Realizing the Potential of Community Colleges for Immigrant Students

by Aaron Leo

Over half of all immigrant students attend community college at one point in their postsecondary careers. So heavily concentrated are immigrant students in community colleges that one estimate places 1 in every 4 community college students “from immigrant backgrounds.” Community colleges are a local, affordable, and accessible alternative for immigrant students, yet their high attrition rates and low transfer rates beg the question of whether these institutions are living up to their potential.

Community Colleges: Risk and Reward

Immigrant students’ over-representation at community colleges should not be surprising considering that these two-year institutions represent a valuable source of educational opportunity for immigrant students. Many factors draw immigrant students to community colleges including the fact that on average, tuition is approximately one-tenth of a four-year institution. Second, community colleges are often located close to home, which may be crucial for immigrant students who continue to advocate for their parents and support them financially. Lastly, community colleges are open-admission and typically offer assistance to English learners who may have graduated high school with poor grades or test scores.

Debates, however, have arisen over whether community colleges “divert” dreams or serve as a “gateway” to higher education for immigrant students. Despite the potential for opportunity they represent, community colleges are notable for their poor transfer and completion rates. For example, only a third of community college students transfer to four-year institutions, and among that third only 42 percent complete their diploma within six years.

Class and racial disparities are also evident among the student population of community colleges. Twice as many African American and Hispanic/Latinx students are enrolled in community colleges than are in four-year universities, and students at community colleges are more likely to belong to the lowest income quartile and be the first members of their families to attend college than their peers in four-year institutions. The disproportionate representation of poorer students and students color at community colleges combined with the poor rates of transfer and completion begs the question whether these institutions offer opportunities to less advantaged youth or deter them from directly seeking a degree at a four-year college.

Immigrant Students: Resources and Risk Factors

It is also worth understanding the characteristics of immigrant students that may put them at risk for drop out. Such factors are important to consider when addressing the ways in which community colleges can fulfil their potential as viable pathways to degree completion.

Immigrant students face numerous challenges in their pursuit of a college degree. For example, over half of all immigrant students are over the age of 24, one-third have dependents, and three-quarters work either part or full-time which can create additional constraints on students’ study time. Many immigrant students also have the added responsibility of supporting their families financially as well as providing help translating and guiding their parents who may not be fluent English speakers. And despite having great need for financial aid, immigrant students are less likely than other student groups to apply for loans and more likely to cover much of their college costs out of pocket. Lastly, immigrant students entering college are also more likely than native-born students to require remediation with up to 80% underprepared for college-level rigor.

Despite these challenges, immigrant students possess a number of resources on which they can draw in their pursuit of postsecondary success. Immigrant students often hold high academic aspirations, are motivated to succeed as a way to make up for familial sacrifices and downward mobility incurred during migration, and have an optimistic view of the U.S. opportunity structure. The linguistic and cultural knowledge as well as the resiliency and strong worth ethic they possess can also be a valuable resource in college settings.

Community Colleges: Realizing Their Potential

While the debate over whether community colleges limit or provide opportunities to immigrant students is likely to continue, several strategies and techniques can help ensure that these institutions live up to their potential. Asset-based, culturally relevant pedagogies, for instance, can help improve the experiences of immigrants and youth of color at community colleges. These strategies could help to create a more supportive and welcoming college climate for immigrants students as they continue to construct their identities as young adults and college students. Secondary schools must also ensure that immigrant students are supported in their transition to college by developing college readiness programs at an early age.

These steps can help to raise the possibility that community colleges fulfill their promise of an affordable and accessible college education for millions of immigrant students.

NYKids research highlights the work at odds-beating schools in preparing students for college. In particular, both Freeport and Port Chester High Schools – serving large numbers of immigrant students – provide insights for those seeking to ensure that all students are prepared for postsecondary education. Preliminary findings from our follow-up student study also suggest that community colleges are an important option for students who want to remain close to home, save money on tuition, and continue to support their families.

Take a look at the NYKids website for resources on college readiness programs and stay tuned for our next blog featuring Dr. Seidel from College for Every Student (CFES) who will share their framework and supports for high school leaders and educators as they help prepare youth for college and career. Your comments and suggestions on blogs and research are welcome at our Contact Page.