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Publications by Sophia Rahming

Journal of International Students, 2019

This two-year qualitative single critical case study research investigated the stress-related adj... more This two-year qualitative single critical case study research investigated the stress-related adjustment experiences and academic progression of a female English-speaking Afro-Caribbean collegian in an American postsecondary institution through the lens of the "triple bind" phenomenon and the stress buffer hypothesis. Student development theory and research on college student outcomes have largely focused on Black students' experiences and achievement outcomes through a homogeneous African American cultural lens. Minimal existing research has shown differences in the lived experiences and achievement outcomes between Afro-Caribbean students and domestic African American students in U.S. postsecondary education.

The Center for Postsecondary Success (CPS) has been conducting a comprehensive evaluation of deve... more The Center for Postsecondary Success (CPS) has been conducting a comprehensive evaluation of developmental education (DE) reform on Florida College System (FCS) institution campuses. Though many FCS institutions had been engaged in DE reform efforts prior to the passage of Florida Senate Bill 1720 (SB1720) in 2013, DE reform in Florida accelerated after the legislation required FCS institutions to implement comprehensive DE reform. The reform designated some Florida high school graduates and military personnel as “exempt” from DE and placement testing. Exempt students are not required to take a placement test and can also opt into or out of DE in math, reading, and writing regardless of prior coursework or academic performance. FCS institutions were also required to offer developmental courses in math, reading, and writing in at least two of the following instructional modalities: modularized, compressed, contextualized, and co-requisite. To facilitate students’ enrollment in the new course offerings, colleges were also required to offer enhanced advising to students and to develop meta-majors, or major-course pathways for students to select based on their interests, academic goals, and career aspirations.

In year two of DE reform implementation across the FCS institutions, CPS researchers conducted two-day site visits to each of eight FCS institutions in fall 2015 and spring 2016. In this report we present findings from our analysis of focus group interviews conducted with college administrators, advisors, and other personnel, faculty members, and students. The key findings from our site visits to FCS institutions answer the research question: How have the Florida College System institutions implemented developmental education reform?

Initial perspectives on the legislation have shifted with time and, as a result, implementation practices evolved in the second year of implementation. Deep concern about the possible negative consequences of the legislation remained among campus personnel across the FCS. However, many campus personnel’s worst fears about SB1720 had not been realized, due in large part to the continuing effort of institutions to focus on the practices most likely to positively impact student success. After the quick implementation timeline following passage of the legislation, campus personnel were able to refine their reform efforts in the second year of implementation.

Our findings identify six themes related to: (1) holistic advising, (2) influences on student choice, (3) instructional modalities, (4) innovative academic support services, (5) students’ intersecting and complex social identities, and (6) helping underprepared students transition to college-level coursework.

were required to implement comprehensive developmental education reform no later than the fall se... more were required to implement comprehensive developmental education reform no later than the fall semester of 2014. The comprehensive reform required FCS institutions to offer developmental education courses using four modalities: compressed, contextualized, modularized, and co-requisite. The legislation also exempted some students from developmental education based on high school graduation date and military status.

Researchers at the Center for Postsecondary Success (CPS) are conducting a comprehensive evaluation of how FCS institutions have implemented the reform on their campuses. The first steps in the evaluation of SB 1720 included an analysis of the institutions’ implementation plans and a survey of college administrators. In the current phase of the evaluation CPS team members have conducted surveys with college administrators and students during site visits to 10 FCS institutions. In this report we present findings from our analysis of focus group interviews conducted with college administrators, advisors, and other personnel, faculty members, and students. The key findings from our site visits to FCS institutions answer the research question: How have the Florida College System institutions implemented developmental education reform?

Our findings identify five themes related to (1) individual and institutional responses to SB 1720, (2) new student intake and advising processes, (3) faculty and student assessment of the revised developmental education curriculum and college level courses, (4) unforeseen challenges related to financial aid, specific student populations, and technology, and (5) faculty, advisor, and student perspectives on the influence of increase student choice on student academic outcomes.

