Pub Date : 2023-04-20DOI: 10.1177/15210251231170331
T. Schaller, P. W. Routon, M. Partridge, Reanna Berry
Given the current surge in student participation in dual enrollment programs, an updated synthesis of literature relating to how these programs impact students is warranted. Furthermore, while there are qualitative literature reviews relating to dual enrollment and student outcomes, there has not been a quantitative synthesis of literature relating to the findings of this research. Accordingly, we conduct a quantitative literature review involving the academic outcomes of higher education enrollment, persistence, performance, and degree attainment. Using meta-analytic techniques, we find that across the 162 study effect sizes included in our analysis, participation in dual enrollment programs was positively associated with grade point average (GPA), total earned college credits, college enrollment, early persistence, degree attainment, and full-time attendance. Also, we find negative associations between dual enrollment and time to graduation and total semesters enrolled in college, indicating these programs can help students graduate college more quickly.
{"title":"A Systematic Review and Meta-Analysis of Dual Enrollment Research","authors":"T. Schaller, P. W. Routon, M. Partridge, Reanna Berry","doi":"10.1177/15210251231170331","DOIUrl":"https://doi.org/10.1177/15210251231170331","url":null,"abstract":"Given the current surge in student participation in dual enrollment programs, an updated synthesis of literature relating to how these programs impact students is warranted. Furthermore, while there are qualitative literature reviews relating to dual enrollment and student outcomes, there has not been a quantitative synthesis of literature relating to the findings of this research. Accordingly, we conduct a quantitative literature review involving the academic outcomes of higher education enrollment, persistence, performance, and degree attainment. Using meta-analytic techniques, we find that across the 162 study effect sizes included in our analysis, participation in dual enrollment programs was positively associated with grade point average (GPA), total earned college credits, college enrollment, early persistence, degree attainment, and full-time attendance. Also, we find negative associations between dual enrollment and time to graduation and total semesters enrolled in college, indicating these programs can help students graduate college more quickly.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"25 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87084145","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 : 2023-03-29DOI: 10.1177/15210251231166400
Jazmin JD Dantzler
{"title":"Book Review: Social media for student affairs in #HigherEducation: Trends, challenges, and opportunities by Waite, B., & Wheeler, D.","authors":"Jazmin JD Dantzler","doi":"10.1177/15210251231166400","DOIUrl":"https://doi.org/10.1177/15210251231166400","url":null,"abstract":"","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"18 8 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82592605","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 : 2023-03-23DOI: 10.1177/15210251231163837
S. Jaggars, Marcos D. Rivera, Melissa T. Buelow
As they navigate the social and academic expectations of a new college, transfer students commonly suffer “transfer shock,” or a sudden drop in GPA. However, little is known about why some students suffer transfer shock, why some bounce back, and the consequences in terms of student retention. This analysis of over 25,000 transfer students (N = 25,000) at a large flagship university finds an average first-term drop of −0.30 GPA points, but the impact of this shock on student departure is dependent on initial GPA, the steepness of the drop, and the student's ability to rebound in their second term. To support transfer student retention and graduation, sending institutions can help students to pre-appraise the potential setback as normal and temporary, while receiving institutions can provide proactive outreach to transfers who arrive with a GPA below 2.0 or who suffer a GPA drop steeper than −0.50 in their first term.
{"title":"Transfer Shock and Resilience: How Transfer-Related GPA Drop and Rebound Predict Student Departure from a Flagship University Campus","authors":"S. Jaggars, Marcos D. Rivera, Melissa T. Buelow","doi":"10.1177/15210251231163837","DOIUrl":"https://doi.org/10.1177/15210251231163837","url":null,"abstract":"As they navigate the social and academic expectations of a new college, transfer students commonly suffer “transfer shock,” or a sudden drop in GPA. However, little is known about why some students suffer transfer shock, why some bounce back, and the consequences in terms of student retention. This analysis of over 25,000 transfer students (N = 25,000) at a large flagship university finds an average first-term drop of −0.30 GPA points, but the impact of this shock on student departure is dependent on initial GPA, the steepness of the drop, and the student's ability to rebound in their second term. To support transfer student retention and graduation, sending institutions can help students to pre-appraise the potential setback as normal and temporary, while receiving institutions can provide proactive outreach to transfers who arrive with a GPA below 2.0 or who suffer a GPA drop steeper than −0.50 in their first term.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"22 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75629632","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 : 2023-03-14DOI: 10.1177/15210251231161576
H. Thiry, R. Harper, Dana Holland Zahner
Community colleges have long been touted as a pathway to increase social mobility through their transfer function, yet this promise has not always been realized. This study uses the lens of community cultural wealth, particularly the concepts of aspirational, social, and navigational capitals, to understand vertical transfer students’ experiences and outcomes during the pandemic. Longitudinal interviews were conducted with 27 students over a four-year period as they moved through the transfer pathway in STEM majors. Students who transferred to a university immediately prior to or during the pandemic experienced greater academic and navigational challenges and reported diminished access to social capital. Students employed multiple, informal navigational strategies and drew on social networks, when possible, to maintain their academic progress. Findings also reveal the importance of the transfer-receiving department, especially access to supportive institutional agents, in sustaining STEM transfer students’ progress during COVID-19.
