Problem:
One of the most pressing challenges in community colleges is ensuring equitable college readiness and postsecondary persistence among first-generation students. Although community colleges emphasize open access, research demonstrates that access does not guarantee equitable outcomes. First-generation students enroll at high rates but experience lower persistence, completion, and transfer rates than continuing-generation peers, raising concerns about institutional effectiveness and mission fulfillment.
In my role as a TRIO Upward Bound director at Sinclair Community College, I work with first-generation, low-income high school students preparing for college entry. This experience aligns with scholarship indicating that readiness is multidimensional. Students frequently demonstrate academic potential yet face systemic barriers related to financial literacy, college knowledge, advising navigation, and self-advocacy. These patterns reflect structural challenges rather than individual deficits.
McPhail and Beatty (2021) argued that equity-centered transformation requires systemic redesign that addresses institutional barriers contributing to disparities. Likewise, Pura and Parker (2022) described community colleges as complex, community-embedded institutions that must respond intentionally to demographic change and student diversity. Institutional structures-including developmental education policies, advising systems, and guided pathways implementation-significantly influence persistence and completion outcomes.
Although college readiness has long been a critical issue, contemporary discourse increasingly centers institutional responsibility and equity-based reform. As community colleges confront enrollment fluctuations and accountability pressures, improving persistence for first-generation students will remain essential to sustaining their democratic and workforce development missions.
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