Pub Date : 2022-03-31DOI: 10.1177/15210251221086928
R. Mickelson, I. Mikkelsen, Mohsen Dorodchi, Bojan Cukic, Tytianna Horn
Female, Black, Latinx, Native American, low-income, and rural students remain underrepresented among computer science undergraduate degree recipients. Along with student, family, and secondary school characteristics, college organizational climate, curricula, and instructional practices shape undergraduates’ experiences that foster persistence until graduation. Our quasi-experimental project, Improving the Persistence and Success of Students from Underrepresented Populations in Computer Science (I-PASS), is designed to augment students’ persistence until they earn their computer science degree. Drawing on prior research, including Tinto's model of effective institutional actions for retention, I-PASS Scholars—all low-income, female and/or members of underserved demographics groups— receive a four-year scholarship; mentoring, tutoring, advising; and opportunities to integrate into the academic and social life of the campus. Students’ written reflections and attitude surveys suggest I-PASS's components foster their retention by, among other mechanisms, enhancing their computer science identity development and sense of belonging in the major.
{"title":"Fostering Greater Persistence Among Underserved Computer Science Undergraduates: A Descriptive Study of the I-PASS Project","authors":"R. Mickelson, I. Mikkelsen, Mohsen Dorodchi, Bojan Cukic, Tytianna Horn","doi":"10.1177/15210251221086928","DOIUrl":"https://doi.org/10.1177/15210251221086928","url":null,"abstract":"Female, Black, Latinx, Native American, low-income, and rural students remain underrepresented among computer science undergraduate degree recipients. Along with student, family, and secondary school characteristics, college organizational climate, curricula, and instructional practices shape undergraduates’ experiences that foster persistence until graduation. Our quasi-experimental project, Improving the Persistence and Success of Students from Underrepresented Populations in Computer Science (I-PASS), is designed to augment students’ persistence until they earn their computer science degree. Drawing on prior research, including Tinto's model of effective institutional actions for retention, I-PASS Scholars—all low-income, female and/or members of underserved demographics groups— receive a four-year scholarship; mentoring, tutoring, advising; and opportunities to integrate into the academic and social life of the campus. Students’ written reflections and attitude surveys suggest I-PASS's components foster their retention by, among other mechanisms, enhancing their computer science identity development and sense of belonging in the major.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"19 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85095661","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-11DOI: 10.1177/15210251221084122
V. Rozhenkova, Brian K. Sato, N. Buswell
Student attrition from STEM disciplines is one of the most pressing issues in higher education. To better understand the causes of this attrition, this study examines STEM students’ college experiences and uncovers their perspectives on the existing support systems with a specific focus on the role of academic advising. Our research reveals that students from a particular STEM major identified academic advising as problematic, serving as one of the main factors pushing them out of the major, while the STEM major they transferred to did not have this issue. We examined whether this difference was also evident in the perspectives of the student affairs offices by interviewing academic counselors. This research emphasizes the responsibility of academic counselors in students’ decisions to leave STEM majors and the importance of care in their work. The findings suggest a need for STEM departments to re-assess academic advising philosophies and practices while creating more supportive learning environments.
