Toward a new understanding of non-academic student support: four mechanisms encouraging positive student outcomes in the community college

This paper examines the ways in which academically vulnerable students benefit from non-academic support. By reviewing theories of student persistence as well as program evaluation literature, the author identifies four mechanisms by which non-academic supports can improve student outcomes, including persistence and degree attainment. Programs associated with positive student outcomes seem to involve one or more of the following mechanisms: (1) creating social relationships; (2) clarifying aspirations and enhancing commitment; (3) developing college know-how; and (4) making college life feasible. Identifying these mechanisms allows for a deeper understanding of both the functioning of promising interventions and the conditions that may lead students to become integrated into college life. Notably, each of these mechanisms can occur within a variety of programs, structures, or even informal interactions. The paper concludes by discussing avenues for further research and immediate implications for colleges.

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