Abstract:
The purpose of this study is to examine the learning that occurs in Latina students
who enroll in learning communities designed for underprepared community college
students. The research question guiding this study is: What are the experiences of Latina
students enrolled in developmental learning community courses which have the greatest
impact on their learning? The research design included an interpretive approach and
phenomenological method. Thirteen Latina students enrolled in learning communities that
paired developmental English with counseling classes at two rural northern California
community colleges participated through open-ended interviews and a focus group.
Data from the interviews and focus group were coded and grouped into broad
areas. These included students' first impressions of their learning communities, and first
impressions of college for new students; how students felt about the learning
community environment; the contrasts between their experiences in their learning
community classes and other classes; and, finally, student perceptions of learning that
took place in their learning community classes. Themes were identified within each of
these areas.
Findings from this study indicate that Latina community college students found
great value in learning communities. The linked course structure helped relieve anxiety
about being in a new and sometimes alien environment. Students expressed a need to
feel comfortable and supported to learn, and when they felt comfortable, they were
more apt to participate actively. Students saw their learning community courses as
providing the academic support and social connections needed for them to learn.
