Pub Date : 2023-09-20DOI: 10.1177/15210251231201341
Shengli Dong, James Harding, Alyssa Pokorny, Lauren Sakowitz, Laventrice S. Ridgeway
This study examined outcomes of a transition intervention program (i.e., Engage 100 course) for college students with disabilities during their first-semester transition to postsecondary education through a longitudinal experimental research design. Fifty students, 14 in an experimental group and 36 in a control group, were recruited from a public university in the southeastern part of the United States. The findings revealed promising results in fostering social and academic integration, perceived support from friends and significant others, and mindfulness for participants in the experimental group. However, participants in the experimental group demonstrated lower scores in perceived support from family and self-esteem. Practical and research implications were discussed.
{"title":"An Intervention Program on Assisting Retention and Transition for the First-Year College Students With Disabilities","authors":"Shengli Dong, James Harding, Alyssa Pokorny, Lauren Sakowitz, Laventrice S. Ridgeway","doi":"10.1177/15210251231201341","DOIUrl":"https://doi.org/10.1177/15210251231201341","url":null,"abstract":"This study examined outcomes of a transition intervention program (i.e., Engage 100 course) for college students with disabilities during their first-semester transition to postsecondary education through a longitudinal experimental research design. Fifty students, 14 in an experimental group and 36 in a control group, were recruited from a public university in the southeastern part of the United States. The findings revealed promising results in fostering social and academic integration, perceived support from friends and significant others, and mindfulness for participants in the experimental group. However, participants in the experimental group demonstrated lower scores in perceived support from family and self-esteem. Practical and research implications were discussed.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136314278","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 : 2023-09-16DOI: 10.1177/15210251231201578
Marla Delgado-Guerrero, Alberta M. Gloria
Exploring the mentoring relationship of 19 Latinx undergraduates, this qualitative study highlighted the importance of mentoring and its influence on belonging, persistence, and retention. Findings confirmed the psychosociocultural framework as integrated through the Undergraduate Mentoring Model. Building on the tenet that “mentoring matters,” the current study was among the first to assess mentoring by mentor type (i.e., peer, staff, and faculty). Using a multistep content analysis, five metathemes emerged: 1) I have a someone who gets it … gets me, 2) imagining possibilities, 3) this is how you work the system, 4) I have someone I can relate with and look up to, and 5) I have someone who believes in me, encourages me, and motivates me to not give up. The findings underscored the importance of multiple mentors throughout Latinx students’ educational journeys and revealed that effective mentoring was developmental, relationally-based, culturally-centered, and interpersonally--specific.
{"title":"Cultivating Latinx Undergraduates' Belonging and Persistence Through Relationally-Based, Culturally-Centered, and Interpersonally-Specific Mentorship","authors":"Marla Delgado-Guerrero, Alberta M. Gloria","doi":"10.1177/15210251231201578","DOIUrl":"https://doi.org/10.1177/15210251231201578","url":null,"abstract":"Exploring the mentoring relationship of 19 Latinx undergraduates, this qualitative study highlighted the importance of mentoring and its influence on belonging, persistence, and retention. Findings confirmed the psychosociocultural framework as integrated through the Undergraduate Mentoring Model. Building on the tenet that “mentoring matters,” the current study was among the first to assess mentoring by mentor type (i.e., peer, staff, and faculty). Using a multistep content analysis, five metathemes emerged: 1) I have a someone who gets it … gets me, 2) imagining possibilities, 3) this is how you work the system, 4) I have someone I can relate with and look up to, and 5) I have someone who believes in me, encourages me, and motivates me to not give up. The findings underscored the importance of multiple mentors throughout Latinx students’ educational journeys and revealed that effective mentoring was developmental, relationally-based, culturally-centered, and interpersonally--specific.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"233 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135307294","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 : 2023-09-14DOI: 10.1177/15210251231201394
Alexander Karl Ferdinand Loder
Dropout prediction is an important strategic instrument for universities. The Austrian academic system relies on “student activity” for university funding, defined as accumulating 16+ ECTS credits per study year. This study proposes a combined method of machine learning and ARIMA models, predicting the number of studies eligible for funding in the next study year. Data from the University of Graz between 2013/14 and 2020/21 was used for machine learning, and data from 2011/12 to 2020/21 was used as a base for the ARIMA models. Repeated predictions for the outcome years 2018/19 to 2021/22 yielded values of accuracy at .82, precision at .76, and recall at .73. The results showed deviations between <1% and 7% from the official values. Differences may be explained by the influence of the COVID-19 pandemic. This study offers a new approach to gaining information about future successful students, which is valuable for the implementation of preventive support structures.
