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Journal of College Student Retention-Research Theory & Practice最新文献

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“Eventually, It Became My Source of Motivation”: Black STEM Transfer Students’ Agentic Responses to Negative Campus Ethos at an HSI “最终,它成为了我的动力来源”:黑人STEM转校生对HSI负面校园风气的真实反应
IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-03-02 DOI: 10.1177/15210251231157650
Y. Choi, Marie Janelle Tacloban-Moore, Sarah L. Eddy, G. Potvin, Rocio Benabentos, L. Kramer
As the fastest growing minority serving institution type, Hispanic-serving institutions (HSIs) play important roles in reaching and serving a diverse group of students beyond Hispanic/Latine-identified students, including Black students. To understand Black STEM transfer students’ experiences at an HSI, we conducted and analyzed 10 student interviews guided by Harris and Wood’s Socio-Ecological Outcomes model. We found four themes. The first theme revealed participants had positive impressions of the HSI before transfer, due to its perceived racial/ethnic diversity. The second and third themes pointed to negative experiences after participants’ arrival at the HSI, connected to their status as transfer students and as Black students, respectively. In the final theme, participants exercised their agency, which allowed them to persist and succeed despite inadequate institutional support. Based on these findings, we urge HSIs to intentionally devote more attention and resources to support Black STEM transfer students and otherwise minoritized students.
作为增长最快的少数族裔服务机构类型,西班牙裔服务机构(hsi)在接触和服务西班牙裔/拉丁裔学生以外的不同学生群体(包括黑人学生)方面发挥着重要作用。为了了解黑人STEM转学生在HSI的经历,我们在Harris和Wood的社会生态结果模型的指导下进行并分析了10名学生访谈。我们发现了四个主题。第一个主题揭示了参与者在转移之前对恒生指数有积极的印象,因为它感知到种族/民族的多样性。第二个和第三个主题指出了参与者到达HSI后的负面经历,分别与他们作为转学生和黑人学生的身份有关。在最后一个主题中,与会者行使了他们的能动性,这使他们能够在体制支持不足的情况下坚持并取得成功。基于这些发现,我们敦促hsi有意识地投入更多的注意力和资源来支持黑人STEM转校生和其他少数族裔学生。
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引用次数: 0
Contributing Factors for Success of Nontraditional Students at Online Doctoral Programs 在线博士课程中非传统学生成功的影响因素
IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-02-20 DOI: 10.1177/15210251231155488
Mansureh Kebritchi, Ryan Rominger, Mark L. McCaslin
Online education has become an integral part of higher education with the ever-increasing demand for online doctoral programs. The purpose of this mixed-method study was to explore the nature of student success and contributing factors to improving student success for nontraditional students in an online doctoral program. Relationships between students’ grittiness, Big Five personality traits, and their success were explored. Purposeful sampling was used to recruit 136 doctoral alumni, faculty, and administrators. The findings indicated nature of student success is defined by the completion of a degree and professional advancement by enhancement of personal and program qualities, relationship with faculty, soft, technical, social skills, and social support. Students’ grittiness, but not their personality traits, was correlated with the length of completing their studies. A student success model was developed with student grit, program-student goal alignment, and a supportive program structure. The findings help to improve doctoral programs and student success.
随着对网络博士课程需求的不断增长,网络教育已成为高等教育的重要组成部分。这项混合方法研究的目的是探索学生成功的本质,以及促进在线博士课程非传统学生成功的因素。探讨了学生的坚毅、五大人格特质与成功之间的关系。有目的的抽样被用来招募136名博士校友、教师和管理人员。研究结果表明,学生成功的本质是通过完成学位和专业进步来定义的,通过提高个人和项目质量,与教师的关系,软技能,技术,社会技能和社会支持。学生的毅力与完成学业的时间长短有关,而与他们的个性特征无关。学生成功模型是由学生的毅力、项目与学生的目标一致和一个支持性的项目结构组成的。这些发现有助于改善博士课程和学生的成功。
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引用次数: 1
Social Capital for Vertical Transfers: The Multidimensional Predictor of Post-Transfer Adjustment and Academic Performance 纵向迁移的社会资本:迁移后适应与学业成绩的多维预测因子
IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-02-07 DOI: 10.1177/15210251231153990
Y. Chen
Vertical transfers, those who transferred from a 2-year institution to a 4-year institution, often face multifaceted challenges and lower success rates upon arriving at the receiving 4-year institutions. This quantitative study focused on three forms of social capital related to post-transfer adjustment, retention, and success for vertical transfers. The author administered an online survey to vertical transfers who successfully transferred from a 2-year college to a research-intensive, public, 4-year university located in a Southern state in the United States and matched the survey data with students' transcript data. A factor analysis discovered three distinct social capital constructs: transfer capital, 4-year faculty social capital, and 4-year staff social capital. Subsequent regression analyses revealed that 4-year faculty social capital positively predicted the post-transfer grade point average (GPA), while the transfer capital and 4-year staff social capital had a positive association with post-transfer social adjustment. Implications for policy, practice, and future research are discussed.