Papers by Sophia Rahming

Proceedings of the 2019 AERA Annual Meeting, 2019

Demeter Press eBooks, Mar 1, 2022

Community College Journal of Research and Practice, 2017

The purpose of this qualitative study is to understand how educational scaffolding may explain ch... more The purpose of this qualitative study is to understand how educational scaffolding may explain changing patterns of student success in mathematics in the era of developmental education (DE or remediation) reform in Florida College System (FCS) institutions. Specifically, we apply the concept of scaffolding to underprepared FCS students who are at risk of dropping out or failing gateway courses (the first credit-bearing college-level class in a course sequence) because they lack the academic skills necessary to succeed in college-level coursework, particularly in mathematics. We present data from focus groups conducted at 10 FCS institutions, suggesting that a reduction of scaffolding in math remediation occurred in the areas of course sequencing, instruction, and coordination with academic support services following state-level policy changes. In light of these findings, we offer a discussion of practical recommendations for college administrators related to academic advising, instructional strategies in DE courses, coordination between developmental and college-level instructors, student success courses, and the integration of DE instruction with academic support. We also suggest directions for continued research on the effects of policy changes in the FCS and DE reform efforts across the country. President Obama's proposal to provide free tuition for the first 2 years of community college was closely linked to his ambitious goal that the United States would again have the highest proportion of college graduates of any nation by 2020. This policy proposal acknowledges that in order to increase the proportion of college graduates in the United States, policy makers and institutional decision makers alike must find ways to increase persistence and graduation rates at community colleges, particularly for academically at-risk students and others who can benefit most from college degrees (The White House President Barack Obama, 2016). With open admissions policies and diverse student populations, community colleges have traditionally been regarded as agents of social mobility, especially for at-risk students (Cohen, Brawer, & Kisker, 2003; Rosenbaum, Deil-Amen, & Person, 2007; Skidmore et al., 2014). The designation "at-risk" originates in the K-12 literature (Bulger & Watson, 2006) and is typically used to indicate students who "are poorly equipped to perform up to academic standards" (Quinnan, 1997, p. 31). In this study, we define at-risk community college students as those who are at risk of dropping out or failing gateway courses (the first for-credit college-level class in a course sequence) because they lack the academic skills or crucial knowledge necessary to succeed in college-level coursework, particularly in mathematics.

Journal of International Students, 2019

This two-year qualitative single critical case study research investigated the stress-related adj... more This two-year qualitative single critical case study research investigated the stress-related adjustment experiences and academic progression of a female English-speaking Afro-Caribbean collegian in an American postsecondary institution through the lens of the “triple bind” phenomenon and the stress buffer hypothesis. Student development theory and research on college student outcomes have largely focused on Black students’ experiences and achievement outcomes through a homogeneous African American cultural lens. Minimal existing research has shown differences in the lived experiences and achievement outcomes between Afro-Caribbean students and domestic African American students in U.S. postsecondary education.

Journal of International Students

Afro-Caribbean women initially construct their science identity outside of the U.S. in unique soc... more Afro-Caribbean women initially construct their science identity outside of the U.S. in unique sociocultural contexts where Black is dominant and British-styled instruction remains intact. Afro-Caribbean women often experience the “triple threat” minoritizing effects of being Black, female, and international/non-immigrant when they pursue STEM education and careers in the United States. Using grounded theory methods, I gathered the narratives of eight Afro-Caribbean women in STEM education or careers in the United States to examine how citizenship/immigration status influenced their STEM trajectories. Participants described how their educational and career aspirations were either supported or constrained by citizenship. Immigration status, therefore, operated as a figurative glass ceiling for some of the Afro- Caribbean women in this study limiting degree and career choice.

About Campus: Enriching the Student Learning Experience

Journal of International Students, 2019

This two-year qualitative single critical case study research investigated the stress-related adj... more This two-year qualitative single critical case study research investigated the stress-related adjustment experiences and academic progression of a female English-speaking Afro-Caribbean collegian in an American postsecondary institution through the lens of the "triple bind" phenomenon and the stress buffer hypothesis. Student development theory and research on college student outcomes have largely focused on Black students' experiences and achievement outcomes through a homogeneous African American cultural lens. Minimal existing research has shown differences in the lived experiences and achievement outcomes between Afro-Caribbean students and domestic African American students in U.S. postsecondary education.

The Center for Postsecondary Success (CPS) has been conducting a comprehensive evaluation of deve... more The Center for Postsecondary Success (CPS) has been conducting a comprehensive evaluation of developmental education (DE) reform on Florida College System (FCS) institution campuses. Though many FCS institutions had been engaged in DE reform efforts prior to the passage of Florida Senate Bill 1720 (SB1720) in 2013, DE reform in Florida accelerated after the legislation required FCS institutions to implement comprehensive DE reform. The reform designated some Florida high school graduates and military personnel as “exempt” from DE and placement testing. Exempt students are not required to take a placement test and can also opt into or out of DE in math, reading, and writing regardless of prior coursework or academic performance. FCS institutions were also required to offer developmental courses in math, reading, and writing in at least two of the following instructional modalities: modularized, compressed, contextualized, and co-requisite. To facilitate students’ enrollment in the new course offerings, colleges were also required to offer enhanced advising to students and to develop meta-majors, or major-course pathways for students to select based on their interests, academic goals, and career aspirations.

In year two of DE reform implementation across the FCS institutions, CPS researchers conducted two-day site visits to each of eight FCS institutions in fall 2015 and spring 2016. In this report we present findings from our analysis of focus group interviews conducted with college administrators, advisors, and other personnel, faculty members, and students. The key findings from our site visits to FCS institutions answer the research question: How have the Florida College System institutions implemented developmental education reform?

Initial perspectives on the legislation have shifted with time and, as a result, implementation practices evolved in the second year of implementation. Deep concern about the possible negative consequences of the legislation remained among campus personnel across the FCS. However, many campus personnel’s worst fears about SB1720 had not been realized, due in large part to the continuing effort of institutions to focus on the practices most likely to positively impact student success. After the quick implementation timeline following passage of the legislation, campus personnel were able to refine their reform efforts in the second year of implementation.

