The goal of this study was to create a model for predicting the factors that influence graduates’ decisions to continue their studies at the master's level within the same institution. The research was conducted on the entire population of students ( N = 663) who started their studies at the Faculty of Education, University of East Sarajevo between 2008 and 2018 and completed their studies by 2021. Part of the data was collected from the faculty information systems and part through questionnaires. The results showed the artificial neural network had the highest classification accuracy while variables, the personal factors, the faculty offers quality, applicable and useful study programs, time to degree and place of residence have the best predictive value. This model can enable other institutions of higher education to create an inclusive environment that enhances student wellbeing, improves educational results, and increases institutional efficiency.
{"title":"Educational Data Mining in Higher Education: Building a Predictive Model for Retaining University Graduates as Master's Students","authors":"Vlado Simeunovic, Sanja Milić, Snežana Ratković-Obradović","doi":"10.1177/15210251241254053","DOIUrl":"https://doi.org/10.1177/15210251241254053","url":null,"abstract":"The goal of this study was to create a model for predicting the factors that influence graduates’ decisions to continue their studies at the master's level within the same institution. The research was conducted on the entire population of students ( N = 663) who started their studies at the Faculty of Education, University of East Sarajevo between 2008 and 2018 and completed their studies by 2021. Part of the data was collected from the faculty information systems and part through questionnaires. The results showed the artificial neural network had the highest classification accuracy while variables, the personal factors, the faculty offers quality, applicable and useful study programs, time to degree and place of residence have the best predictive value. This model can enable other institutions of higher education to create an inclusive environment that enhances student wellbeing, improves educational results, and increases institutional efficiency.","PeriodicalId":503658,"journal":{"name":"Journal of College Student Retention: Research, Theory & Practice","volume":"26 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141120770","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 : 2024-05-15DOI: 10.1177/15210251241249158
Vincent Tinto
Unlike many earlier models of student persistence that viewed the process of student persistence through the lens of the institution, the model proposed here looks at persistence through the eyes of students. It draws on the research on student motivation, student perceptions, and the impact of student networks on student engagement to propose a model of student persistence that stresses the importance of student perceptions of their engagement with others on campus and the meanings their draw from their engagements to their decisions to stay or leave. In doing so, it argues that to further promote student persistence, institutions should ask how their actions can influence student perceptions and in turn their motivation to learn and persist.
{"title":"Student Persistence Through a Different Lens","authors":"Vincent Tinto","doi":"10.1177/15210251241249158","DOIUrl":"https://doi.org/10.1177/15210251241249158","url":null,"abstract":"Unlike many earlier models of student persistence that viewed the process of student persistence through the lens of the institution, the model proposed here looks at persistence through the eyes of students. It draws on the research on student motivation, student perceptions, and the impact of student networks on student engagement to propose a model of student persistence that stresses the importance of student perceptions of their engagement with others on campus and the meanings their draw from their engagements to their decisions to stay or leave. In doing so, it argues that to further promote student persistence, institutions should ask how their actions can influence student perceptions and in turn their motivation to learn and persist.","PeriodicalId":503658,"journal":{"name":"Journal of College Student Retention: Research, Theory & Practice","volume":"141 21","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140976767","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 : 2024-02-13DOI: 10.1177/15210251241232683
Alexander Karl Ferdinand Loder, Amani Colleen Brandweiner, Guilherme Maia de Oliveira Wood
Austria is a country without college tuition fees, also allowing students to enroll in an unlimited number of programs simultaneously. Based on minimum ECTS requirements to keep enrollments valid, student performance is central. This study explores associations between student satisfaction and performance in the setting of parallel enrollments. Two hundred and thirteen students filled in a questionnaire, merging answers with performance parameters from the university's database. Multivariate regression analyses with performance as outcome and satisfaction measures as predictors were conducted on the levels: (1) unfiltered dataset, (2) one enrollment, and (3) 2 + enrollments. Performance satisfaction explained variance of grade point average and the number of failed exams on levels 1 and 2. Course satisfaction and the wish to continue studying were strongly associated with grade point average in nonprioritized programs of students with more than one enrollment. University systems worldwide could benefit from parallel programs, possibly preventing immediate dropout of unsatisfied students.
