OIR Staff Publications

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The Benefits of Low-Income Students’ Participation in Living Learning Leadership Programs
(University of Minnesota, 2021) Soria, Krista M.; Roberts, Brayden J.
Scholars have illuminated significant disparities in higher education degree attainment between college students from low-income and upper-income backgrounds. Instead of increasing social mobility of college students from socioeconomically disadvantaged backgrounds, structural barriers prohibit many low-income and working-class students from entering into higher education and graduating (Soria, 2015). Sixty percent of students from high socioeconomic status backgrounds earned a bachelor’s degree or higher within eight years compared with 14% of those from low socioeconomic backgrounds (National Center for Education Statistics, 2015). While the extant research on the benefits of living in residence halls substantiates the vital role residential life plays in students’ success (Astin, 1993; Blimling, 1989, 1993; Pascarella & Terenzini, 2005), the scholarship base about the benefits of on-campus living among students from lower-income backgrounds is underdeveloped (Lopez Turley & Wodkte, 2010), as is research around the impact specifically of living and learning leadership programs. Research on the identities of students from lower-income backgrounds is also relatively absent in living and learning leadership literature, and most scholars fail to take into account the self-selection biases of students who participate in living-learning leadership communities. The purpose of our study is to examine whether participating in a living and learning leadership program might be associated with low-income students’ resilience and sense of belonging. Students’ resilience and belonging are factors commonly associated with low-income students’ persistence and degree attainment in higher education.
Leadership On Campus: Prosocial Behavior Benefits for Resident Assistants
(University of Minnesota, 2021) Soria, Krista M.; Roberts, Brayden J.
The roles and responsibilities of resident assistants are increasingly complex (Taub et al., 2016). Resident assistants are often first responders to student-related crisis or emergency situations, including those of safety, behavioral, and mental health (Boone et al., 2016). Resident assistants receive many levels of training and professional development and develop a wide range of skills from on-the-job experiences (Benjamin & Davis, 2016). Although resident assistants are slated to receive these developmental benefits from training and experience, the research on learning outcomes and developmental benefits associated with serving as a resident assistant is limited. Though the current research suggests resident assistants may develop outcomes such as interpersonal communication, problem-solving, intercultural, and teamwork skills (Benjamin & Davis, 2016), less is known about the development of resident assistants’ prosocial behaviors, such as their engagement in social change, social generativity, and social perspective taking. Resident assistants are predominantly drawn to the position because of their desire to help others (Boone, 2018). Such evidence provides an opportunity for resident assistants to be better primed to further develop greater prosocial behaviors through their training and experiences. The purpose of this study is to examine whether serving as a resident assistant has an effect on undergraduate students’ prosocial behaviors.
Residents Assistants’ Leadership Efficacy
(University of Minnesota, 2020) Soria, Krista M.; Roberts, Brayden J.
Resident assistants play an indisputably important role in college and university housing as they help to connect residents with campus resources (Servaty-Seib & Taub, 2010), socialize and develop relationships with other students (Manata et al., 2017; Roland & Agosto, 2017), and integrate within the greater college community (Blimling, 2010). Resident assistants also promote greater university outcomes by facilitating students’ engagement and retention through programming (Soria & Taylor, Jr., 2016), imparting university values, and promoting student learning outcomes (Healea, 2006). Yet, while much is known about how resident assistants contribute to their institutions, little is known about the developmental outcomes resident assistants gain through their experiences (Martin & Blechschmidt, 2014). Specifically, even though leadership is often an implicit expectation or explicit requirement in resident assistants’ position descriptions (Benjamin & Davis, 2016), little is known about the potential for resident assistants to develop leadership outcomes from their paraprofessional training, interpersonal interactions or relationships, and leadership experiences. Researchers have left breadcrumbs pointing toward the potential impact of serving as a resident assistant on students’ leadership efficacy; however, there is still a void in terms of understanding whether serving in a resident assistant capacity itself is associated with leadership efficacy. The purpose of this paper is to examine whether resident assistants have a significantly different leadership efficacy compared to their peers who are not resident assistants.
Living On Campus: Benefits for First-Generation Students from Low-Income Backgrounds
(University of Minnesota, 2020) Soria, Krista M.; Roberts, Brayden J.
