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Students' re-enrollment in the subsequent semester after their first semester at a four-year institution is a strong predictor of retention and graduation. This is especially true for students who transfer from a community college to a four-year institution because of the many external or non-academic factors influencing a student's decision to re-enroll. This research study examines student learner characteristics and course-taking behaviors at the community college and first-term GPA at a four-year institution to predict the likelihood of re-enrollment for 8,200 students from two community colleges who transferred to an online, public, four-year institution. The logistic regression models showed that gender, age, and first-term GPA at the four-year institution were significant predictors of re-enrollment. These findings contribute to the growing literature on transfer students and may provide researchers and practitioners a greater understanding of how community college factors influence the progression and success for transfer students at four-year institutions.

This essay relies on the historical insights of Black feminism and racial capitalism to better understand how capitalism has incorporated care as an institutionalized, hierarchical, profit‐oriented system which contributes to social and economic inequality. There is a long history of profit extraction and labor exploitation from the care economy in US racial capitalism, particularly when Black and Brown workers and communities are involved. Because of neoliberal restructuring and the middle‐class care crisis over the last few decades, this form of capital accumulation increasingly became a hallmark of the US economy. The care economy illustrates exploitation from care labor as well as from the bodies of people being cared for. The importance of the care economy also creates new opportunities for resistance and creating alternative, nonhierarchical and anticapitalist forms of caring. [ABSTRACT FROM AUTHOR]

The article discusses the intersection of racial capitalism and care, emphasizing how capitalism profits from social reproduction rooted in slavery and racial capitalism. It challenges the notion of care as solely a social good, highlighting its potential for exploitation and profit. The text explores the role of the state, markets, and nonprofits in perpetuating the for-profit care economy, questioning the distinction between public and private sectors. It calls for a transformative care agenda that prioritizes radical, collective care outside of capitalist frameworks. [Extracted from the article]

Motivation and self-regulation were examined in a sample of community college transfer students enrolled in a 4-year, online university. The relation between motivation and self-regulation and students' performance was examined, as was the association between these learner characteristics (i.e., motivation and self-regulation) and sociodemographic factors (e.g., marital status, employment status). Motivation was found to be significantly correlated with both semester and cumulative grade point average (GPA), while associations between self-regulation and performance were more limited. Further, motivation was found to be a significant predictor of semester GPA in a model controlling for sociodemographic factors and prior achievement. Motivation and self-regulation were also found to differ according to students' sociodemographic status. For instance, transfer students with children under 18 were found to have significantly higher levels of motivation than nonparents. Those employed full-time had lower levels of self-regulation than did their nonemployed peers. Implications for further research on community college transfer students and online learning are discussed.

This study is based on a sample of children from the Cape Town area in South Africa. The study compares the effects of witnessing school or neighborhood violence compared with being victimized in each context on psychological distress. The findings suggest that in the context of the school, victimization has a somewhat stronger effect on distress than witnessing violence. However, in the neighborhood, the opposite was the case. "Unknown locus of control" was also analyzed as a moderating variable. The findings are interpreted in the context of violence in South African society. The study also investigates the overlap between witnessing violence, victimization, and perpetration in the child's school and neighborhood. The vast majority of victims had been witnesses as well as perpetrators. Longitudinal research, which could track involvement in various forms of violence starting at a very early age, is needed to clearly assess the differential impact of each form of violence. (Contains 4 tables.)

Objective: The primary objective of the study was to investigate the relationship between exposure to community violence (neighborhood, school, police, and gang violence) and psychological distress in a sample of children living in the Cape Town, South Africa area. Another objective was to identify variables that moderate and mediate the relationship between exposure to community violence and psychological distress. Methods: Face-to-face interviews were conducted with 185 children between the age of 8 and 13 from five Cape Town Township schools. Structured scales were used to measure exposure to several forms of community violence, family functioning, social support, perceptions of safety, and "unknown" locus of control. Results: Exposure to all forms of violence was extremely high and resulted in substantial psychological distress. Perceived safety functioned as a mediating variable for all forms of violence. Unknown locus of control, social support, family organization, and family control moderated the effects of exposure to certain kinds of violence. Surprisingly, exposure to murder was not related to psychological distress, suggesting a possible "numbing" effect of extreme forms of violence. Hearing about violence from others had almost the same effect as actually witnessing it. Older children had witnessed more violence and were experiencing more distress, suggesting an "exposure accumulation" effect. Conclusions: The findings suggest the importance of a child's ability to feel safe in reducing the distress that occurs as a result to exposure to violence. Parents and schools can help children cope, but there appear to be limits. Early intervention, before maladaptive coping mechanisms have developed, also appears to be important. (Contains 1 figure and 5 tables.)

Under the direction of Professor Premilla Nadasen at Barnard College, the course “Mississippi Semester,” brings together a small group of undergraduate students in a collaborative action-driven project with Mississippi Low-Income Child-Care Initiative, an advocacy organization of women on welfare and child-care providers, based in Biloxi, MS. Students worked closely with members of Mississippi Low-Income Child-Care Initiative to develop an Economic Security Index for women in Mississippi which the organization will use to educate their constituency and to further their advocacy work.. We have partnered with the Barnard Empirical Reasoning Center to utilize census data and GIS to digitally map the information. We spent seven days in Mississippi to participate in community meetings to get feedback on the economic security index, conduct interviews with residents about their experiences with poverty, and meet with state legislators. Upon returning to New York, students engaged in post-trip recalibration of the index and prepare op-eds for publication. In addition to the history of welfare, students learned survey and interview techniques, GIS mapping, how to write op-eds and will develop a relationship with low-income women. This is an example of how collective community/faculty/student collaboration can equip students with concrete skills and teach them about public policy and community organizing, while simultaneously providing a service to an under-resourced organization. Though this course focused on the state of child care, race relations, economic inequality, and welfare in Mississippi, it offers a new pedagogical approach that can be used as a template for students and educators who desire to engage with contemporary social justice issues. This class flipped the traditional classroom because it was organized around the needs of the community organization rather than an academic research agenda and laid the foundation for a long-term campus-community collaboration. In addition to fostering greater understanding between those inside and outside the academy, it presents a horizontal and collaborative relationship between teacher and students, in which students took charge of and provided leadership around various components of this project. In this way, the course offered multiple approaches to contributing to a social justice agenda.