{"title":"Parallel Enrollments: Associations Between College Student Satisfaction and Performance","authors":"Alexander Karl Ferdinand Loder, Amani Colleen Brandweiner, Guilherme Maia de Oliveira Wood","doi":"10.1177/15210251241232683","DOIUrl":"https://doi.org/10.1177/15210251241232683","url":null,"abstract":"Austria is a country without college tuition fees, also allowing students to enroll in an unlimited number of programs simultaneously. Based on minimum ECTS requirements to keep enrollments valid, student performance is central. This study explores associations between student satisfaction and performance in the setting of parallel enrollments. Two hundred and thirteen students filled in a questionnaire, merging answers with performance parameters from the university's database. Multivariate regression analyses with performance as outcome and satisfaction measures as predictors were conducted on the levels: (1) unfiltered dataset, (2) one enrollment, and (3) 2 + enrollments. Performance satisfaction explained variance of grade point average and the number of failed exams on levels 1 and 2. Course satisfaction and the wish to continue studying were strongly associated with grade point average in nonprioritized programs of students with more than one enrollment. University systems worldwide could benefit from parallel programs, possibly preventing immediate dropout of unsatisfied students.","PeriodicalId":503658,"journal":{"name":"Journal of College Student Retention: Research, Theory & Practice","volume":"127 27","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139780959","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 : 2024-02-13DOI: 10.1177/15210251241232683
Alexander Karl Ferdinand Loder, Amani Colleen Brandweiner, Guilherme Maia de Oliveira Wood
Austria is a country without college tuition fees, also allowing students to enroll in an unlimited number of programs simultaneously. Based on minimum ECTS requirements to keep enrollments valid, student performance is central. This study explores associations between student satisfaction and performance in the setting of parallel enrollments. Two hundred and thirteen students filled in a questionnaire, merging answers with performance parameters from the university's database. Multivariate regression analyses with performance as outcome and satisfaction measures as predictors were conducted on the levels: (1) unfiltered dataset, (2) one enrollment, and (3) 2 + enrollments. Performance satisfaction explained variance of grade point average and the number of failed exams on levels 1 and 2. Course satisfaction and the wish to continue studying were strongly associated with grade point average in nonprioritized programs of students with more than one enrollment. University systems worldwide could benefit from parallel programs, possibly preventing immediate dropout of unsatisfied students.
{"title":"Parallel Enrollments: Associations Between College Student Satisfaction and Performance","authors":"Alexander Karl Ferdinand Loder, Amani Colleen Brandweiner, Guilherme Maia de Oliveira Wood","doi":"10.1177/15210251241232683","DOIUrl":"https://doi.org/10.1177/15210251241232683","url":null,"abstract":"Austria is a country without college tuition fees, also allowing students to enroll in an unlimited number of programs simultaneously. Based on minimum ECTS requirements to keep enrollments valid, student performance is central. This study explores associations between student satisfaction and performance in the setting of parallel enrollments. Two hundred and thirteen students filled in a questionnaire, merging answers with performance parameters from the university's database. Multivariate regression analyses with performance as outcome and satisfaction measures as predictors were conducted on the levels: (1) unfiltered dataset, (2) one enrollment, and (3) 2 + enrollments. Performance satisfaction explained variance of grade point average and the number of failed exams on levels 1 and 2. Course satisfaction and the wish to continue studying were strongly associated with grade point average in nonprioritized programs of students with more than one enrollment. University systems worldwide could benefit from parallel programs, possibly preventing immediate dropout of unsatisfied students.","PeriodicalId":503658,"journal":{"name":"Journal of College Student Retention: Research, Theory & Practice","volume":"119 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139840653","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 : 2024-02-08DOI: 10.1177/15210251231220869
Roger Pizarro Milian, Dylan Reynolds, Naleni Jacob, Firrisaa Abdulkarim, Gillian Parekh, Robert Brown, David Walters
Research on pathway-based disparities in postsecondary education (PSE) has mounted in recent decades, indicating that nonlinear pathways may hamper students’ academic success. In Ontario, Canada, research on this topic remains largely inconclusive given the historically low quality of available data sources, with researchers commonly relying on small and unrepresentative samples, short observation windows, and a restricted range of academic and demographic controls. Through this study we reexamine pathway-based disparities in graduation rates using a custom administrative linkage that constitutes the best available evidence to study this topic in the province of Ontario. Our statistical analyses confirm the existence of a statistically significant relationship between the PSE pathways traveled by students and their odds of graduation, particularly among community college-to-university transfers. We conclude by considering the implications of these findings for both policymakers and future research in this space in Ontario and comparable jurisdictions.
