Pub Date : 2022-09-04DOI: 10.1177/15210251221124244
C. Garcia
This qualitative critical narrative inquiry study explored the experiences of 19 students within four universities in a single Southern state that used campus food aid resources such as a food pantry. Using Hurtado et al.'s Multicontextual Model for Diverse Learning Environments (MMDLE), this paper sheds light on how participants discussed the campus climate for students experiencing food insecurity within their respective campuses. Findings unpack students’ reflections on a lack of awareness and discussion about food insecurity and food aid resources within the campus community, the role that stigmas played in participants’ perceptions and use of campus food aid resources, and doubts they had in accessing these resources. Implications for practice and future research are discussed.
{"title":"Conversations About Food Insecurity: Examining College Campus Climates","authors":"C. Garcia","doi":"10.1177/15210251221124244","DOIUrl":"https://doi.org/10.1177/15210251221124244","url":null,"abstract":"This qualitative critical narrative inquiry study explored the experiences of 19 students within four universities in a single Southern state that used campus food aid resources such as a food pantry. Using Hurtado et al.'s Multicontextual Model for Diverse Learning Environments (MMDLE), this paper sheds light on how participants discussed the campus climate for students experiencing food insecurity within their respective campuses. Findings unpack students’ reflections on a lack of awareness and discussion about food insecurity and food aid resources within the campus community, the role that stigmas played in participants’ perceptions and use of campus food aid resources, and doubts they had in accessing these resources. Implications for practice and future research are discussed.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"244 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76113270","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-28DOI: 10.1177/15210251221120396
Allison Laajala-Lozano, S. Jenkins
First generation college students (FGCSs) may undergo challenging cultural transitions as they acculturate to higher education. Such challenges may include perceived loss of home ties, navigating unfamiliar social rules, and academic acculturative stress. The Academic Acculturative Stress Scale (AAS Scale) was designed to measure these experiences of FGCSs. The sample was comprised of undergraduates at a large public university. Items were created and factor analyzed to evaluate content validity. Mean AAS Scale scores were compared using a 2 (FGCS status) X 2 (gender) factorial analysis of variance. Correlations with students’ reported social support, self-esteem, life satisfaction, and depressive symptomatology evaluated criterion validity. A significant two-way interaction for FGCS status and gender for AASS showed that FGCS women reported doing worse than did non-first-generation students, while FGCS men said they were doing better compared to others. Future research should evaluate support needs of FGCS women for successful degree completion.
{"title":"Undergraduates’ Academic Acculturative Stress at the Intersection of First-Generation Status and Gender in a Public University Setting","authors":"Allison Laajala-Lozano, S. Jenkins","doi":"10.1177/15210251221120396","DOIUrl":"https://doi.org/10.1177/15210251221120396","url":null,"abstract":"First generation college students (FGCSs) may undergo challenging cultural transitions as they acculturate to higher education. Such challenges may include perceived loss of home ties, navigating unfamiliar social rules, and academic acculturative stress. The Academic Acculturative Stress Scale (AAS Scale) was designed to measure these experiences of FGCSs. The sample was comprised of undergraduates at a large public university. Items were created and factor analyzed to evaluate content validity. Mean AAS Scale scores were compared using a 2 (FGCS status) X 2 (gender) factorial analysis of variance. Correlations with students’ reported social support, self-esteem, life satisfaction, and depressive symptomatology evaluated criterion validity. A significant two-way interaction for FGCS status and gender for AASS showed that FGCS women reported doing worse than did non-first-generation students, while FGCS men said they were doing better compared to others. Future research should evaluate support needs of FGCS women for successful degree completion.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"71 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83886576","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-22DOI: 10.1177/15210251221120908
Stella Y. Kim, Carl Westine, Tong Wu, Derek Maher
The primary purpose of this study is to validate a student engagement measure for its use in evaluation of a learning assistant (LA) program. A series of psychometric evaluations were made for both...