Our findings identify six themes related to: (1) holistic advising, (2) influences on student choice, (3) instructional modalities, (4) innovative academic support services, (5) students’ intersecting and complex social identities, and (6) helping underprepared students transition to college-level coursework.

were required to implement comprehensive developmental education reform no later than the fall se... more were required to implement comprehensive developmental education reform no later than the fall semester of 2014. The comprehensive reform required FCS institutions to offer developmental education courses using four modalities: compressed, contextualized, modularized, and co-requisite. The legislation also exempted some students from developmental education based on high school graduation date and military status.

Researchers at the Center for Postsecondary Success (CPS) are conducting a comprehensive evaluation of how FCS institutions have implemented the reform on their campuses. The first steps in the evaluation of SB 1720 included an analysis of the institutions’ implementation plans and a survey of college administrators. In the current phase of the evaluation CPS team members have conducted surveys with college administrators and students during site visits to 10 FCS institutions. In this report we present findings from our analysis of focus group interviews conducted with college administrators, advisors, and other personnel, faculty members, and students. The key findings from our site visits to FCS institutions answer the research question: How have the Florida College System institutions implemented developmental education reform?

Our findings identify five themes related to (1) individual and institutional responses to SB 1720, (2) new student intake and advising processes, (3) faculty and student assessment of the revised developmental education curriculum and college level courses, (4) unforeseen challenges related to financial aid, specific student populations, and technology, and (5) faculty, advisor, and student perspectives on the influence of increase student choice on student academic outcomes.

Proceedings of the 2019 AERA Annual Meeting, 2019

Demeter Press eBooks, Mar 1, 2022

Community College Journal of Research and Practice, 2017

The purpose of this qualitative study is to understand how educational scaffolding may explain ch... more The purpose of this qualitative study is to understand how educational scaffolding may explain changing patterns of student success in mathematics in the era of developmental education (DE or remediation) reform in Florida College System (FCS) institutions. Specifically, we apply the concept of scaffolding to underprepared FCS students who are at risk of dropping out or failing gateway courses (the first credit-bearing college-level class in a course sequence) because they lack the academic skills necessary to succeed in college-level coursework, particularly in mathematics. We present data from focus groups conducted at 10 FCS institutions, suggesting that a reduction of scaffolding in math remediation occurred in the areas of course sequencing, instruction, and coordination with academic support services following state-level policy changes. In light of these findings, we offer a discussion of practical recommendations for college administrators related to academic advising, instructional strategies in DE courses, coordination between developmental and college-level instructors, student success courses, and the integration of DE instruction with academic support. We also suggest directions for continued research on the effects of policy changes in the FCS and DE reform efforts across the country. President Obama's proposal to provide free tuition for the first 2 years of community college was closely linked to his ambitious goal that the United States would again have the highest proportion of college graduates of any nation by 2020. This policy proposal acknowledges that in order to increase the proportion of college graduates in the United States, policy makers and institutional decision makers alike must find ways to increase persistence and graduation rates at community colleges, particularly for academically at-risk students and others who can benefit most from college degrees (The White House President Barack Obama, 2016). With open admissions policies and diverse student populations, community colleges have traditionally been regarded as agents of social mobility, especially for at-risk students (Cohen, Brawer, & Kisker, 2003; Rosenbaum, Deil-Amen, & Person, 2007; Skidmore et al., 2014). The designation "at-risk" originates in the K-12 literature (Bulger & Watson, 2006) and is typically used to indicate students who "are poorly equipped to perform up to academic standards" (Quinnan, 1997, p. 31). In this study, we define at-risk community college students as those who are at risk of dropping out or failing gateway courses (the first for-credit college-level class in a course sequence) because they lack the academic skills or crucial knowledge necessary to succeed in college-level coursework, particularly in mathematics.

Journal of International Students, 2019

This two-year qualitative single critical case study research investigated the stress-related adj... more This two-year qualitative single critical case study research investigated the stress-related adjustment experiences and academic progression of a female English-speaking Afro-Caribbean collegian in an American postsecondary institution through the lens of the “triple bind” phenomenon and the stress buffer hypothesis. Student development theory and research on college student outcomes have largely focused on Black students’ experiences and achievement outcomes through a homogeneous African American cultural lens. Minimal existing research has shown differences in the lived experiences and achievement outcomes between Afro-Caribbean students and domestic African American students in U.S. postsecondary education.

Journal of International Students

Afro-Caribbean women initially construct their science identity outside of the U.S. in unique soc... more Afro-Caribbean women initially construct their science identity outside of the U.S. in unique sociocultural contexts where Black is dominant and British-styled instruction remains intact. Afro-Caribbean women often experience the “triple threat” minoritizing effects of being Black, female, and international/non-immigrant when they pursue STEM education and careers in the United States. Using grounded theory methods, I gathered the narratives of eight Afro-Caribbean women in STEM education or careers in the United States to examine how citizenship/immigration status influenced their STEM trajectories. Participants described how their educational and career aspirations were either supported or constrained by citizenship. Immigration status, therefore, operated as a figurative glass ceiling for some of the Afro- Caribbean women in this study limiting degree and career choice.

About Campus: Enriching the Student Learning Experience