近几十年来，有关中学后教育（PSE）中基于路径的差异的研究不断增加，表明非线性路径可能会阻碍学生的学业成功。在加拿大安大略省，由于可用数据源的质量历来较低，研究人员通常依赖于小规模且不具代表性的样本、较短的观察窗口以及有限的学术和人口控制范围，因此有关该主题的研究在很大程度上仍未得出结论。通过这项研究，我们利用定制的行政联系重新审视了基于路径的毕业率差异，该行政联系是安大略省研究该主题的最佳可用证据。我们的统计分析证实，学生的 PSE 途径与他们的毕业几率之间存在着统计学上的显著关系，尤其是在社区学院转入大学的学生中。最后，我们探讨了这些研究结果对安大略省及类似辖区的政策制定者和未来研究的影响。
{"title":"Pathways to Success, or Unfulfilled Dreams? An Examination of Pathway-Based Disparities in Graduation Rates","authors":"Roger Pizarro Milian, Dylan Reynolds, Naleni Jacob, Firrisaa Abdulkarim, Gillian Parekh, Robert Brown, David Walters","doi":"10.1177/15210251231220869","DOIUrl":"https://doi.org/10.1177/15210251231220869","url":null,"abstract":"Research on pathway-based disparities in postsecondary education (PSE) has mounted in recent decades, indicating that nonlinear pathways may hamper students’ academic success. In Ontario, Canada, research on this topic remains largely inconclusive given the historically low quality of available data sources, with researchers commonly relying on small and unrepresentative samples, short observation windows, and a restricted range of academic and demographic controls. Through this study we reexamine pathway-based disparities in graduation rates using a custom administrative linkage that constitutes the best available evidence to study this topic in the province of Ontario. Our statistical analyses confirm the existence of a statistically significant relationship between the PSE pathways traveled by students and their odds of graduation, particularly among community college-to-university transfers. We conclude by considering the implications of these findings for both policymakers and future research in this space in Ontario and comparable jurisdictions.","PeriodicalId":503658,"journal":{"name":"Journal of College Student Retention: Research, Theory & Practice","volume":"36 S151","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139794549","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 : 2024-02-08DOI: 10.1177/15210251231220869
Roger Pizarro Milian, Dylan Reynolds, Naleni Jacob, Firrisaa Abdulkarim, Gillian Parekh, Robert Brown, David Walters
Research on pathway-based disparities in postsecondary education (PSE) has mounted in recent decades, indicating that nonlinear pathways may hamper students’ academic success. In Ontario, Canada, research on this topic remains largely inconclusive given the historically low quality of available data sources, with researchers commonly relying on small and unrepresentative samples, short observation windows, and a restricted range of academic and demographic controls. Through this study we reexamine pathway-based disparities in graduation rates using a custom administrative linkage that constitutes the best available evidence to study this topic in the province of Ontario. Our statistical analyses confirm the existence of a statistically significant relationship between the PSE pathways traveled by students and their odds of graduation, particularly among community college-to-university transfers. We conclude by considering the implications of these findings for both policymakers and future research in this space in Ontario and comparable jurisdictions.
