Pub Date : 2023-07-02DOI: 10.1177/15210251231184364
R. Kang, Hasitha Mahabaduge, Peter Rosado Flores
Difficulty in retaining college students in STEM majors is one of the key contributors to the scarcity of STEM graduates and a short supply of STEM workers in the United States. Two factors that are closely related to retention and achievement are transition to college and sense of belonging and involvement. We conducted a case study to explore the transitional experiences and sense of belonging of five low-income, academically talented college freshmen and sophomores in chemistry and physics. Although participants reported a high sense of belonging, this alone did not necessarily lead to retention. Involvement in academic organizations and activities such as clubs and research groups played a more important role in the scholars’ decisions to remain in their degree programs. The findings of our research also suggest that faculty in STEM areas may benefit from systematic professional development with a focus on curriculum design and pedagogy.
{"title":"Sense of Belonging and Transition to College: A Qualitative Case Study of Freshmen and Sophomores in Physics and Chemistry","authors":"R. Kang, Hasitha Mahabaduge, Peter Rosado Flores","doi":"10.1177/15210251231184364","DOIUrl":"https://doi.org/10.1177/15210251231184364","url":null,"abstract":"Difficulty in retaining college students in STEM majors is one of the key contributors to the scarcity of STEM graduates and a short supply of STEM workers in the United States. Two factors that are closely related to retention and achievement are transition to college and sense of belonging and involvement. We conducted a case study to explore the transitional experiences and sense of belonging of five low-income, academically talented college freshmen and sophomores in chemistry and physics. Although participants reported a high sense of belonging, this alone did not necessarily lead to retention. Involvement in academic organizations and activities such as clubs and research groups played a more important role in the scholars’ decisions to remain in their degree programs. The findings of our research also suggest that faculty in STEM areas may benefit from systematic professional development with a focus on curriculum design and pedagogy.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"1 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88637549","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 : 2023-07-02DOI: 10.1177/15210251231182683
Ashley B. Clayton, Roshaunda L. Breeden, T. Davis
This qualitative, multi-site case study across three McNair Scholars Programs uses interviews to explore Black students’ aspirations to attend graduate school. While the undergraduate students in this study faced various personal and academic challenges at their predominantly white institutions (PWIs), all the 13 students used community cultural wealth by way of seven forms of capital to join and engage with their institution's McNair Scholars Program. In their own words, the students in this study describe how their campus McNair Program supported their persistence, namely, the program's benefits, how the program helped to boost their confidence, and the significance of their faculty mentors. Lastly, the students describe how they used several forms of capital to overcome systemic barriers and pursue graduate education. The findings identify how institutional agents and programs, like McNair Scholars, can nurture and build upon the assets that Black students already have to support undergraduate retention and graduate persistence.
{"title":"“My Entire Support System for Graduate School”: Black Students’ Experiences in a McNair Scholars Program","authors":"Ashley B. Clayton, Roshaunda L. Breeden, T. Davis","doi":"10.1177/15210251231182683","DOIUrl":"https://doi.org/10.1177/15210251231182683","url":null,"abstract":"This qualitative, multi-site case study across three McNair Scholars Programs uses interviews to explore Black students’ aspirations to attend graduate school. While the undergraduate students in this study faced various personal and academic challenges at their predominantly white institutions (PWIs), all the 13 students used community cultural wealth by way of seven forms of capital to join and engage with their institution's McNair Scholars Program. In their own words, the students in this study describe how their campus McNair Program supported their persistence, namely, the program's benefits, how the program helped to boost their confidence, and the significance of their faculty mentors. Lastly, the students describe how they used several forms of capital to overcome systemic barriers and pursue graduate education. The findings identify how institutional agents and programs, like McNair Scholars, can nurture and build upon the assets that Black students already have to support undergraduate retention and graduate persistence.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"40 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86865079","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 : 2023-06-18DOI: 10.1177/15210251231182925
Jenna L. Gannon, Megan M. Chambers
Retention rates in higher education continue to be a prevalent issue especially for community colleges and will become a bigger issue in the current climate of enrollment loss. Much literature regarding student retention focuses on broad, overarching findings, but it is important to understand institution-specific retention factors. The purpose of this study was to explore the characteristics of students who were not retained and gain their unique perspective on the factors that contributed to their attrition. This study took place at one community college in the Great Plains region of the United States utilizing a three-tiered mixed-methods analysis. Methods included quantitative analysis, survey techniques, and narrative inquiry. The study identified factors that were both positively and negatively correlated with retention. There were trends across different groups and their reasons for leaving the college before completing their goals and the factors were often interconnected and complex.
