Table 3 Findings with institutions as the locus of control

Peer interactions

Supportive peer relationships positively impact student outcomes.

Barbosa and Seton Hall University (2011), Cejda and Hoover (2011), Dorame (2012), Martin (2013)^†, Ozuna Allen (2016)^†, Patterson (2011), Prado (2012), Wade (2012)^†

Participation in school organizations (e.g., clubs, sports) positively impacts student outcomes.

LaSota and Zumeta (2016)^†, Wood et al. (2012)

Social interaction positively impacts student outcomes.

Massi et al. (2012)^†, Marra et al. (2015)^†, Museus et al. (2012), Nora (1987)

Cultural climate

Various factors (e.g., affordable tuition, flexible schedule, diverse student population, accessible instructors) in community college environments help students feel comfortable and secure, which should support positive outcomes.

Alexander et al. (2007), Barbosa and Seton Hall University (2011), Coley (2015)^†, Jackson (2013b)^†, Zhang (2015)^†

Empowerment of students can be supported by engagement with institutional agents, student organizations, and Chicano studies classes.

Wilson (2012)*

Racial representation (% of student body that shares the student’s racial background) positively impacts student outcomes.

Budd and Stowers (2015), Gross et al. (2014), Museus et al. (2012)

Campus climate, support services, and students’ cultural affinity (perception they belong at institution) positively impacts student outcomes.

Elrod (2002), Nora et al. (1997)

There was a significant, negative correlation between acculturative stress and persistence at a single institution.

Wilson (2012)*

Number of Hispanic instructors at community college districts positively impacts transfer rates of Hispanic students.

Klement and Bower (2012)

Students’ positive perception of experience positively impacts their outcomes.

McCool (1984)

Advising

Students perceive advising/counseling support as important to their outcomes.

Arteaga (2015), Dorame (2012), Jackson (2013b)^†, Patterson (2011)^†, Sayasenh (2012), Wade (2012)^†

Variability in how students experience the quality of advising services can negatively impact students’ aspirations and/or delay transfer or matriculation.

Arteaga (2015), Ramirez (2011), Packard et al. (2012)^†

Quality and frequency of academic advising/registration experiences positively impact student outcomes.

Elrod (2002), LaSota and Zumeta (2016)^†, Myers (2013)^†

Academic integration

Participation in tutoring/study groups/learning communities positively impacts student outcomes.

Patterson (2011)^†, Sayasenh (2012), Wade (2012)^†

Academic involvement, integration, and adjustment positively impacts student outcomes.

Castillo (2011), Griffin (2010), Nora (1987), Museus et al. (2012)

Support services

Delays in students’ awareness of campus resources and difficulty accessing these services (e.g., counseling, computer labs, tutoring labs) negatively impact student outcomes.

Lee (2014), Prado (2012), Martin (2013)^†, Packard et al. (2012)^†

Campus climate, support services, and students’ cultural affinity (i.e., perception they belong at institution) positively impacts student outcomes.

Elrod (2002), Nora et al. (1997)

Coursework articulation

Alignment of program curricula and consistent communication between community colleges and universities supports student transfer.

Jackson (2013a)^†, Jackson (2013b)^†, Packard et al. (2012)^†, Patterson (2011)^†, Turner (1990), Packard et al. (2012)^†

Existence of a statewide transfer guide positively impacts student outcomes. The use of common course numbering across a state positively impacts student outcomes for first--generation students.

LaSota and Zumeta (2016)^†

Assets-based framework

Yosso’s (2005) community and cultural wealth framework facilitates assets-based investigations of Latino transfer and community college students.

Lee (2014), Matos (2015), Ramirez (2011)

Outreach

Efforts to increase knowledge around higher education are more effective when they occur early in students’ K-12 education (elementary/middle school) and include students’ families and their communities.

Dorame (2012), Matos (2015)