{"title":"“My Blood Is Boiling When I Think About Advising”: The Role of Academic Advising in STEM Student Retention","authors":"V. Rozhenkova, Brian K. Sato, N. Buswell","doi":"10.1177/15210251221084122","DOIUrl":"https://doi.org/10.1177/15210251221084122","url":null,"abstract":"Student attrition from STEM disciplines is one of the most pressing issues in higher education. To better understand the causes of this attrition, this study examines STEM students’ college experiences and uncovers their perspectives on the existing support systems with a specific focus on the role of academic advising. Our research reveals that students from a particular STEM major identified academic advising as problematic, serving as one of the main factors pushing them out of the major, while the STEM major they transferred to did not have this issue. We examined whether this difference was also evident in the perspectives of the student affairs offices by interviewing academic counselors. This research emphasizes the responsibility of academic counselors in students’ decisions to leave STEM majors and the importance of care in their work. The findings suggest a need for STEM departments to re-assess academic advising philosophies and practices while creating more supportive learning environments.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"134 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77895940","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-10DOI: 10.1177/15210251221086851
Thomas J. Hodges, Kimberly D. Gomes, Geno C. Foral, T. Collette, Brian A. Moore
Helping student service members and veterans (SSM/Vs) earn a college degree is central to supporting them post-service. Yet, this generation of SSM/Vs faces challenges in higher education, including problems adapting, poor health, and administrative constraints, contributing to worsened academic outcomes and a sense of isolation on campus. This monograph synthesizes research on the challenges facing SSM/Vs. It also frames common aspects of successful programs aiding SSM/Vs as three areas for intervention: how administrators and faculty can create a welcoming campus for SSM/Vs; ways universities can create support systems for SSM/V social, health, and academic success; and engaging community partnerships to enable these efforts. Whether SSM/Vs overcome their challenges and unlock their strengths is contingent on opportunities provided within the school itself, and by its faculty, administrators, students, and community. Central to these efforts should be the goal of inclusivity enhancement, community building, and reduction of health-related dysfunction among SSM/Vs.
{"title":"Unlocking SSM/V Success: Welcoming Student Service Members and Veterans and Supporting SSM/V Experiences","authors":"Thomas J. Hodges, Kimberly D. Gomes, Geno C. Foral, T. Collette, Brian A. Moore","doi":"10.1177/15210251221086851","DOIUrl":"https://doi.org/10.1177/15210251221086851","url":null,"abstract":"Helping student service members and veterans (SSM/Vs) earn a college degree is central to supporting them post-service. Yet, this generation of SSM/Vs faces challenges in higher education, including problems adapting, poor health, and administrative constraints, contributing to worsened academic outcomes and a sense of isolation on campus. This monograph synthesizes research on the challenges facing SSM/Vs. It also frames common aspects of successful programs aiding SSM/Vs as three areas for intervention: how administrators and faculty can create a welcoming campus for SSM/Vs; ways universities can create support systems for SSM/V social, health, and academic success; and engaging community partnerships to enable these efforts. Whether SSM/Vs overcome their challenges and unlock their strengths is contingent on opportunities provided within the school itself, and by its faculty, administrators, students, and community. Central to these efforts should be the goal of inclusivity enhancement, community building, and reduction of health-related dysfunction among SSM/Vs.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"79 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83907650","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-07DOI: 10.1177/15210251221086207
Rachel H. Bay
{"title":"Book Review: First-Generation Women College Students Starving to Matter: Revealing the Lived Experiences of a Student Population in Crisis by Armstrong, A. A.","authors":"Rachel H. Bay","doi":"10.1177/15210251221086207","DOIUrl":"https://doi.org/10.1177/15210251221086207","url":null,"abstract":"","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"34 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77632040","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-07DOI: 10.1177/15210251221083314
Thomas Mgonja, Francisco Robles
Completion of remedial mathematics has been identified as one of the keys to college success. However, completion rates in remedial mathematics have been low and are of much debate across America. This study leverages machine learning techniques in trying to predict and understand completion rates in remedial mathematics. The purpose of this study is to build machine learning models that can predict students that are least likely to complete remedial mathematics and identify which factors are most influential when computing those predictions. The study discovers random forest as the highest performing model. Furthermore, the study reveals that the remedial course a student begins with, credit completion rate, math placement score, and high school G.P.A as the most influential predictors of completion rates. The study also offers future research directions, especially in how to improve the performance of the machine learning models.