{"title":"Predicting the Number of “Active” Students: A Method for Preventive University Management","authors":"Alexander Karl Ferdinand Loder","doi":"10.1177/15210251231201394","DOIUrl":"https://doi.org/10.1177/15210251231201394","url":null,"abstract":"Dropout prediction is an important strategic instrument for universities. The Austrian academic system relies on “student activity” for university funding, defined as accumulating 16+ ECTS credits per study year. This study proposes a combined method of machine learning and ARIMA models, predicting the number of studies eligible for funding in the next study year. Data from the University of Graz between 2013/14 and 2020/21 was used for machine learning, and data from 2011/12 to 2020/21 was used as a base for the ARIMA models. Repeated predictions for the outcome years 2018/19 to 2021/22 yielded values of accuracy at .82, precision at .76, and recall at .73. The results showed deviations between <1% and 7% from the official values. Differences may be explained by the influence of the COVID-19 pandemic. This study offers a new approach to gaining information about future successful students, which is valuable for the implementation of preventive support structures.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134970230","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 : 2023-09-05DOI: 10.1177/15210251231198006
Matthew A. Hagler, Renesha Johnson, Johnathan Boags, Leah Snipe
First-generation college students (FGCS) are significantly less likely to complete degrees compared to continuing-generation students. Among the multifaceted causes for this disparity, many FGCS possess limited social and cultural capital in academia, resulting in lower rates of help-seeking and resource utilization. In this study, we conducted an in-depth qualitative investigation to better understand FGCS's help-seeking attitudes, decisions, and behaviors. Twenty-five first-year FGCS at a 4-year, regional, public university participated in individual interviews. A faculty–student team analyzed interview data using reflective thematic analysis. Our findings demonstrate that FGCS were highly strategic about help-seeking, weighing potential costs and benefits. Though they valued self-sufficiency, FGCS sought support when they identified tangible problems and solutions, when potential providers were accessible and had clearly designated roles, and when helpers conveyed personal interest, empathy, and nonjudgment. These results support several recommendations for policy and practice, including critical consciousness, peer mentoring, and difference-education interventions.
{"title":"A Qualitative Thematic Analysis of First-Generation College Students’ Help-Seeking Attitudes, Decisions, and Behaviors","authors":"Matthew A. Hagler, Renesha Johnson, Johnathan Boags, Leah Snipe","doi":"10.1177/15210251231198006","DOIUrl":"https://doi.org/10.1177/15210251231198006","url":null,"abstract":"First-generation college students (FGCS) are significantly less likely to complete degrees compared to continuing-generation students. Among the multifaceted causes for this disparity, many FGCS possess limited social and cultural capital in academia, resulting in lower rates of help-seeking and resource utilization. In this study, we conducted an in-depth qualitative investigation to better understand FGCS's help-seeking attitudes, decisions, and behaviors. Twenty-five first-year FGCS at a 4-year, regional, public university participated in individual interviews. A faculty–student team analyzed interview data using reflective thematic analysis. Our findings demonstrate that FGCS were highly strategic about help-seeking, weighing potential costs and benefits. Though they valued self-sufficiency, FGCS sought support when they identified tangible problems and solutions, when potential providers were accessible and had clearly designated roles, and when helpers conveyed personal interest, empathy, and nonjudgment. These results support several recommendations for policy and practice, including critical consciousness, peer mentoring, and difference-education interventions.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"63 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85277646","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 : 2023-09-03DOI: 10.1177/15210251231196523
Kate Graham, George Stuart, Tina McAdie
Student attrition is now a global problem in Higher Education with most institutions experiencing high volumes of early exiting students. However, student resilience has yet to be adequately explored, particularly among the increasing online student population, as a possible mechanism to reduce attrition rates. In the present study, online, undergraduate students were asked two qualitative, open-ended questions to elicit their subjective understanding of resilience in the context of their university study. Thematic analysis identified that health-, work-, and relationship-related experiences were the top-three stressful experiences described by students. Academic management, self-care, and positive psychology techniques were the most common student coping strategies. The findings suggest a highly individualized conceptualization of what might predict retention or attrition. Findings are discussed in the context of assisting online, undergraduate students to utilize their resilience to persist in university.