{"title":"Navigating Transfer “Pivotal Points” in Challenging Contexts: A Longitudinal Investigation of STEM Transfer Students’ Pathways During COVID-19","authors":"H. Thiry, R. Harper, Dana Holland Zahner","doi":"10.1177/15210251231161576","DOIUrl":"https://doi.org/10.1177/15210251231161576","url":null,"abstract":"Community colleges have long been touted as a pathway to increase social mobility through their transfer function, yet this promise has not always been realized. This study uses the lens of community cultural wealth, particularly the concepts of aspirational, social, and navigational capitals, to understand vertical transfer students’ experiences and outcomes during the pandemic. Longitudinal interviews were conducted with 27 students over a four-year period as they moved through the transfer pathway in STEM majors. Students who transferred to a university immediately prior to or during the pandemic experienced greater academic and navigational challenges and reported diminished access to social capital. Students employed multiple, informal navigational strategies and drew on social networks, when possible, to maintain their academic progress. Findings also reveal the importance of the transfer-receiving department, especially access to supportive institutional agents, in sustaining STEM transfer students’ progress during COVID-19.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48215189","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 : 2023-03-12DOI: 10.1177/15210251231160774
N. Zulfiqar, Muhammad Taimoor Shafi, Rimsha Ajmal
The present study aimed to examine the inter-relationships among perceived parental involvement, autonomy support, academic motivation, and academic achievement of first-generation university students. Gender, family structure, and socioeconomic differences were also examined. Data were collected from 427 first-generation university students and a structural regression model was analyzed with four observed factors of parenting (mother and father involvement and autonomy support), and three observed factors of academic motivation (intrinsic, extrinsic, and amotivation). Perceived parenting behaviors significantly positively predicted academic motivation that, in turn, predicted academic achievement among university students. Extrinsic motivation had a more significant positive effect on academic achievement than intrinsic motivation and amotivation. Gender differences were nonsignificant, whereas family structure and socioeconomic status (SES) had significant differences in all variables except academic achievement. Interestingly, the perception of maternal autonomy support was homogenous across SES groups. The study offers practical information to teachers and parents on how to boost the academic achievement of first-generation university students.
{"title":"Academic Achievement of First-Generation University Students in Spotlight: Role of Parental Involvement, Autonomy Support, and Academic Motivation","authors":"N. Zulfiqar, Muhammad Taimoor Shafi, Rimsha Ajmal","doi":"10.1177/15210251231160774","DOIUrl":"https://doi.org/10.1177/15210251231160774","url":null,"abstract":"The present study aimed to examine the inter-relationships among perceived parental involvement, autonomy support, academic motivation, and academic achievement of first-generation university students. Gender, family structure, and socioeconomic differences were also examined. Data were collected from 427 first-generation university students and a structural regression model was analyzed with four observed factors of parenting (mother and father involvement and autonomy support), and three observed factors of academic motivation (intrinsic, extrinsic, and amotivation). Perceived parenting behaviors significantly positively predicted academic motivation that, in turn, predicted academic achievement among university students. Extrinsic motivation had a more significant positive effect on academic achievement than intrinsic motivation and amotivation. Gender differences were nonsignificant, whereas family structure and socioeconomic status (SES) had significant differences in all variables except academic achievement. Interestingly, the perception of maternal autonomy support was homogenous across SES groups. The study offers practical information to teachers and parents on how to boost the academic achievement of first-generation university students.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"5 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72730005","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 : 2023-03-12DOI: 10.1177/15210251231161828
Molly Ott, Thomas A. Zimmerman
This study explores the choices and experiences of undergraduates who transfer out of for-profit 4-year universities and matriculate into a public university. Interviews with students who moved from one of seven 4-year for-profit universities to a single public university during Fall 2021 indicated a combination of academic and financial factors that precipitated their decisions to transfer. Specific academic-related issues included lack of alignment between students’ interests and the school's available degrees, quality concerns, and institutional policies and practices that restricted students’ agency in making decisions about their academic program of study. Affordability was also a major consideration for many study participants. Attending the for-profit was a low-cost option initially but changes in aid packages and/or tuition prices motivated them to seek less expensive options elsewhere.