近几十年来，有关中学后教育（PSE）中基于路径的差异的研究不断增加，表明非线性路径可能会阻碍学生的学业成功。在加拿大安大略省，由于可用数据源的质量历来较低，研究人员通常依赖于小规模且不具代表性的样本、较短的观察窗口以及有限的学术和人口控制范围，因此有关该主题的研究在很大程度上仍未得出结论。通过这项研究，我们利用定制的行政联系重新审视了基于路径的毕业率差异，该行政联系是安大略省研究该主题的最佳可用证据。我们的统计分析证实，学生的 PSE 途径与他们的毕业几率之间存在着统计学上的显著关系，尤其是在社区学院转入大学的学生中。最后，我们探讨了这些研究结果对安大略省及类似辖区的政策制定者和未来研究的影响。
{"title":"Pathways to Success, or Unfulfilled Dreams? An Examination of Pathway-Based Disparities in Graduation Rates","authors":"Roger Pizarro Milian, Dylan Reynolds, Naleni Jacob, Firrisaa Abdulkarim, Gillian Parekh, Robert Brown, David Walters","doi":"10.1177/15210251231220869","DOIUrl":"https://doi.org/10.1177/15210251231220869","url":null,"abstract":"Research on pathway-based disparities in postsecondary education (PSE) has mounted in recent decades, indicating that nonlinear pathways may hamper students’ academic success. In Ontario, Canada, research on this topic remains largely inconclusive given the historically low quality of available data sources, with researchers commonly relying on small and unrepresentative samples, short observation windows, and a restricted range of academic and demographic controls. Through this study we reexamine pathway-based disparities in graduation rates using a custom administrative linkage that constitutes the best available evidence to study this topic in the province of Ontario. Our statistical analyses confirm the existence of a statistically significant relationship between the PSE pathways traveled by students and their odds of graduation, particularly among community college-to-university transfers. We conclude by considering the implications of these findings for both policymakers and future research in this space in Ontario and comparable jurisdictions.","PeriodicalId":503658,"journal":{"name":"Journal of College Student Retention: Research, Theory & Practice","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139854299","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 : 2024-01-22DOI: 10.1177/15210251231226133
Jafeth E. Sanchez, Anne N. Mutiga
The purpose of this study was to conduct a quantitative, exploratory analysis of key variables at transition grade levels (i.e., 7th, 9th, 12th) toward retention and completion in postsecondary education among Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) students. The exploration included variables that were retrieved from existing data on 65 students from one of the state's GEAR UP subawards in order to conduct correlations, t-tests, sign tests, and binomial regression to explore the variables across the transition years in relation to GEAR UP participation and postsecondary outcomes. Students represented by the data were GEAR UP participants since their 7th-grade year, having engaged in twice monthly peer-mentoring and summer programming activities within a university partnership. Importantly, most students were of Latinx heritage backgrounds, and the majority enrolled in postsecondary education; notably, the 4-year postsecondary completion rate was 84%. A discussion and conclusion of this exploratory analysis are provided.