{"title":"New Resilience for the New Normal: Online Students’ Early Strategies for Course Persistence at the Beginning of the COVID-19 Pandemic","authors":"Kate Graham, George Stuart, Tina McAdie","doi":"10.1177/15210251231196523","DOIUrl":"https://doi.org/10.1177/15210251231196523","url":null,"abstract":"Student attrition is now a global problem in Higher Education with most institutions experiencing high volumes of early exiting students. However, student resilience has yet to be adequately explored, particularly among the increasing online student population, as a possible mechanism to reduce attrition rates. In the present study, online, undergraduate students were asked two qualitative, open-ended questions to elicit their subjective understanding of resilience in the context of their university study. Thematic analysis identified that health-, work-, and relationship-related experiences were the top-three stressful experiences described by students. Academic management, self-care, and positive psychology techniques were the most common student coping strategies. The findings suggest a highly individualized conceptualization of what might predict retention or attrition. Findings are discussed in the context of assisting online, undergraduate students to utilize their resilience to persist in university.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"10 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82123426","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 : 2023-08-13DOI: 10.1177/15210251231192884
Dustin K. Grabsch, Lori L. Moore, Meredith Levesque, Taelor Robinson
In this qualitative study, we took a novel approach of adopting an asset-oriented mindset based on Yosso's community cultural wealth framework. We conducted individual interviews at a large land-grant institution to understand the experiences of Black- and Latinx-identified on-campus collegians. Our goal was to explore the types of resistant capital employed by collegians of color to address both experienced and anticipated opposition. Resistant capital refers to the skills and strengths individuals use to overcome challenges. In this study, we presented our findings on the challenges and strategies utilized by the participants. By delving deeper into these experiences, we hope to contribute to a more comprehensive understanding of the experiences of underrepresented collegians.
{"title":"Using Community Cultural Wealth: An Asset-Based Approach to Persistence of On-Campus Black and Latinx Collegians","authors":"Dustin K. Grabsch, Lori L. Moore, Meredith Levesque, Taelor Robinson","doi":"10.1177/15210251231192884","DOIUrl":"https://doi.org/10.1177/15210251231192884","url":null,"abstract":"In this qualitative study, we took a novel approach of adopting an asset-oriented mindset based on Yosso's community cultural wealth framework. We conducted individual interviews at a large land-grant institution to understand the experiences of Black- and Latinx-identified on-campus collegians. Our goal was to explore the types of resistant capital employed by collegians of color to address both experienced and anticipated opposition. Resistant capital refers to the skills and strengths individuals use to overcome challenges. In this study, we presented our findings on the challenges and strategies utilized by the participants. By delving deeper into these experiences, we hope to contribute to a more comprehensive understanding of the experiences of underrepresented collegians.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"44 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74098451","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 : 2023-08-07DOI: 10.1177/15210251231192865
Bhavana Kotla, L. Bosman, Kelli Chelberg, Alejandra J. Magana, S. S. Guzey
Understanding what motivates students to enroll, persist, and complete an undergraduate research experience is crucial in developing strategies for creating well-rounded and inclusive research programs. This paper showcases an approach for a virtual undergraduate research onboarding program to orient engineering students to the National Science Foundation (NSF) Research Experience for Undergraduates (REU). A participatory action research strategy, photovoice, was used to identify factors influencing student motivation, satisfaction, and success for a virtual research onboarding program. Although photovoice has been used as an assessment tool in various educational settings, to our knowledge, it has not been used to evaluate virtual undergraduate research onboarding programs to promote retention of historically underrepresented students in science, technology, engineering, and mathematics (STEM). The exploratory findings of this study reinforce best practices for formal face-to-face onboarding programs, offer new insights for informal virtual programs, and provide an approach to program assessment with recommendations for developing impactful onboarding experiences for student enrollment, persistence, and completion.
