Background Characteristics, Transfer Goals, and Engagement of International Community College Students in North Carolina

Abstract

Community colleges offer accessible educational opportunities for international students, whose increasing enrollments enrich diversity and global experiences. Our study comprehensively analyzed the backgrounds, transfer goals, and engagement among international students in North Carolina's community colleges by utilizing a 2017-19 data set from the Community College Survey of Student Engagement (CCSSE). We found that participation in developmental education significantly predicts overall engagement among international students. Further analysis of individual engagement factors revealed that personal development is also significantly influenced by participation in developmental education, being of traditional age (18-24 years), and expressing a vertical transfer goal. The findings emphasize the potential importance of developmental education courses in increasing engagement, personal development, and academic success for international students within the community college landscape. Implications include targeted support services and guidance to enhance the overall educational experience and facilitate smoother transitions for international students pursuing further academic pathways.

Keywords: International students, transfer, engagement, community college