{"title":"Validation of the Higher Education Student Engagement Scale in use for Program Evaluation","authors":"Stella Y. Kim, Carl Westine, Tong Wu, Derek Maher","doi":"10.1177/15210251221120908","DOIUrl":"https://doi.org/10.1177/15210251221120908","url":null,"abstract":"The primary purpose of this study is to validate a student engagement measure for its use in evaluation of a learning assistant (LA) program. A series of psychometric evaluations were made for both...","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"76 2","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138496640","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-22DOI: 10.1177/15210251221121758
Mariya A. Yukhymenko-Lescroart, Jennifer Moradian Watson, Megan O'Quin
The purpose of this study was to examine academic commitments in Division I specially and regularly admitted student-athletes. Division I student-athletes completed questionnaires assessing academic and athletic identity, perceived academic support, degree commitment, institutional commitment, and intent to withdraw. Structural equation modeling showed that institutional commitment was predicted positively by degree commitment and perceived academic support. It was also predicted by academic identity indirectly through degree commitment. Intent to withdraw was predicted negatively by degree commitment, athletic identity, and perceived academic support. Both institutional commitment and intent to withdraw were also predicted by academic identity indirectly through degree commitment. Compared to regularly admitted student-athletes, specially admitted student-athletes reported lower academic and athletic identities, lower perception of academic support from staff, and lower commitment to their degree, which contributed to their lower institutional commitment and higher intent to withdraw. Findings highlight the importance of academic integration of student-athletes.
{"title":"Specially and Regularly Admitted Division I Student-Athletes: Differences in and Relationships Between Academic and Athletic Identity, Perceived Support, and Academic Commitments","authors":"Mariya A. Yukhymenko-Lescroart, Jennifer Moradian Watson, Megan O'Quin","doi":"10.1177/15210251221121758","DOIUrl":"https://doi.org/10.1177/15210251221121758","url":null,"abstract":"The purpose of this study was to examine academic commitments in Division I specially and regularly admitted student-athletes. Division I student-athletes completed questionnaires assessing academic and athletic identity, perceived academic support, degree commitment, institutional commitment, and intent to withdraw. Structural equation modeling showed that institutional commitment was predicted positively by degree commitment and perceived academic support. It was also predicted by academic identity indirectly through degree commitment. Intent to withdraw was predicted negatively by degree commitment, athletic identity, and perceived academic support. Both institutional commitment and intent to withdraw were also predicted by academic identity indirectly through degree commitment. Compared to regularly admitted student-athletes, specially admitted student-athletes reported lower academic and athletic identities, lower perception of academic support from staff, and lower commitment to their degree, which contributed to their lower institutional commitment and higher intent to withdraw. Findings highlight the importance of academic integration of student-athletes.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"78 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86426230","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-22DOI: 10.1177/15210251221121327
S. T. Skidmore, L. Zientek, Forrest C. Lane
A person-centered approach identified five empirically unobserved student profiles of first-time full-time university students who shared similar academic patterns, performance measures, and demographic characteristics. Honors and Flourishing classes tended to graduate within 6 years of attempting their first-college mathematics course, earned a high grade in that course, and made continued degree progress. The Flourishing class had lower semester and first-college mathematics GPAs than the Honors class but higher GPAs than the Tenacious class. Placement in remedial mathematics alone did not determine class membership. The Honors class had an overrepresentation of White women, and an underrepresentation of Black men. Hispanic students were most prevalent in the Flourishing group while Black men were more prevalent in the Tenacious group. As a whole, men fared worse on outcomes than women.
{"title":"Profiles of Undergraduate Completers: Deconstructing the Heterogeneity","authors":"S. T. Skidmore, L. Zientek, Forrest C. Lane","doi":"10.1177/15210251221121327","DOIUrl":"https://doi.org/10.1177/15210251221121327","url":null,"abstract":"A person-centered approach identified five empirically unobserved student profiles of first-time full-time university students who shared similar academic patterns, performance measures, and demographic characteristics. Honors and Flourishing classes tended to graduate within 6 years of attempting their first-college mathematics course, earned a high grade in that course, and made continued degree progress. The Flourishing class had lower semester and first-college mathematics GPAs than the Honors class but higher GPAs than the Tenacious class. Placement in remedial mathematics alone did not determine class membership. The Honors class had an overrepresentation of White women, and an underrepresentation of Black men. Hispanic students were most prevalent in the Flourishing group while Black men were more prevalent in the Tenacious group. As a whole, men fared worse on outcomes than women.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"11 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82008102","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-02DOI: 10.1177/15210251221117276
A. Logue, Yoshiko Oka, David Wutchiett, Kerstin Gentsch, Stephanie Abbeyquaye
Only 11% of community college (associate's-degree) students transfer vertically and obtain a bachelor's degree within six years, despite over 80% originally intending to do so. These leaks in the transfer pipeline disproportionately affect students from underrepresented groups, who are more likely to attend community colleges and to leak out of the pipeline. To obtain insights about how to decrease these leaks, a survey was distributed to all City University of New York undergraduates; 31,511 responded. The survey concerned students’ life and academic circumstances, as well as their information about and views on transfer. Analyzes particularly compared responses of never-transferred associate's and bachelor's students and vertical transfer students. The results suggest multiple actions that higher education can take to decrease the pipeline leaks and increase higher education equity, including by increasing transfer students’ belongingness, course availability, credit transfer, financial support, information, and time efficiency.