{"title":"Exploring Between-Sector Transfers: Why For-Profit University Students Switch to Public Institutions","authors":"Molly Ott, Thomas A. Zimmerman","doi":"10.1177/15210251231161828","DOIUrl":"https://doi.org/10.1177/15210251231161828","url":null,"abstract":"This study explores the choices and experiences of undergraduates who transfer out of for-profit 4-year universities and matriculate into a public university. Interviews with students who moved from one of seven 4-year for-profit universities to a single public university during Fall 2021 indicated a combination of academic and financial factors that precipitated their decisions to transfer. Specific academic-related issues included lack of alignment between students’ interests and the school's available degrees, quality concerns, and institutional policies and practices that restricted students’ agency in making decisions about their academic program of study. Affordability was also a major consideration for many study participants. Attending the for-profit was a low-cost option initially but changes in aid packages and/or tuition prices motivated them to seek less expensive options elsewhere.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"6 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84181514","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 : 2023-03-12DOI: 10.1177/15210251231156420
Alexios Rosario-Moore, K. E. Graham, Svetlana Mitric, G. Avila
The COVID-19 pandemic disrupted and reshaped undergraduate students’ social, learning, and workplace environments. Using an ecological systems framework, we draw on survey data from a sequential, mixed-methods study of undergraduate students at an urban, Minority-Serving Institution (n = 1,272) to examine the association between health, economic, and other pandemic-related shocks and students’ academic perceptions. First, we conducted exploratory factor analyses on two groups of measures: “basic need concerns” and “interference with academic performance and plans.” Second, we connected student perceptions of the pandemic's interference with their academic performance and plans to ecological changes using regression analysis. Our model found a significant amount of the variance (12.6%) could be attributed to economic and health-related shocks and academic disruptions, including changes to caretaker responsibilities. However, students’ perceptions of how well they were doing with online learning accounted for most of the modeled variance. Implications for undergraduate student retention are discussed.
{"title":"Shocks to the System: COVID-19's Perceived Interference With the Academic Performance and Plans of University Undergraduates","authors":"Alexios Rosario-Moore, K. E. Graham, Svetlana Mitric, G. Avila","doi":"10.1177/15210251231156420","DOIUrl":"https://doi.org/10.1177/15210251231156420","url":null,"abstract":"The COVID-19 pandemic disrupted and reshaped undergraduate students’ social, learning, and workplace environments. Using an ecological systems framework, we draw on survey data from a sequential, mixed-methods study of undergraduate students at an urban, Minority-Serving Institution (n = 1,272) to examine the association between health, economic, and other pandemic-related shocks and students’ academic perceptions. First, we conducted exploratory factor analyses on two groups of measures: “basic need concerns” and “interference with academic performance and plans.” Second, we connected student perceptions of the pandemic's interference with their academic performance and plans to ecological changes using regression analysis. Our model found a significant amount of the variance (12.6%) could be attributed to economic and health-related shocks and academic disruptions, including changes to caretaker responsibilities. However, students’ perceptions of how well they were doing with online learning accounted for most of the modeled variance. Implications for undergraduate student retention are discussed.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46083529","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 : 2023-03-09DOI: 10.1177/15210251231156421
Matthew J. Capaldi
This study explores the association between having a transit stop within walking distance of campus and Pell Grant recipient completion rates at US commuter institutions, using a novel dataset on transit stop locations and institutional level data. The findings indicate that there is a positive association between transit access and Pell completion rates at commuter colleges in urban environments, but not in non-urban environments, which aligns with theoretical expectations. This study is intended to bring the issue of transit access into the academic student retention conversation, future research is needed to explore the nature of this relationship in greater depth.