{"title":"Identifying Critical Factors When Predicting Remedial Mathematics Completion Rates","authors":"Thomas Mgonja, Francisco Robles","doi":"10.1177/15210251221083314","DOIUrl":"https://doi.org/10.1177/15210251221083314","url":null,"abstract":"Completion of remedial mathematics has been identified as one of the keys to college success. However, completion rates in remedial mathematics have been low and are of much debate across America. This study leverages machine learning techniques in trying to predict and understand completion rates in remedial mathematics. The purpose of this study is to build machine learning models that can predict students that are least likely to complete remedial mathematics and identify which factors are most influential when computing those predictions. The study discovers random forest as the highest performing model. Furthermore, the study reveals that the remedial course a student begins with, credit completion rate, math placement score, and high school G.P.A as the most influential predictors of completion rates. The study also offers future research directions, especially in how to improve the performance of the machine learning models.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"22 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81050838","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-04DOI: 10.1177/15210251221084622
A. McDaniel, Leah R. Halper, Matthew Van Jura, Beth Fines, M. Whittington
The second year of college is a time when students remain at increased risk of departure. Compared to widely available first-year resources, institutional support for second-year students is more limited. The purpose of this study was to compare second-to-third year retention between students who participated in a comprehensive second-year experience program (SEP; n = 2,622) with students who did not participate ( n = 4,823). Because students’ participation in SEP was optional, we used propensity score matching to account for potential selection bias. Students who participated in SEP were retained at higher rates than students who did not participate, even when accounting for potential selection bias. Retention differences were especially notable among participants and nonparticipants from systemically minoritized backgrounds. These findings extend prior research that meaningful involvement in high-impact practices supports second-year students’ retention. We conclude with implications for leaders responsible for second-year programing on their campus.
{"title":"Increasing Student Retention Rates Through Engagement in a Comprehensive Second-Year Program","authors":"A. McDaniel, Leah R. Halper, Matthew Van Jura, Beth Fines, M. Whittington","doi":"10.1177/15210251221084622","DOIUrl":"https://doi.org/10.1177/15210251221084622","url":null,"abstract":"The second year of college is a time when students remain at increased risk of departure. Compared to widely available first-year resources, institutional support for second-year students is more limited. The purpose of this study was to compare second-to-third year retention between students who participated in a comprehensive second-year experience program (SEP; n = 2,622) with students who did not participate ( n = 4,823). Because students’ participation in SEP was optional, we used propensity score matching to account for potential selection bias. Students who participated in SEP were retained at higher rates than students who did not participate, even when accounting for potential selection bias. Retention differences were especially notable among participants and nonparticipants from systemically minoritized backgrounds. These findings extend prior research that meaningful involvement in high-impact practices supports second-year students’ retention. We conclude with implications for leaders responsible for second-year programing on their campus.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"47 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76859397","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-25DOI: 10.1177/15210251221076828
Gitima Sharma, Mariya A. Yukhymenko-Lescroart
The aim of this study was to investigate the extent to which life purpose explained the variance in college students’ levels of resilience and persistence amidst COVID-19 pandemic. This study utilized a cross-sectional design and focused upon the three dimensions of life purpose: awareness of purpose, awakening to purpose, altruistic purpose. Structural equation modeling showed that both resilience and persistence were predicted positively by awakening to purpose when a traditional three-correlated factors model was used to specify the measure of life purpose. When a bifactor model was used, the general factor of purpose emerged as a positive predictor of both resilience and persistence. Additionally, awakening to purpose emerged as a positive predictor of resilience above and beyond the general factor of purpose. Practical implications of this study lie in supporting students to actively explore and fulfill their life’s purpose since doing so might strengthen their resilience and intent to persevere.