{"title":"Possible Causes of Leaks in the Transfer Pipeline: Student Views at the 19 Colleges of The City University of New York","authors":"A. Logue, Yoshiko Oka, David Wutchiett, Kerstin Gentsch, Stephanie Abbeyquaye","doi":"10.1177/15210251221117276","DOIUrl":"https://doi.org/10.1177/15210251221117276","url":null,"abstract":"Only 11% of community college (associate's-degree) students transfer vertically and obtain a bachelor's degree within six years, despite over 80% originally intending to do so. These leaks in the transfer pipeline disproportionately affect students from underrepresented groups, who are more likely to attend community colleges and to leak out of the pipeline. To obtain insights about how to decrease these leaks, a survey was distributed to all City University of New York undergraduates; 31,511 responded. The survey concerned students’ life and academic circumstances, as well as their information about and views on transfer. Analyzes particularly compared responses of never-transferred associate's and bachelor's students and vertical transfer students. The results suggest multiple actions that higher education can take to decrease the pipeline leaks and increase higher education equity, including by increasing transfer students’ belongingness, course availability, credit transfer, financial support, information, and time efficiency.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"29 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87650040","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-03DOI: 10.1177/15210251221109950
Ruby Hernandez, Rebecca Covarrubias, Sara Radoff, Elizabeth Moya, Ángel Jesús Mora
Experiencing extreme adversity — such as homelessness, abuse, or incarceration — creates barriers for educational success. Yet, there is a dearth of literature on the higher education pathways of students who experienced adversity (SEA). A researcher-practitioner collaboration aimed to understand the structural challenges SEA navigated on campus and the factors promoting their resilience and retention. Ten SEA-identified students participated in semi-structured in-depth interviews. Using thematic analyses, we constructed three themes describing challenges they encountered, including experiencing a lack of community, safety concerns, and stigmatization. We also noted four themes reflecting resilience, including how SEA found a sanctuary through a campus program, gave back to similar others, reframed stigmatization, and gained personal strength through networks. An anti-deficit framework helped identify how SEA are leveraging their community strengths and past experiences to thrive in institutions still not fully prepared to serve them. We offer recommendations for how institutions can be more inclusive of SEA.
{"title":"An Anti-Deficit Investigation of Resilience Among University Students with Adverse Experiences","authors":"Ruby Hernandez, Rebecca Covarrubias, Sara Radoff, Elizabeth Moya, Ángel Jesús Mora","doi":"10.1177/15210251221109950","DOIUrl":"https://doi.org/10.1177/15210251221109950","url":null,"abstract":"Experiencing extreme adversity — such as homelessness, abuse, or incarceration — creates barriers for educational success. Yet, there is a dearth of literature on the higher education pathways of students who experienced adversity (SEA). A researcher-practitioner collaboration aimed to understand the structural challenges SEA navigated on campus and the factors promoting their resilience and retention. Ten SEA-identified students participated in semi-structured in-depth interviews. Using thematic analyses, we constructed three themes describing challenges they encountered, including experiencing a lack of community, safety concerns, and stigmatization. We also noted four themes reflecting resilience, including how SEA found a sanctuary through a campus program, gave back to similar others, reframed stigmatization, and gained personal strength through networks. An anti-deficit framework helped identify how SEA are leveraging their community strengths and past experiences to thrive in institutions still not fully prepared to serve them. We offer recommendations for how institutions can be more inclusive of SEA.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"16 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79709639","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-29DOI: 10.1177/15210251221110853
Andrew Otto
Texting is a universal form of communication used by traditional undergraduate students. Its influence on higher education cannot be understated, particularly as it pertains to institutional retention efforts. Communication with an academic advisor has been shown to impact student persistence and retention. Tinto’s theory of student departure posits student persistence is the result of a longitudinal process emphasizing student integration within an institution’s social and academic settings. Student interactions with academic advisors warrant further research given the advisor’s contribution to student integration. Traditional undergraduate students, age 18–24, were surveyed to examine the impact texting with an academic advisor had on a student’s intent to persist. Results indicate a significant, positive correlation exists between a student’s interaction with an academic advisor via text and their intent to persist. Texting, because of its prevalence, warrants consideration in strategic outreach efforts within the academic advising function to positively impact an institution’s retention efforts.