纵向转学,即那些从两年制大学转学到四年制大学的学生,在到达接收四年制大学后往往面临多方面的挑战和较低的成功率。本定量研究聚焦于与纵向转移后调整、保留和成功相关的三种形式的社会资本。作者对成功从两年制大学转到位于美国南部州的研究型公立四年制大学的垂直转校生进行了在线调查,并将调查数据与学生的成绩单数据进行了匹配。因子分析发现了三种不同的社会资本结构:转移资本、四年制教师社会资本和四年制员工社会资本。随后的回归分析显示,4年制教师社会资本对迁移后平均绩点(GPA)有正向预测作用,而迁移资本和4年制教师社会资本对迁移后社会适应有正向影响。讨论了对政策、实践和未来研究的影响。
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引用次数: 0
Book Review: Douglas, T.M., Schokley, K. G., & Toldson, I. Campus uprisings: How student activist and collegiate leaders resist racism and create hope 书评:Douglas, t.m., Schokley, k.g., & Toldson, I.《校园起义:学生活动家和大学领袖如何抵制种族主义并创造希望》
IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-02-01 DOI: 10.1177/15210251221096432
Andre T. Dickerson
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引用次数: 0
Book Review: Gina Ann Garcia., Becoming Hispanic-serving institutions: Opportunities for colleges and universities 书评:吉娜·安·加西亚。成为服务西班牙裔的机构:学院和大学的机会
IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-01-29 DOI: 10.1177/15210251231153585
Jessica Barco
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引用次数: 0
Book Review: Asked and answered: Dialogues on advocating for students of color in mathematics by Harris, P. E. & Winger, A. 书评:《问与答:在数学领域倡导有色人种学生的对话》,作者:Harris, p.e. & Winger, A。
IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-01-29 DOI: 10.1177/15210251231152807
Alison S. Marzocchi, Alexandra Ojeda, Sergio Mendoza
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引用次数: 0
Increasing Retention of Underrepresented Students in STEM Fields at California Community Colleges: A Study of the STEM2 Program 增加加州社区大学STEM领域代表性不足的学生的留存:对STEM2项目的研究
IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-01-11 DOI: 10.1177/15210251221149648
Torri Draganov, JoHyun Kim, S. Yoon
With the need to increase Science, Technology, Engineering, and Mathematics (STEM) graduates, higher education institutions need to identify and improve ways to increase underrepresented STEM student retention rates. Cypress College in Southern California implemented a program called STEM2 (Strengthen Transfer Education and Matriculation in Science, Technology, Engineering, and Mathematics) to give students the support and the resources to continue with their intended majors. In this study, we examined the impact of the STEM2 participation for 1,113 students on multiple core outcomes of retention, four-year transfer, and associates of arts (AA) degree completion of STEM students. Logistics regression was used to determine the significance of input variables and the odds that the desired outcome was achieved. Results indicated there is a difference in student outcomes based on the students’ ethnicity, enrollment in the STEM2 program, and use of student support programs. Implications for practice and future research were also included.
由于需要增加科学、技术、工程和数学(STEM)毕业生,高等教育机构需要确定和改进方法,以提高代表性不足的STEM学生的保留率。南加州的赛普拉斯学院实施了一项名为STEM2(加强科学、技术、工程和数学的转学教育和预科)的计划,为学生提供支持和资源,让他们继续学习自己的专业。在这项研究中,我们研究了1113名学生参加STEM2对STEM学生的保留、四年转学和艺术助理(AA)学位完成等多个核心结果的影响。使用logistic回归来确定输入变量的重要性和实现预期结果的几率。结果表明,根据学生的种族、参加STEM2计划和使用学生支持计划,学生的成绩存在差异。对实践和未来研究的启示也包括在内。
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引用次数: 0
Support for Working Students: Understanding the Impacts of Employment on Students’ Lives 对在职学生的支持:了解就业对学生生活的影响
IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-01-05 DOI: 10.1177/15210251221149209
R. Summer, M. McCoy, I.Barrena Trujillo, Esperanza Rodriguez
The majority of college students work, and there are well-documented findings about the impacts of student work on academic performance. However, there is little research on the impacts of this work on other aspects of students’ lives. In this study we ask: What are the impacts of student employment beyond academic performance? Using our methodological approach of student-driven research and a mix of quantitative and qualitative analysis, we find that work has four main impacts on students’ lives: it limits flexibility in students’ schedules, leaving them vulnerable in emergencies; it requires students to make difficult financial calculations; it can cause students’ social lives and mental health to suffer; and, despite these negative impacts, students find work to be fulfilling. With these understandings, we propose ways that university programs, faculty, and academic staff can support working students by accommodating students’ time and financial constraints.
