Browsing by Subject "Student persistence"

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    College student persistence in the two-year setting: identifying risk early to guide early integration
    (2013-05) Keys, Margo
    College student persistence is examined. The unique nature of the students and environment of the two-year college setting warrant concentrated research effort. The purpose of the study is to examine student variables associated with persistence and program completion to develop a pre-entrance risk assessment in the two-year college setting. Identifying student risk early to triage students toward interventions such as counseling, tutoring and developmental education courses may lead to answers to student integration, eventually leading to improved student retention. Definitions and limitations of the study are outlined. A literature review includes the theoretical underpinnings surrounding the study of student persistence. Relevant research related to risk factors of attrition pre-matriculation and post-matriculation are included. Ex post facto research will be completed to examine entering students in the 2008-09 academic year at a two-year technical college in the Midwest who participated in the voluntary intake assessment program (n=1127). Student entrance variables readily available at the time of enrollment were used. Variables studied included: Placement exam scores, age, enrollment status, gender, financial aid as independent variables. Student persistence and program completion serves as the dependent variables. Binary logistic regression was used. The independent variables did not have a notable relationship with student persistence or program completion for this two-year college population.
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    A continuum of persistence: low-income and first-generation college students' Perceptions of critical factors for postsecondary success
    (2014-03) Ganuza Hoaglund, Zoila M.
    The purpose of this study was to explore similarities and differences among low-income and first-generation (LIFG) students' perceptions of influential academic, psychosocial, and contextual factors that shaped their persistence at different stages at the postsecondary level. This study consisted of 29 LIFG students from a large, urban research university in the Midwest who had not declared a major, had declared a major, and had graduated. Student academic data were analyzed quantitatively to supplement information regarding the postsecondary experience and indicated significant group differences in high school performance, high school ability, and college performance. A qualitative interview approach explored influential psychosocial and contextual factors through data gathered from semi-structured interviews. Several themes emerged: high academic expectations held by students, commitment to college to attain career/degree goals, belief that ability could change with effort, problem-solving skills, and high postsecondary expectations held by both their high school staff and parents. Common factors between groups and factors that were unique to each group also emerged and are discussed. In addition, the importance of understanding students' background, perceptions of low academic self-efficacy and lack of college knowledge permeated throughout the student responses. Nevertheless, LIFG students expressed a willingness to work hard, and often, a need to invest more time and effort than their higher socioeconomic status peers. Merits and limitations, implications for research, practice, and policy and directions for future research are discussed.