{"title":"2 Txt or Not 2 Txt?: Examining Student Interaction via Text and Its Influence on Students’ Intent to Persist","authors":"Andrew Otto","doi":"10.1177/15210251221110853","DOIUrl":"https://doi.org/10.1177/15210251221110853","url":null,"abstract":"Texting is a universal form of communication used by traditional undergraduate students. Its influence on higher education cannot be understated, particularly as it pertains to institutional retention efforts. Communication with an academic advisor has been shown to impact student persistence and retention. Tinto’s theory of student departure posits student persistence is the result of a longitudinal process emphasizing student integration within an institution’s social and academic settings. Student interactions with academic advisors warrant further research given the advisor’s contribution to student integration. Traditional undergraduate students, age 18–24, were surveyed to examine the impact texting with an academic advisor had on a student’s intent to persist. Results indicate a significant, positive correlation exists between a student’s interaction with an academic advisor via text and their intent to persist. Texting, because of its prevalence, warrants consideration in strategic outreach efforts within the academic advising function to positively impact an institution’s retention efforts.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"22 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83944212","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}
With its direct impact on admissions procedures and (in)direct impact on campus climate, affirmative action bans can potentially influence student retention. This study uses a national dataset to examine the relationship between affirmative action bans in Oklahoma and New Hampshire and retention rates at public colleges and universities. Our findings indicate that the adoption of affirmative action bans is not associated with the average full-time or part-time retention rates for treated institutions relative to those institutions without affirmative action bans. We discuss the implications with respect to admissions policy changes, students’ college choices, and alternative policies to increase student diversity, equity, and inclusion.
{"title":"The Influence of Affirmative Action Bans on Institutional Retention","authors":"Xiaodan Hu, Kubra Say, Jeanette Barker, Brennan Carr","doi":"10.1177/15210251221108460","DOIUrl":"https://doi.org/10.1177/15210251221108460","url":null,"abstract":"With its direct impact on admissions procedures and (in)direct impact on campus climate, affirmative action bans can potentially influence student retention. This study uses a national dataset to examine the relationship between affirmative action bans in Oklahoma and New Hampshire and retention rates at public colleges and universities. Our findings indicate that the adoption of affirmative action bans is not associated with the average full-time or part-time retention rates for treated institutions relative to those institutions without affirmative action bans. We discuss the implications with respect to admissions policy changes, students’ college choices, and alternative policies to increase student diversity, equity, and inclusion.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"20 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87664087","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}
This study examined the relationship between financial stress and student retention for post-secondary students. Data from 2014 collected at a Pacific Northwest University using The Ohio State's National Student Financial Wellness Study were used to examine the students’ reported levels of stress related to finances. Students reported the most financial stress came from their student loan debt. Data analyses showed significance between participants who reported “large” and “extreme” amounts of stress from debt and their decisions to reduce course work, drop out, and/or take a break. Although future research is needed to determine the exact relationship between financial stress and retention rates, it is important to acknowledge that financial stress influences students’ educational decisions.
{"title":"The Relationship Between Financial Stress and College Retention Rates","authors":"Kelsie Smathers, Erin Chapman, Nancy Deringer, Terrance Grieb","doi":"10.1177/15210251221104984","DOIUrl":"https://doi.org/10.1177/15210251221104984","url":null,"abstract":"This study examined the relationship between financial stress and student retention for post-secondary students. Data from 2014 collected at a Pacific Northwest University using The Ohio State's National Student Financial Wellness Study were used to examine the students’ reported levels of stress related to finances. Students reported the most financial stress came from their student loan debt. Data analyses showed significance between participants who reported “large” and “extreme” amounts of stress from debt and their decisions to reduce course work, drop out, and/or take a break. Although future research is needed to determine the exact relationship between financial stress and retention rates, it is important to acknowledge that financial stress influences students’ educational decisions.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"26 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74944801","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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