Review of the LiteratureBetter yet, talk about the studies below & why you “ordered” them the way you did. (3-4 sentences) SNEAK PREVIEWSchippers (2008) conducted a study in order to explore the issues of students’ support needs at a public university in North East China. Schippers interviewed and observed second, third, and fourth year students, in order to gather information. The interviews were either conducted individually or with small groups of students. In order to better understand the students’ views regarding support needs and to confirm that he and the students’ observations corresponded, Schippers developed a short questionnaire for the students to complete. From the study, he discovered that 50% of the students interviewed do not think that the university sufficiently looks after the students’ emotional and social development. The study also shows that students lack important transferable skills that could help them after they graduate college and enter their respective careers. Furthermore 48% (23/48 students) of the students interviewed turned to their classmates/friends for academic support. 34% (16/48 students) of the students interviewed turned to their teachers for academic support, and less than 1% (1/48 students) of the students interviewed reported turning to their parents for academic support. Schippers believed that so few students turn to their parents because such a smallnumber of parents of college students have a college degree, so it make sense that those students don’t turn to their parents for academic support. Less similar to Schippers’ study, Cejda, Casparis, and Rhodes (2002) conducted a study with the intentions of identifying the individuals that influenced the educational decisions of Hispanic community college students. They selected three communitycolleges for this project, and used a multiple case study design to perform the study. In order for the community college to be used, the college had to have at least 25% total Hispanic enrollment along with other requirements. They interviewed a total of 90 individuals in order to gather their information for the study. Cejda, Casparis, and Rhodesconcluded from their results that there were two main themes involved when it comes to the individuals that influenced the educational decisions of the Hispanic students. The first theme was family influences. Family influences were mentioned 60% of the time by the individuals that were interviewed, whether it was the influence of the child on the college student, the parents, or other relatives (siblings, cousins, ect.) family influences were the dominant response. The second theme was the influence of people not related to the individual. Faculty and peer influences were most reported in this theme by the individuals that were interviewed. More similar to Cejda’s, Casparis’, and Rhodes’ study, Wilcox, Winn, and Fyvie-Gauld (2005) conducted a study in which they explored the experiences of a set of first year students in order to capture their social development over time. They also wanted to find out if social integration/or lack there of, had an impact on the students decision on whether to stay at the college or withdraw. Another goal was to identify ways that could enhance the student’s college experience. The research method used was a qualitative approach. They gathered a sample of 22 students who successfully completed their first year of college, and 12 students who withdrew. They tried to obtain a sample of students to interview that was broadly represented by the student population (80% female, 90% white, and 77% under the age of 21). Through the data, Wilcox, Winn, and Fyvie-Gauld observed that of the 12 students who withdrew from college in their first year, 11 reportedthree common themes with social support being one of them. The student’s responses ranged form being far from home and not being close to their family, to difficulties in making compatible friends, to not having any friends to connect with because their friends withdrew from college as well. In Walsh’s and Kankakee Community College’s (2000) article, they reported about the federally funded TRIO Student Support Services program at Kankakee Community College. The TRIO program helped low-income, first-generation, or disabledcollege students by making the educational process easier and more simplified for them. Their objective was to make sure that eligible students got the adequate support they needed to complete their educational goals. Furthermore Walsh and the Kankakee Community College reported that the typical TRIO student usually came from a first-generation family that didn’t have the sufficient knowledge about how be successful in college, and about the requirements needed in order to succeed in the college world. In addition, going to college is like visiting a different county for the first time for many of the students. They also reported that some students may not understand some of the vocabulary used in college, such as credit/non-credit courses, which could potentially lead them to taking the wrong classes which in turn would hold them back from achieving their goals.Similar to Walsh’s and Kankakee Community College’s article, in Kiker’s (2008) article, he more closely examined the recommendations made by ACTE and pointed out the best ways for each recommendation to be carried out. In his conclusions, Kiker reported that the availability of effective student supports is a crucial factor in student enrollment, persistence, and completion of college. He also noted the importance ofguidance and advising to help students choose the appropriate programs that accommodated the student’s interests and skills. Additionally, Kiker reported that when students lack knowledge of the educational options that are available to them, many drop out of the system and fail to receive the education needed to get them to the next level. Finally, Kiker added that when it comes to the support systems for the students, what matters is how well the goals of the students are being supported and not the size of the program.Also similar to the previous two articles, the California State Postsecondary Education Commission (2007) wrote an article in which they assessed major findings andoptions for improving outcomes based on the accountability framework goal which measured student success. The Commission reported that California State University and
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