{"title":"Life Purpose as a Predictor of Resilience and Persistence in College Students During the COVID-19 Pandemic","authors":"Gitima Sharma, Mariya A. Yukhymenko-Lescroart","doi":"10.1177/15210251221076828","DOIUrl":"https://doi.org/10.1177/15210251221076828","url":null,"abstract":"The aim of this study was to investigate the extent to which life purpose explained the variance in college students’ levels of resilience and persistence amidst COVID-19 pandemic. This study utilized a cross-sectional design and focused upon the three dimensions of life purpose: awareness of purpose, awakening to purpose, altruistic purpose. Structural equation modeling showed that both resilience and persistence were predicted positively by awakening to purpose when a traditional three-correlated factors model was used to specify the measure of life purpose. When a bifactor model was used, the general factor of purpose emerged as a positive predictor of both resilience and persistence. Additionally, awakening to purpose emerged as a positive predictor of resilience above and beyond the general factor of purpose. Practical implications of this study lie in supporting students to actively explore and fulfill their life’s purpose since doing so might strengthen their resilience and intent to persevere.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42166312","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-01DOI: 10.1177/15210251221074379
Chen Zong, Alan Davis
This study aimed to replicate, revise, and validate the model of Institutional Performance in Graduation Rate developed by Fung based on Tinto and Astin theories. The sample included 706 public, 4-year, Title IV postsecondary institutions in the United States. Two CFA-SEM models were conducted with the IPEDS 2011–2017 data. The relationships among student background, finance, academic and social environment, retention rate, and graduation rate were reevaluated and remodeled. The final best fitting model reflects possible changes in the factors of student finance and academic environment in higher education since 2010. The practical application of the best fitting model was discussed, including the evaluation of an institution's graduation rate performance based on four latent factors.
{"title":"Modeling University Retention and Graduation Rates Using IPEDS","authors":"Chen Zong, Alan Davis","doi":"10.1177/15210251221074379","DOIUrl":"https://doi.org/10.1177/15210251221074379","url":null,"abstract":"This study aimed to replicate, revise, and validate the model of Institutional Performance in Graduation Rate developed by Fung based on Tinto and Astin theories. The sample included 706 public, 4-year, Title IV postsecondary institutions in the United States. Two CFA-SEM models were conducted with the IPEDS 2011–2017 data. The relationships among student background, finance, academic and social environment, retention rate, and graduation rate were reevaluated and remodeled. The final best fitting model reflects possible changes in the factors of student finance and academic environment in higher education since 2010. The practical application of the best fitting model was discussed, including the evaluation of an institution's graduation rate performance based on four latent factors.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"59 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80522581","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-18DOI: 10.1177/15210251221074005
Amy Azul
{"title":"Book Review: Relationship-rich education: How human connections drive success in college by P. Felton & L. M. Lambert","authors":"Amy Azul","doi":"10.1177/15210251221074005","DOIUrl":"https://doi.org/10.1177/15210251221074005","url":null,"abstract":"","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"68 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83669689","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-13DOI: 10.1177/15210251211073574
Jennifer Louten
Student retention is a critical issue for universities, and nearly half of the students who start degree programs in science, technology, engineering, and mathematics (STEM) do not complete them. The current study tracks the progress of STEM students taking part in an entry-to-graduation program designed to build community, provide academic and social support, and promote engagement in academically purposeful activities. Although it had no effect on the number of students who changed their major, the program more than doubled the number of students who graduated in their original major. Black or Hispanic students taking part in the program also graduated at twice the rate of comparator students, largely attributable to the success of women in these groups. The results provide needed real-world insights into how to create an equitable environment that promotes the persistence and graduation of students, including those from groups historically underrepresented in STEM.
{"title":"Fostering Persistence in Science, Technology, Engineering, and Mathematics (STEM): Creating an Equitable Environment That Addresses the Needs of Undergraduate Students","authors":"Jennifer Louten","doi":"10.1177/15210251211073574","DOIUrl":"https://doi.org/10.1177/15210251211073574","url":null,"abstract":"Student retention is a critical issue for universities, and nearly half of the students who start degree programs in science, technology, engineering, and mathematics (STEM) do not complete them. The current study tracks the progress of STEM students taking part in an entry-to-graduation program designed to build community, provide academic and social support, and promote engagement in academically purposeful activities. Although it had no effect on the number of students who changed their major, the program more than doubled the number of students who graduated in their original major. Black or Hispanic students taking part in the program also graduated at twice the rate of comparator students, largely attributable to the success of women in these groups. The results provide needed real-world insights into how to create an equitable environment that promotes the persistence and graduation of students, including those from groups historically underrepresented in STEM.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"99 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79297725","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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