本研究的目的是对 "为本科生做好早期认识和准备计划"（GEAR UP）学生在过渡年级（即七年级、九年级和十二年级）保留和完成中学后教育的关键变量进行定量探索性分析。探索包括从该州 GEAR UP 子基金中 65 名学生的现有数据中获取的变量，以便进行相关性、t 检验、符号检验和二项回归，从而探索各过渡年的变量与 GEAR UP 参与情况和中学后教育结果的关系。这些数据所代表的学生从七年级开始就参加了 GEAR UP，每月两次参加大学合作项目中的同伴指导和暑期计划活动。重要的是，大多数学生都有拉丁裔传统背景，而且大多数学生都接受了中学后教育；值得注意的是，4 年中学后教育完成率为 84%。本文对这一探索性分析进行了讨论并给出了结论。
{"title":"Gleaning into the Aspirational-Pursuit Gap of GEAR UP Students","authors":"Jafeth E. Sanchez, Anne N. Mutiga","doi":"10.1177/15210251231226133","DOIUrl":"https://doi.org/10.1177/15210251231226133","url":null,"abstract":"The purpose of this study was to conduct a quantitative, exploratory analysis of key variables at transition grade levels (i.e., 7th, 9th, 12th) toward retention and completion in postsecondary education among Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) students. The exploration included variables that were retrieved from existing data on 65 students from one of the state's GEAR UP subawards in order to conduct correlations, t-tests, sign tests, and binomial regression to explore the variables across the transition years in relation to GEAR UP participation and postsecondary outcomes. Students represented by the data were GEAR UP participants since their 7th-grade year, having engaged in twice monthly peer-mentoring and summer programming activities within a university partnership. Importantly, most students were of Latinx heritage backgrounds, and the majority enrolled in postsecondary education; notably, the 4-year postsecondary completion rate was 84%. A discussion and conclusion of this exploratory analysis are provided.","PeriodicalId":503658,"journal":{"name":"Journal of College Student Retention: Research, Theory & Practice","volume":"29 37","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139608064","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 : 2024-01-09DOI: 10.1177/15210251231225415
Jennifer W. Underwood, Abigail H. Conley, J. M. Waters
This quantitative study explored the relationship between adverse childhood experiences (ACEs) and college student stress and well-being, including the impacts of gender identity and sexual orientation. Participants were undergraduate students ( n = 760) who answered survey questions related to stress, well-being, and ACEs as part of a larger campus climate survey. Researchers found that number of ACEs and gender identity/sexual orientation were independently associated with stress. Having more ACEs was significantly associated with higher stress scores. LGBTQ + participants had the highest stress scores, followed by cisgender heterosexual women and cisgender heterosexual men. Well-being was not significantly associated with ACEs or gender identity/sexual orientation. Results of the study have implications for college student retention. The high prevalence of ACEs and stress indicates the need for services that help students manage stress and increase well-being to improve their ability to persist and succeed in college.
{"title":"The Impact of Adverse Childhood Experiences on College Student Stress and Well-being","authors":"Jennifer W. Underwood, Abigail H. Conley, J. M. Waters","doi":"10.1177/15210251231225415","DOIUrl":"https://doi.org/10.1177/15210251231225415","url":null,"abstract":"This quantitative study explored the relationship between adverse childhood experiences (ACEs) and college student stress and well-being, including the impacts of gender identity and sexual orientation. Participants were undergraduate students ( n = 760) who answered survey questions related to stress, well-being, and ACEs as part of a larger campus climate survey. Researchers found that number of ACEs and gender identity/sexual orientation were independently associated with stress. Having more ACEs was significantly associated with higher stress scores. LGBTQ + participants had the highest stress scores, followed by cisgender heterosexual women and cisgender heterosexual men. Well-being was not significantly associated with ACEs or gender identity/sexual orientation. Results of the study have implications for college student retention. The high prevalence of ACEs and stress indicates the need for services that help students manage stress and increase well-being to improve their ability to persist and succeed in college.","PeriodicalId":503658,"journal":{"name":"Journal of College Student Retention: Research, Theory & Practice","volume":"1 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139443655","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 : 2023-12-21DOI: 10.1177/15210251231216345
Rachel K. Carpenter, Nicholas W. McAfee, Julie A. Schumacher
Although college enrollment remains steady, rates of course reduction continue to rise. Most attrition research has focused on individual's precollege characteristics, but recent evidence shows that potentially traumatic events (PTEs) and/or mental health conditions are linked to college dropout. Although, little research has explored how the number of specific types of trauma exposures affects college retention. The present study examined how these types of traumatic exposures, mental health symptoms, and minority and employment status differentially relate to mental health and academic outcomes in Mississippi university samples ( N = 1,831). Those who endorsed multiple PTE exposures showed the highest likelihood of considering reducing course load. Further, students with any PTE, and who also reported mental health symptoms, were within certain minority groups, and faced higher employment burdens were at a greater likelihood of considering course reduction. Recommendations include implementing evidence-based treatment protocols, utilizing trauma-informed programming, and reducing minority prejudice.