{"title":"A Mixed-Methods Community College Retention Study: Who Isn’t Being Retained and Why?","authors":"Jenna L. Gannon, Megan M. Chambers","doi":"10.1177/15210251231182925","DOIUrl":"https://doi.org/10.1177/15210251231182925","url":null,"abstract":"Retention rates in higher education continue to be a prevalent issue especially for community colleges and will become a bigger issue in the current climate of enrollment loss. Much literature regarding student retention focuses on broad, overarching findings, but it is important to understand institution-specific retention factors. The purpose of this study was to explore the characteristics of students who were not retained and gain their unique perspective on the factors that contributed to their attrition. This study took place at one community college in the Great Plains region of the United States utilizing a three-tiered mixed-methods analysis. Methods included quantitative analysis, survey techniques, and narrative inquiry. The study identified factors that were both positively and negatively correlated with retention. There were trends across different groups and their reasons for leaving the college before completing their goals and the factors were often interconnected and complex.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"38 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82899819","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 : 2023-06-12DOI: 10.1177/15210251231179954
Cara DeLoach, Christine N. Dickason
While campus food pantries are growing increasingly popular as an intervention aimed at improving student retention, little work has examined what it takes to start and maintain these resources on the ground. We leverage data from 17 interviews with pantry leaders, and social media posts and internal documents, to describe the creation and institutionalization of the Grove Grocery at the University of Mississippi. Findings confirm the role of collaborative partnerships, the benefits of advisors serving as liaisons between student leaders and administrators, and the challenges of institutionalization within the higher education context, including university hesitancy, reliance on uncompensated student labor, lack of resource awareness, and stigma surrounding food insecurity.
{"title":"Creating and Institutionalizing a College Food Pantry: Activism, Partnerships, and Volunteer Labor","authors":"Cara DeLoach, Christine N. Dickason","doi":"10.1177/15210251231179954","DOIUrl":"https://doi.org/10.1177/15210251231179954","url":null,"abstract":"While campus food pantries are growing increasingly popular as an intervention aimed at improving student retention, little work has examined what it takes to start and maintain these resources on the ground. We leverage data from 17 interviews with pantry leaders, and social media posts and internal documents, to describe the creation and institutionalization of the Grove Grocery at the University of Mississippi. Findings confirm the role of collaborative partnerships, the benefits of advisors serving as liaisons between student leaders and administrators, and the challenges of institutionalization within the higher education context, including university hesitancy, reliance on uncompensated student labor, lack of resource awareness, and stigma surrounding food insecurity.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"1 5 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83469835","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 : 2023-06-07DOI: 10.1177/15210251231179701
Elizabeth Stearns
The broad-scale challenges that higher education undertook in response to the COVID-19 pandemic changed a great deal about the student experience. Ongoing throughout several semesters, those changes may have affected the ways that transfer students experienced transition to the 4-year university setting, with implications for student retention. Interviews with students who transferred from community colleges to a large research university at three different pandemic stages—in 2019, 2020, and 2021—reveal that some aspects of the transfer experience remained consistent, while others changed. Notably, students experienced university-level coursework as academically challenging regardless of its mode of delivery and reported finding a diversity of academic and social options at the university. Transferring into online coursework helped reduce the shock associated with large-enrollment classes and navigating a large campus. Students reported fewer issues overall with course delivery when taking solely online coursework. The paper closes with recommendations to increase transfer student retention.
{"title":"Transferring Institutions in Different Modalities: Lessons from Undergraduates Across Stages of the COVID-19 Pandemic","authors":"Elizabeth Stearns","doi":"10.1177/15210251231179701","DOIUrl":"https://doi.org/10.1177/15210251231179701","url":null,"abstract":"The broad-scale challenges that higher education undertook in response to the COVID-19 pandemic changed a great deal about the student experience. Ongoing throughout several semesters, those changes may have affected the ways that transfer students experienced transition to the 4-year university setting, with implications for student retention. Interviews with students who transferred from community colleges to a large research university at three different pandemic stages—in 2019, 2020, and 2021—reveal that some aspects of the transfer experience remained consistent, while others changed. Notably, students experienced university-level coursework as academically challenging regardless of its mode of delivery and reported finding a diversity of academic and social options at the university. Transferring into online coursework helped reduce the shock associated with large-enrollment classes and navigating a large campus. Students reported fewer issues overall with course delivery when taking solely online coursework. The paper closes with recommendations to increase transfer student retention.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"1 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43733249","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 : 2023-05-31DOI: 10.1177/15210251231178018
I. Ndukaihe, C. Ogbonnaya, N. C. Arinze, F. Ugwu
Supervisor, co-worker, and customer-initiated incivility in the services industry dominate the literature. Incivility studies in academic institutions are beginning to emerge and students’ initiated incivility has taken the center stage, whereas studies on lecturer-initiated incivility are lacking. This study, therefore, seeks to find out the direct and interactive roles of lecturer-initiated incivility, emotional intelligence, and academic persistence on emotional exhaustion among undergraduates. Data were collected from undergraduate students ( N = 254) across Alex Ekwueme Federal University, Ndufu-Alike, Nigeria. Moderation analyses showed that both emotional intelligence and academic persistence moderated the relationship between lecturer-initiated incivility and emotional exhaustion. Findings of the study imply that emotional intelligence and academic persistence of students help alleviate emotional exhaustion.