{"title":"The Route to Graduation: An Exploration of the Association Between Transit Stop Proximity and Pell Recipient Completion Rates at US Commuter Colleges","authors":"Matthew J. Capaldi","doi":"10.1177/15210251231156421","DOIUrl":"https://doi.org/10.1177/15210251231156421","url":null,"abstract":"This study explores the association between having a transit stop within walking distance of campus and Pell Grant recipient completion rates at US commuter institutions, using a novel dataset on transit stop locations and institutional level data. The findings indicate that there is a positive association between transit access and Pell completion rates at commuter colleges in urban environments, but not in non-urban environments, which aligns with theoretical expectations. This study is intended to bring the issue of transit access into the academic student retention conversation, future research is needed to explore the nature of this relationship in greater depth.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"1 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91078060","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 : 2023-03-09DOI: 10.1177/15210251231153874
Luis Ponjuán, Emmet E. Campos, Jase Kugiya, A. Lizárraga, Julio Jesus Mena Bernal
The Covid-19 pandemic was a primary cause for the decline in college enrollment rates for Latino/x college men over the last two years. The aim of this qualitative study was to explore how these students discussed their decisions to attend and enroll college since the onset of the pandemic. Using the Theory of planned behavior (Azjen, 1991), we tried to understand how Latino/x college men, who were first time in enrolled in college, navigated their educational experiences in South Texas Hispanic Serving Institutions. The findings revealed sobering realities that these students faced uncertainty, isolation, mental health concerns, but they also relied on faculty members, staff, and student peer groups to survive the pandemic. We conclude with recommendations that educational leaders, faculty members, and professional staff should consider to develop a college climate and classroom environment which values Latino/x college men and improves their educational outcomes.
{"title":"Navigating the Pandemic: Enrollment Decisions and Educational Experiences of Latino/x College Men Attending Hispanic Serving Institutions in the South Texas Region","authors":"Luis Ponjuán, Emmet E. Campos, Jase Kugiya, A. Lizárraga, Julio Jesus Mena Bernal","doi":"10.1177/15210251231153874","DOIUrl":"https://doi.org/10.1177/15210251231153874","url":null,"abstract":"The Covid-19 pandemic was a primary cause for the decline in college enrollment rates for Latino/x college men over the last two years. The aim of this qualitative study was to explore how these students discussed their decisions to attend and enroll college since the onset of the pandemic. Using the Theory of planned behavior (Azjen, 1991), we tried to understand how Latino/x college men, who were first time in enrolled in college, navigated their educational experiences in South Texas Hispanic Serving Institutions. The findings revealed sobering realities that these students faced uncertainty, isolation, mental health concerns, but they also relied on faculty members, staff, and student peer groups to survive the pandemic. We conclude with recommendations that educational leaders, faculty members, and professional staff should consider to develop a college climate and classroom environment which values Latino/x college men and improves their educational outcomes.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44920020","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}
Independent students pursue higher education without financial, practical, and sometimes emotional support from family. For these students, asking for assistance when needed is key for college persistence. Decisions around help-seeking are shaped by multiple factors but are often portrayed as a solely individual decision. This study examined factors affecting help seeking among independent students enrolled in a four-year university. Within a process evaluation of a campus support program for independent students, we conducted in-depth, individual interviews with 23 independent students ages 18–23, as well as 5 university staff. Students described a range of psychological and relational factors influencing their willingness to seek assistance and identified significant barriers to help-seeking. In contrast, staff interviews focused more on perceived student deficits in help-seeking. Both groups also identified institutional factors that influenced student efforts to seek assistance. Findings can inform the development of effective campus-based services to support the retention of independent students.
{"title":"“It's Just Hard Reaching Out”: Factors Affecting Help-Seeking Behaviors among Independent College Students","authors":"Beth Sapiro, Svetlana Shpiegel, Silvia Ramirez Quiroz, Marissa Ventola, Oomi Helen Nwankwo, Tariro Munyereyi","doi":"10.1177/15210251231159642","DOIUrl":"https://doi.org/10.1177/15210251231159642","url":null,"abstract":"Independent students pursue higher education without financial, practical, and sometimes emotional support from family. For these students, asking for assistance when needed is key for college persistence. Decisions around help-seeking are shaped by multiple factors but are often portrayed as a solely individual decision. This study examined factors affecting help seeking among independent students enrolled in a four-year university. Within a process evaluation of a campus support program for independent students, we conducted in-depth, individual interviews with 23 independent students ages 18–23, as well as 5 university staff. Students described a range of psychological and relational factors influencing their willingness to seek assistance and identified significant barriers to help-seeking. In contrast, staff interviews focused more on perceived student deficits in help-seeking. Both groups also identified institutional factors that influenced student efforts to seek assistance. Findings can inform the development of effective campus-based services to support the retention of independent students.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"83 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78103489","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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