{"title":"Lessons Learned From Remotely Onboarding Undergraduates Into Applied Energy and Entrepreneurship Research","authors":"Bhavana Kotla, L. Bosman, Kelli Chelberg, Alejandra J. Magana, S. S. Guzey","doi":"10.1177/15210251231192865","DOIUrl":"https://doi.org/10.1177/15210251231192865","url":null,"abstract":"Understanding what motivates students to enroll, persist, and complete an undergraduate research experience is crucial in developing strategies for creating well-rounded and inclusive research programs. This paper showcases an approach for a virtual undergraduate research onboarding program to orient engineering students to the National Science Foundation (NSF) Research Experience for Undergraduates (REU). A participatory action research strategy, photovoice, was used to identify factors influencing student motivation, satisfaction, and success for a virtual research onboarding program. Although photovoice has been used as an assessment tool in various educational settings, to our knowledge, it has not been used to evaluate virtual undergraduate research onboarding programs to promote retention of historically underrepresented students in science, technology, engineering, and mathematics (STEM). The exploratory findings of this study reinforce best practices for formal face-to-face onboarding programs, offer new insights for informal virtual programs, and provide an approach to program assessment with recommendations for developing impactful onboarding experiences for student enrollment, persistence, and completion.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"11 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74532429","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 : 2023-08-01DOI: 10.1177/15210251221118314
Juana Hollingsworth
{"title":"Book Review: Tichavakunda, A.A., Black campus life: The worlds Black students make at a historically white institution","authors":"Juana Hollingsworth","doi":"10.1177/15210251221118314","DOIUrl":"https://doi.org/10.1177/15210251221118314","url":null,"abstract":"","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"1 1","pages":"420 - 424"},"PeriodicalIF":1.5,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86674409","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 : 2023-07-19DOI: 10.1177/15210251231188426
Tara D. Hudson, Beth E. W. Nahlik, Lindsay F Nelson
Many students who aspire to attain a bachelor's degree begin their journeys at a community college with the goal of transferring to a 4-year institution, yet only 24% of community college students ultimately transfer and just 17% attain a bachelor's degree within 6 years. To provide new insight into this problem, we drew upon Wang’s concepts of agentic momentum and agency by default to understand how pre- and post-transfer students exhibit agency along their vertical transfer journeys as well as how their experiences within the sending and receiving institutional environments may shape how they exhibit agency. Using focus group and interview data, we identified four forms of agency exhibited as well as patterns in how availability and utility of institutional agents and resources shaped their agency. Our findings highlight how institutions can amplify students’ agentic momentum so they don’t have to pursue their transfer journeys on their own.
{"title":"How Institutional Agents and Resources Shape Vertical Transfer Students’ Agency","authors":"Tara D. Hudson, Beth E. W. Nahlik, Lindsay F Nelson","doi":"10.1177/15210251231188426","DOIUrl":"https://doi.org/10.1177/15210251231188426","url":null,"abstract":"Many students who aspire to attain a bachelor's degree begin their journeys at a community college with the goal of transferring to a 4-year institution, yet only 24% of community college students ultimately transfer and just 17% attain a bachelor's degree within 6 years. To provide new insight into this problem, we drew upon Wang’s concepts of agentic momentum and agency by default to understand how pre- and post-transfer students exhibit agency along their vertical transfer journeys as well as how their experiences within the sending and receiving institutional environments may shape how they exhibit agency. Using focus group and interview data, we identified four forms of agency exhibited as well as patterns in how availability and utility of institutional agents and resources shaped their agency. Our findings highlight how institutions can amplify students’ agentic momentum so they don’t have to pursue their transfer journeys on their own.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"35 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72541703","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 : 2023-07-18DOI: 10.1177/15210251231188508
Kwangman Ko, Karin Bartoszuk, Steven Austin Peek, M. Hurley
First-generation college students (FGCSs) are known to experience more difficulty in the college education environment compared to continuing-generation college students. The current study used a person-centered approach to investigate subgroups of FGCSs that have had similar experiences of social, financial, academic, and cultural barriers in their college lives. A total of 382 undergraduate students in the U.S. participated in the study. A latent profile analysis revealed there may be two particular profiles for FGCSs including these four barriers. FGCSs in Profile 2 reported more social, financial, academic, and cultural barriers. In addition, these students also reported lower levels of self-esteem and higher levels of stress, anxiety, depression, and drop-out intention than those in Profile 1. Students’ gender, their parent's marital status, and the estimated debt after graduation significantly predicted profile membership. Interventions to support FGCSs will also be discussed.
{"title":"Profiles of First-Generation College Students: Social, Financial, Academic, and Cultural Barriers to College Lives","authors":"Kwangman Ko, Karin Bartoszuk, Steven Austin Peek, M. Hurley","doi":"10.1177/15210251231188508","DOIUrl":"https://doi.org/10.1177/15210251231188508","url":null,"abstract":"First-generation college students (FGCSs) are known to experience more difficulty in the college education environment compared to continuing-generation college students. The current study used a person-centered approach to investigate subgroups of FGCSs that have had similar experiences of social, financial, academic, and cultural barriers in their college lives. A total of 382 undergraduate students in the U.S. participated in the study. A latent profile analysis revealed there may be two particular profiles for FGCSs including these four barriers. FGCSs in Profile 2 reported more social, financial, academic, and cultural barriers. In addition, these students also reported lower levels of self-esteem and higher levels of stress, anxiety, depression, and drop-out intention than those in Profile 1. Students’ gender, their parent's marital status, and the estimated debt after graduation significantly predicted profile membership. Interventions to support FGCSs will also be discussed.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"10 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73006703","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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