{"title":"Do Emotional Intelligence and Academic Persistence Mitigate the Relationship Between Lecturer-Initiated Incivility and Emotional Exhaustion?","authors":"I. Ndukaihe, C. Ogbonnaya, N. C. Arinze, F. Ugwu","doi":"10.1177/15210251231178018","DOIUrl":"https://doi.org/10.1177/15210251231178018","url":null,"abstract":"Supervisor, co-worker, and customer-initiated incivility in the services industry dominate the literature. Incivility studies in academic institutions are beginning to emerge and students’ initiated incivility has taken the center stage, whereas studies on lecturer-initiated incivility are lacking. This study, therefore, seeks to find out the direct and interactive roles of lecturer-initiated incivility, emotional intelligence, and academic persistence on emotional exhaustion among undergraduates. Data were collected from undergraduate students ( N = 254) across Alex Ekwueme Federal University, Ndufu-Alike, Nigeria. Moderation analyses showed that both emotional intelligence and academic persistence moderated the relationship between lecturer-initiated incivility and emotional exhaustion. Findings of the study imply that emotional intelligence and academic persistence of students help alleviate emotional exhaustion.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"110 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80978234","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 : 2023-05-31DOI: 10.1177/15210251231179205
Theodoto W. Ressa
A college education is vital because it exposes students to worldwide experiences fundamental for productive citizenship. However, it is elusive to most disabled citizens because of the clash of school time and disability and colleges’ obsession with efficiency. Guided by the historical, biological, and social construction of disability as a human flaw, this qualitative study contextualizes the findings within the frame of crip time, chrono-curriculum, and academic chrono-politics to reveal that disability is the basis of academic oppression and, therefore, the disempowerment of disabled college learners in Kenya. Education costs manifest in individual impairment/disability, lack of accommodations, inaccessible infrastructure, lost time, defensive unsupportive faculty and administrators, mythologies of disability, and poverty and insecurity. Since universities’ ableist chrono-curriculum and academic chrono-politics are educationally `costly to disabled students, the reformation of universities is needed to foster faculty disability awareness and commitment to disability rights and empowerment of disabled students.
{"title":"The Educational Costs of Chrono-Curriculum and Academic Chrono-Politics on the Schooling of Disabled College Students in Kenya","authors":"Theodoto W. Ressa","doi":"10.1177/15210251231179205","DOIUrl":"https://doi.org/10.1177/15210251231179205","url":null,"abstract":"A college education is vital because it exposes students to worldwide experiences fundamental for productive citizenship. However, it is elusive to most disabled citizens because of the clash of school time and disability and colleges’ obsession with efficiency. Guided by the historical, biological, and social construction of disability as a human flaw, this qualitative study contextualizes the findings within the frame of crip time, chrono-curriculum, and academic chrono-politics to reveal that disability is the basis of academic oppression and, therefore, the disempowerment of disabled college learners in Kenya. Education costs manifest in individual impairment/disability, lack of accommodations, inaccessible infrastructure, lost time, defensive unsupportive faculty and administrators, mythologies of disability, and poverty and insecurity. Since universities’ ableist chrono-curriculum and academic chrono-politics are educationally `costly to disabled students, the reformation of universities is needed to foster faculty disability awareness and commitment to disability rights and empowerment of disabled students.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"24 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89262773","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 : 2023-05-25DOI: 10.1177/15210251231178019
T. Gauthier, M. Galindo
Student retention and persistence tracking have become more prominent at community colleges. While it is known that community colleges have low completion rates, these institutions need help finding ways to retain and persist their students. This study explored the faculty perspective of retention and persistence strategies. Using a phenomenological tradition, 32 faculty members were recruited to participate from a community college in Northern Florida. Three themes emerged from the data, a sense of belonging, engagement, and communication. This data is significant because there is limited research about faculty perceptions of student retention and persistence. The data further describes how faculty members address retention and persistence in the classroom.
