Reconceptualizing Student Engagement

Investigating the Validity of CCSSE Benchmarks as Indicators of International Student Engagement

Authors

DOI:

https://doi.org/10.32674/jis.v11i2.2215

Keywords:

community colleges, engagement, international students, student success

Abstract

International students in the United States have been increasingly attracted to community colleges as a starting point to higher education. Recently, their enrollment has been dropping. Research highlights the importance of student engagement to international students. However, few studies investigate their engagement experiences in community colleges. This study investigated the validity of the Community College Survey of Student Engagement (CCSSE) benchmarks as proxies for international student engagement in community colleges. The original CCSSE benchmarks were a poor fit for international students. Resulting constructs and underlying items differed significantly from the original benchmarks and demonstrated poor reliability. Findings highlight the inapplicability of CCSSE benchmarks in representing international student engagement. Recommendations include adding culturally relevant variables to the CCSSE structure more applicable to international student populations, and accompanying the survey with qualitative input for in-depth knowledge of international student experiences.

Author Biographies

  • Dina Ghazzawi, University of Houston, United States

    DINA GHAZZAWI, PhD, is a postdoctoral research fellow at the University of Houston’s Department of Higher Education Leadership and Policy Studies. Her major research interests lie in the area of international student success, quantitative research methods, student engagement, and sense of belonging. 

  • Lyle McKinney, University of Houston, USA

    LYLE MCKINNEY, PhD, is an associate professor of higher education in the Higher Education Leadership and Policy Studies program at the University of Houston. His research interests focus on community colleges, improving educational outcomes for low-income students, and higher education policy.

  • Catherine Horn, University of Houston, USA

    CATHERINE HORN, PhD is a Moores Professor of Educational Leadership and Policy Studies and Director of the University of Houston’s Education Research Center. She is also Executive Director of the Institute for Educational Policy Research and Evaluation at the University of Houston and Director for the Center for Research and Advancement of Teacher Education. Her major research interests focus on quantitative methods and systematic barriers to college access for traditionally underrepresented students.

  • Andrea Backsheider Burridge, Houston Community College, USA

    ANDREA BACKSCHEIDER BURRIDGE, PhD, is the Associate Vice Chancellor, Research, Analytics, and Decision Support at Houston Community College. Her research focuses on student success and completion in community college

  • Vincent Carales, University of Houston, USA

    VINCENT D. CARALES, PhD is an assistant professor of higher education in the Educational Leadership and Policy Studies Program at the University of Houston. His research examines how institutional cultures, climates and structures influence Latinx and low-income students’ experiences, opportunities, and outcomes in higher education.

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Published

2021-03-15

Issue

Vol. 11 No. 2 (2021)

Section

Research Articles (English)

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How to Cite

Reconceptualizing Student Engagement: Investigating the Validity of CCSSE Benchmarks as Indicators of International Student Engagement. (2021). Journal of International Students, 11(2), 436-458. https://doi.org/10.32674/jis.v11i2.2215

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