{"title":"Variations in Trauma Exposure, Minority Status, and Considerations in Course Reduction in Mississippi University System","authors":"Rachel K. Carpenter, Nicholas W. McAfee, Julie A. Schumacher","doi":"10.1177/15210251231216345","DOIUrl":"https://doi.org/10.1177/15210251231216345","url":null,"abstract":"Although college enrollment remains steady, rates of course reduction continue to rise. Most attrition research has focused on individual's precollege characteristics, but recent evidence shows that potentially traumatic events (PTEs) and/or mental health conditions are linked to college dropout. Although, little research has explored how the number of specific types of trauma exposures affects college retention. The present study examined how these types of traumatic exposures, mental health symptoms, and minority and employment status differentially relate to mental health and academic outcomes in Mississippi university samples ( N = 1,831). Those who endorsed multiple PTE exposures showed the highest likelihood of considering reducing course load. Further, students with any PTE, and who also reported mental health symptoms, were within certain minority groups, and faced higher employment burdens were at a greater likelihood of considering course reduction. Recommendations include implementing evidence-based treatment protocols, utilizing trauma-informed programming, and reducing minority prejudice.","PeriodicalId":503658,"journal":{"name":"Journal of College Student Retention: Research, Theory & Practice","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139167970","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 : 2023-12-21DOI: 10.1177/15210251231222202
Emily K. Suh, Blanca Estevez Posadas, Hana Fuller, Monica Cruz, Judith Andrade
Examining transfer students’ sense of belonging and perceptions of community in the context of their journey toward becoming teachers highlights the challenges and opportunities they encounter during this academic transition. Through the use of thematic analysis, this study analyzed the dynamics of building a sense of belonging among 14 preservice teachers of color as they transferred into a large four-year Hispanic Serving Institution. Through a Transfer-Receptive Culture lens, the study finds that students placed limited significance on their racial identities but described other factors as more impactful on their sense of belonging. The study argues for foregrounding students’ intersectional identities, including race, to enhance their overall academic success, enable them to create meaningful connections with peers and equip them with the necessary skills to excel in their future roles as teachers.
{"title":"“Open Our Hearts and Minds to Say I Belong Here”: Undergraduate Preservice Teachers’ Transfer Experiences","authors":"Emily K. Suh, Blanca Estevez Posadas, Hana Fuller, Monica Cruz, Judith Andrade","doi":"10.1177/15210251231222202","DOIUrl":"https://doi.org/10.1177/15210251231222202","url":null,"abstract":"Examining transfer students’ sense of belonging and perceptions of community in the context of their journey toward becoming teachers highlights the challenges and opportunities they encounter during this academic transition. Through the use of thematic analysis, this study analyzed the dynamics of building a sense of belonging among 14 preservice teachers of color as they transferred into a large four-year Hispanic Serving Institution. Through a Transfer-Receptive Culture lens, the study finds that students placed limited significance on their racial identities but described other factors as more impactful on their sense of belonging. The study argues for foregrounding students’ intersectional identities, including race, to enhance their overall academic success, enable them to create meaningful connections with peers and equip them with the necessary skills to excel in their future roles as teachers.","PeriodicalId":503658,"journal":{"name":"Journal of College Student Retention: Research, Theory & Practice","volume":"67 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139166989","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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