{"title":"Faculty Perceptions of Community College Student Retention and Persistence","authors":"T. Gauthier, M. Galindo","doi":"10.1177/15210251231178019","DOIUrl":"https://doi.org/10.1177/15210251231178019","url":null,"abstract":"Student retention and persistence tracking have become more prominent at community colleges. While it is known that community colleges have low completion rates, these institutions need help finding ways to retain and persist their students. This study explored the faculty perspective of retention and persistence strategies. Using a phenomenological tradition, 32 faculty members were recruited to participate from a community college in Northern Florida. Three themes emerged from the data, a sense of belonging, engagement, and communication. This data is significant because there is limited research about faculty perceptions of student retention and persistence. The data further describes how faculty members address retention and persistence in the classroom.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"30 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78657171","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 : 2023-05-15DOI: 10.1177/15210251231175081
Francis Erebholo
Many students across the country experienced a decline in academic performance due to COVID-19. As a result, college readiness measures have fallen short, especially in math. This lack of preparation frequently leads to additional teaching, wasting important class time by going over the prerequisite content again instead of using it to study new topics in greater depth. This study aims to evaluate the effectiveness and impact of a recitation laboratory for precalculus students in bridging the conceptual gap, strengthening the concepts, eradicating any misunderstandings, and eventually improving student performance. The results demonstrated that the adopted intervention significantly improved student performance and helped students close conceptual gaps in precalculus, thereby reducing the level of attrition from their majors and university.
{"title":"Does Intervention Improve Precalculus Performance Among Students in Historically Black Colleges and Universities?","authors":"Francis Erebholo","doi":"10.1177/15210251231175081","DOIUrl":"https://doi.org/10.1177/15210251231175081","url":null,"abstract":"Many students across the country experienced a decline in academic performance due to COVID-19. As a result, college readiness measures have fallen short, especially in math. This lack of preparation frequently leads to additional teaching, wasting important class time by going over the prerequisite content again instead of using it to study new topics in greater depth. This study aims to evaluate the effectiveness and impact of a recitation laboratory for precalculus students in bridging the conceptual gap, strengthening the concepts, eradicating any misunderstandings, and eventually improving student performance. The results demonstrated that the adopted intervention significantly improved student performance and helped students close conceptual gaps in precalculus, thereby reducing the level of attrition from their majors and university.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"95 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83979211","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 : 2023-04-24DOI: 10.1177/15210251231170297
J. Fagan, J. Coffey
First year nursing students at a small public university participated in a longitudinal study following a bridge course to prepare them for the transition to college and rigorous nursing curriculum. The bridge course included activities to identify challenges and strategies for success, develop belonging with peers and faculty, and explore students’ capacity for resilience. Employing a mixed-methods approach, the four-year study tracked admission metrics and academic progression and gathered qualitative data through interviews and a focus group. Descriptive statistics examined the impact of success indicators at time of admission to the program, and qualitative responses explored ways the bridge program and subsequent supports may have influenced persistence. No single student attribute predicted success, and multiple supportive factors enabled on-time graduation. This study may offer valuable insights into effective strategies for retaining nursing students, enabling them to graduate in four years and become licensed to join the nursing workforce.
{"title":"Despite Challenges Part II: Bridging the Gap to Success","authors":"J. Fagan, J. Coffey","doi":"10.1177/15210251231170297","DOIUrl":"https://doi.org/10.1177/15210251231170297","url":null,"abstract":"First year nursing students at a small public university participated in a longitudinal study following a bridge course to prepare them for the transition to college and rigorous nursing curriculum. The bridge course included activities to identify challenges and strategies for success, develop belonging with peers and faculty, and explore students’ capacity for resilience. Employing a mixed-methods approach, the four-year study tracked admission metrics and academic progression and gathered qualitative data through interviews and a focus group. Descriptive statistics examined the impact of success indicators at time of admission to the program, and qualitative responses explored ways the bridge program and subsequent supports may have influenced persistence. No single student attribute predicted success, and multiple supportive factors enabled on-time graduation. This study may offer valuable insights into effective strategies for retaining nursing students, enabling them to graduate in four years and become licensed to join the nursing workforce.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"5 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78284172","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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