The Influence of Institutional Control on the Persistence of Minority Students: A Descriptive Analysis.

Autor/in	Porter, Oscar F.
Institution	National Inst. of Independent Colleges and Universities, Washington, DC.
Titel	The Influence of Institutional Control on the Persistence of Minority Students: A Descriptive Analysis.
Quelle	(1989), (87 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Persistence; Asian Americans; Black Students; College Students; Dropout Rate; Enrollment Rate; Graduation; Higher Education; Hispanic Americans; Institutional Characteristics; Longitudinal Studies; Minority Groups; Multivariate Analysis; Private Colleges; Public Colleges; Racial Differences; Stopouts; Student Characteristics; White Students + Suchen Sie Ihr Suchwort? Asian immigrant; United States; Asiatischer Einwanderer; USA; Collegestudent; Abschluss; Graduierung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Hispanic; Hispanoamerikaner; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ethnische Minderheit; Multivariate Analyse; Privathochschule; Rassenunterschied; Ausstieg
Abstract	This study relates the personal characteristics, high school experiences, and college experiences of students pursuing a baccalaureate degree to the type of institution they attended and their ethnicity. Multivariate analysis was performed on data drawn from the High School and Beyond database. Summary conclusions include the following: (1) minority students, with the exception of Asian Americans, are slightly more likely than Whites to enroll in a public institution; (2) overall completion rates are not very high for any minority group; (3) those students who began college right after high school were most likely to complete a degree; (4) students are most likely to drop out in the first semester of the first year; (5) Asian Americans, Whites, and to a lesser degree, African Americans were more likely to persist if they attended a private institution; (6) socioeconomic status did not seem to have a direct effect on the persistence of Hispanics, but did influence the other groups to varying degrees; (7) academic ability as measured on high school achievement tests had a strong effect on persistence, with the exception of African Americans; and (8) grants and family assistance were the most common forms of first-year financial aid for all ethnic groups, with the exception of African Americans who were more likely to have loans rather than family assistance. Statistical data are included on 19 tables. A 37-item bibliography is appended. (FMW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC