Predictors of the Influences on Persistence for African American Students at Moderately Selective Tertiary Institutions

Autor/in	Hicks, Deborah K.
Titel	Predictors of the Influences on Persistence for African American Students at Moderately Selective Tertiary Institutions
Quelle	(2013), (231 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, TUI University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3030-3313-1
Schlagwörter	Hochschulschrift; Dissertation; African American Students; Academic Persistence; College Students; Selective Admission; Higher Education; Correlation; Colleges; Institutional Characteristics; Disproportionate Representation; White Students; Difficulty Level; Goal Orientation; Social Integration; Racial Relations; Educational Environment; Measures (Individuals); Rating Scales; Grade Point Average; Demography; Predictor Variables; Gender Differences; Age Differences; Multiple Regression Analysis; National Survey of Student Engagement + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Collegestudent; Bildungsselektion; Hochschulbildung; Hochschulsystem; Hochschulwesen; Korrelation; College; Hochschule; Fachhochschule; Schwierigkeitsgrad; Zielorientierung; Zielvorstellung; Soziale Integration; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Messdaten; Rating-Skala; Demografie; Prädiktor; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied
Abstract	The researcher investigated three types of factors, academic, commitment, and social on college sophomore's decisions to persist at predominately White institutions. The academic factors (academic integration, academic rigor), commitment (goal commitment and institutional commitment) and social factors (social integration and racial climate) were measured using modified versions of the Cultural Climate and Attitudes Survey, the Institutional and Integration Scale, and the National Survey of Student Engagement. College GPA, a third academic factor was self-reported. The participants were 566 students from three large public predominantly White institutions. Survey results were analyzed using hierarchical multiple linear regression. The results showed that the contribution of social integration, rigor, institutional and goal commitments are significant predictors to persistence (institutional commitment ß=0.59, p<01, social integration ß=0.14, p<0.01, goal commitment ß=0.11, p<0.01, rigor ß=0.11, p<0.01). Demographic variables, gender and age (gender: ß=-0.07, p<0.01, and age: ß=-0.01, p<0.01) significantly impacted the persistence. While campus racial climate did not significantly predict persistence, it was a significant predictor of institutional commitment (ß=0.19, p<0.01), which was the strongest predictor of persistence (ß =0.59, p<0.01). Implications of the study suggests that predominately White institutions should focus on the social integration of all of its students regardless of ethnicity, the maintenance of rigorous academic programs, and creating a welcoming campus racial climate, as well as support systems that improve student's commitment to graduating from the institutions to improve student persistence. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01