistically significant relationship exists between textbook costs and student success rates based on course level of lower or upper-level courses. Results: The chi -square tests of independence found a statistically significant relationship between textbook costs and student success rates in lower and upper-level courses. Contributions: Research shows college students often opt not to purchase commercial textbooks due to costs, thus resulting in higher D, F, and W rates. The results of this study support numerous recent research studies on the impact of textbook costs and student success. [ABSTRACT FROM AUTHOR]