The results of this research suggest that first-generation students from low-income backgrounds may experience some benefits from living on campus during their first year of enrollment. Specifically, we found that living on campus is positively associated with students’ feelings of belonging on campus and their resilience. We also found that living on campus was associated with a reduction in students’ beliefs that their campus was discriminatory, hostile, or unwelcoming.
“Like a Rainbow in the Dark:” The Experiences of Metallectuals in Higher Education
(2015) Soria, Krista
The purpose of this phenomenological study was to explore the experiences of metallectuals in higher education—college students who belong to the heavy metal subculture. Utilizing intersectionality and social reproduction theories, the results suggest metallectuals encounter alienation and marginalization at the intersections of their social class, gender, race, and subcultural affiliation.
Examining the intersections between undergraduates’ engagement in community service and development of socially responsible leadership
(Journal of Leadership Education, 2013-06-05) Soria, Krista; Nobbe, June; Fink, Alex
This paper examined relationships between students’ engagement in community service in different contexts through classes, student organizations, work study, and on their own as well as their development of socially responsible leadership at a large, public, research university in the Upper Midwest. Results from the Multi-Institutional Study of Leadership survey distributed at a single institution (n = 1,282) suggest, among other things, that students who participated in community service on their own consistently reported higher socially responsible leadership while students who participated in service both on their own and in a student organization reported higher socially responsible leadership in all areas save for consciousness of self.
Examining the intersections between undergraduates' engagement in community service and development of socially responsible leadership
(2013-06-05) Soria, Krista; Nobbe, June; Fink, Alex
This paper examined relationships between students’ engagement in community service in different contexts through classes, student organizations, work study, and on their own as well as their development of socially responsible leadership at a large, public, research university in the Upper Midwest. Results from the Multi-Institutional Study of Leadership survey distributed at a single institution (n = 1,282) suggest, among other things, that students who participated in community service on their own consistently reported higher socially responsible leadership while students who participated in service both on their own and in a student organization reported higher socially responsible leadership in all areas save for consciousness of self.
Creating a Successful Transition for Working-Class First-Year Students
(Journal of College Orientation and Transition, 2013-06-06) Soria, Krista
This study explored differences between working-class and middle/upper-class first-year college students enrolled at large, public research universities. Results from administering the Student Experience in the Research University survey at 11 universities in 2010 (n = 23,331) suggest that working-class first-year students reported a less welcoming campus climate, lower academic engagement, higher academic disengagement, and fewer academic interactions with classmates compared with middle/upper-class students. Recommendations for first-year transition programs and new student orientation practitioners are discussed.
Investigating the academic and social benefits of extended new student orientations for first-year students
(Journal of College Orientation and Transition, 2013-06-03) Soria, Krista; Lingren Clark, Beth; Coffin Koch, Laura
In this study, researchers examined the benefits of college students’ participation in an extended new student orientation at a large, public research university. Framed within social identity theory, this study extends a hypothesis that extended new student orientations promote the institutional social identity of first-year students and facilitate their sense of belonging through supportive community development; consequently, the findings suggested that first-year students who participated in an extended new student orientation had a greater sense of belonging, higher academic performance (as measured through students’ fall and spring cumulative grade point averages), and higher retention to their second year. Recommendations for new student orientation practitioners, directors, and administrators are discussed.
Immigrant college students' academic obstacles
(The Learning Assistance Review, 2013-06-03) Soria, Krista; Stebleton, Michael
Immigrant college student populations continue to grow on college campuses across the nation; yet, little is known about the experiences of immigrant students. This paper examines differences in perceived academic obstacles between immigrant students and non-immigrant students at six large, public research universities (n = 56,000). The researchers found that immigrant students reported greater obstacles to their academic success, including weak math and English skills, inadequate study skills, poor study behaviors, poor study environments, and poor mental health. Using the framework of academic self-efficacy, the researchers offer guidelines to higher education practitioners, including faculty, advisors, learning assistance center staff, and other student affairs professionals, to decrease the effects of academic obstacles on immigrant students and enhance their academic self-efficacy.
Integrating strengths-based education into a first-year experience curriculum
(Journal of College & Character, 2013-06-03) Stebleton, Michael; Soria, Krista; Albecker, Anthony
This article describes an initiative that integrated a strengths-base curriculum into a first-year experience program at the University of Minnesota-Twin Cities. Using a positive psychology framework, students completed the StrengthsQuest and participated in activities designed to help them learn and apply their signature talent themes. A pre- and post-survey were included to assess measures related to students’ self-awareness. The results suggest that a curriculum based on strengths positively impacts students’ awareness of their strengths, a factor that, in turn, has positive implications for students’ major/career choices and future decision-making. Strategies for practice and guidelines for future research are highlighted.
