Portraits of Community College Student-Leaders:
Emerging Visions for the Future
Summary
This study will explore the lived experiences of community college student trustees in Illinois through the lens of autoethnography, a qualitative research method that allows participants to reflect on their personal journeys by connecting their individual stories to broader cultural, social, and institutional contexts. Centering the voices of student trustees provides a platform for them to share their stories in their own words as they explore how these identities intersect and influence their experiences, decision-making processes, and sense of belonging within the college community. As students uncover how these institutional dynamics shape their responsibilities and agency to effect change, the process may also allow them to become empowered to foster personal growth and gain a deeper understanding of their roles as leaders and advocates.
Background
Despite the wealth of insights on the demographics of community colleges, significant gaps remain in the literature regarding student leadership development in community colleges when compared to four-year institutions. Few studies explore the long-term impact of leadership experiences on community college students’ academic and career trajectories. Additionally, there is limited research on how institutional structures influence the availability and effectiveness of leadership opportunities. The voices of student leaders themselves are often absent from the discourse, highlighting the need for more qualitative, student-centered research. By addressing existing gaps in the current literature, this study and future research can provide valuable insights into how community colleges can better support and empower their student leaders, ultimately enhancing individuals and institutional outcomes.
Me-Search: How Student Leadership Shaped My Higher Education
The education journey of OCCRL research assistant Gabrielle Haggins didn’t end with graduation; it evolved into pursuing higher education further. Read her Voices & Viewpoints blog post to discover how diving into student leadership as a first-generation college student changed her life.
“From the glass windows where you could see the entire campus to the formal agendas, none of it was familiar territory for someone who had never navigated higher education before. But that's exactly why I needed to be there.”
Read "Me-Search: How Student Leadership Shaped My Higher Education."
References for further reading
Barnett, E. A. (2011). Validation experiences and persistence among community college students. The Review of Higher Education, 34(2), 193-230.
Lane, F. C., & Smith, M. (2019). Mentoring for transfer student leadership capacity and personal development. Journal of the First-Year Experience & Students in Transition, 31(2), 45-62.
Linares, L. R., & Muñoz, S. M. (2011). Revisiting validation theory: Theoretical foundations, applications, and extensions. Enrollment Management Journal, 2(1), 12-33.
McElroy, S. J. (2019). Impact of a leadership development intervention on career decision-making self-efficacy of community college students: A quasiexperimental research design (Doctoral dissertation, Rowan University).
Rendón, L. I., Garcia, M., & Person, D. (2014). Transforming the first-year experience for students of color. New Directions for Community Colleges, 2014(168), 89–99.
Thelin, J. R. (2019). A history of American higher education. JHU Press.