大多数大学生都要学习,关于学生学习对学习成绩的影响也有很多文献记载。然而,关于这项工作对学生生活其他方面的影响的研究很少。在这项研究中,我们问:除了学习成绩之外,学生就业的影响是什么?利用我们以学生为导向的研究方法以及定量和定性分析相结合的方法,我们发现工作对学生的生活有四个主要影响:它限制了学生日程安排的灵活性,使他们在紧急情况下容易受到伤害;它要求学生进行困难的财务计算;会影响学生的社会生活和心理健康;而且,尽管有这些负面影响,学生们还是觉得工作很有成就感。有了这些理解,我们提出了大学课程、教师和学术人员可以通过适应学生的时间和经济限制来支持在职学生的方法。
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引用次数: 0
Institutional Profiling for Educational Development: Identifying Which Conditions for Student Success to Address in a Given Educational Setting—A Case Study 教育发展的机构概况:在给定的教育环境中确定学生成功的条件-一个案例研究
IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-12-29 DOI: 10.1177/15210251221147624
Hugues Engel
Thanks to a wealth of research on college student retention, we have today a good understanding of the factors that facilitate student success. However, actions taken to promote student success are far from always effective. The teaching–learning environments differ between institutions and provide, to a greater or lesser extent, the conditions that contribute to student success. The purpose of this case study is to test a method, based on a questionnaire and the use of effect sizes, to establish a “profile” of a particular university department to identify to what extent five conditions for student success (institutional commitment, expectations, support, feedback, and student involvement) contributed to student success in courses given at this department. The practical implications of the profiling method used in the study are discussed.
由于对大学生留校率的大量研究,我们今天对促进学生成功的因素有了很好的了解。然而,为促进学生成功所采取的行动并不总是有效的。不同院校的教学环境不同,并在或多或少的程度上提供有助于学生成功的条件。本案例研究的目的是测试一种方法,基于问卷调查和效应大小的使用,建立一个特定大学院系的“概况”,以确定学生成功的五个条件(机构承诺、期望、支持、反馈和学生参与)在多大程度上促进了学生在该院系所教授课程的成功。讨论了研究中使用的分析方法的实际意义。
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引用次数: 0
Validation of Belonging among Underrepresented Undergraduates in STEM Majors: Comparison of Former Transfer and non-Transfer Students STEM专业中代表性不足本科生的归属感验证:前转校生和非转校生的比较
IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-12-25 DOI: 10.1177/15210251221146119
Dana G. Holland Zahner, R. Harper
The transfer pathway from community college to university holds promise for advancing equity in STEM because it is followed by disproportionately high numbers of underrepresented students. Among the challenges these students face is cultivating belonging in multiple institutional settings. By combining belonging and validation theories, this qualitative study investigated how underrepresented students’ belonging developed in their STEM majors, highlighting differences between students who transferred and those who began as first-time in college (FTIC) students. The findings revealed that for each type of belonging experience a smaller proportion of transfer students than FTIC students experienced validation and a higher proportion experienced invalidation. Department-based transfer student orientation and ongoing programming were uniformly validating to STEM transfer students. The study provides evidence that major belonging is an academic phenomenon that is within the scope of institutional responsibility to improve. Practical implications for administrators and faculty are included as are suggestions for future research.
从社区学院到大学的转学途径有望促进STEM领域的公平,因为随之而来的是不成比例的大量代表性不足的学生。这些学生面临的挑战之一是在多个机构环境中培养归属感。通过结合归属和验证理论,本定性研究调查了代表性不足的学生在STEM专业的归属是如何发展的,突出了转学学生和大学新生(FTIC)学生之间的差异。研究结果显示,对于每一种归属体验,转学生经历验证的比例都低于海外留学生,而经历无效的比例更高。以系为基础的转学生培训和正在进行的计划对STEM转学生一致有效。本研究证明专业归属是一种学术现象,在制度责任范围内有待改进。对行政人员和教职员工的实际影响,以及对未来研究的建议。
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引用次数: 3
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Journal of College Student Retention-Research Theory & Practice
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