Breaking down barriers: Academic obstacles of first-generation students at research universities
(The Learning Assistance Review, 2013-06-03) Stebleton, Michael; Soria, Krista
The purpose of this study was to examine the perceived academic obstacles of first-generation students in comparison to non-first-generation students. Using the Student Experience in the Research University (SERU) completed by approximately 58,000 students from six research universities, the researchers used nonparametric bootstrapping to analyze differences between first-generation and non-first-generation students’ obstacles to academic success. The results suggest that first-generation students more frequently encounter obstacles that compromise their academic success as compared to non-first-generation students, such as job responsibilities, family responsibilities, perceived weak English and math skills, inadequate study skills, and feelings of depression. Implications for learning assistance professionals are outlined.
The high impact of education abroad: College students' engagement in international experiences and the development of intercultural competencies
(Frontiers: The Interdisciplinary Journal of Study Abroad, 2013-06-03) Stebleton, Michael; Soria, Krista; Cherney, Blythe
This multi-institutional study attempts to discover whether different international activities in which students participate yield different outcomes for the development of students’ global and intercultural competencies. The five international travel and study abroad measures analyzed include students’ participation in a university study abroad program; study abroad program affiliated with another college or university; travel abroad for cross-cultural experiences or informal education; travel abroad for a service learning, volunteer, or work experience; and travel abroad for recreation. The research question that guides this inquiry is as follows: controlling for other factors, is participation in these five types of international travel activities associated with different outcomes in students’ development of global and intercultural competencies?
Student-faculty and peer interactions among immigrant college students in the United States
(Multicultural Learning and Teaching, 2013-06-03) Stebleton, Michael; Soria, Krista; Aleixo, Marina; Huesman, Ronald Jr.
This study examined student-faculty interactions and peer interactions among immigrant college students attending 4-year research universities in the United States. Using the Student Experience in the Research University (SERU) survey completed by 58,000 undergraduate students from six large, public research universities, the researchers used analysis of variance and multiple linear regression analyses to explore differences between immigrant populations. The results suggest that there are significant differences between immigrant and non-immigrant college students with regard to their sense of belonging, faculty interactions, and peer interactions. There are also differences within immigrant waves and generational status. Implications and recommendations for educators in multicultural learning and teaching contexts are outlined.
Reaching out, connecting within: Community service participation and sense of belonging among college students
(Higher Education in Review, 2003-06-03) Soria, Krista; Troisi, Jordan; Stebleton, Michael
This study examined the relationship between students’ participation in community service and their sense of belonging on campus. Furthermore, the study explored whether the ways in which students become involved in community service yield different associations with their sense of belonging. Using the Student Experience in the Research University survey administered to students at 12 large, public research universities in 2010, it was discovered that general participation in service and becoming involved in service through student organizations, fraternities or sororities, and university departments are positively associated with students’ sense of belonging; finding service opportunities on one’s own is negatively associated with sense of belonging.
Library Use and Undergraduate Student Outcomes: New Evidence for Students’ Retention and Academic Success
(2013-01-24) Soria, Krista; Fransen, Jan; Nackerud, Shane
Academic libraries, like other university departments, are being asked to demonstrate their value to the institution. This study discusses the impact library usage has on the retention and academic success of first-time, first year undergraduate students at a large, public research university. Usage statistics were gathered at the University of Minnesota during the Fall 2011 semester for thirteen library access points. Analysis of the data suggests first-time, first-year undergraduate students who use the library have a higher GPA for their first semester and higher retention from fall to spring than non-library users.
Analyzing Demographics: Assessing Library Use Across the Institution
(2013-01-24) Nackerud, Shane; Fransen, Jan; Peterson, Kate; Mastel, Kristen
In Fall 2011, staff at the University of Minnesota Libraries-Twin Cities undertook a project to measure how often, and in what ways, students used the Libraries' services. Partnering with the University's Office of Institutional Research, the team investigated ways to match library service usage to individual accounts while retaining patron privacy to determine who was – and was not – using the library. With complete data sets, the group was able to determine overall usage rates for undergraduate and graduate students and compare how students in different colleges used library services. This article discusses data gathering techniques, analysis, and initial findings.