Class Counts: Exploring Differences in Academic and Social Integration between Working-Class and Middle/Upper-Class Students at Large, Public Research Universities

Autor/inn/en	Soria, Krista M.; Stebleton, Michael J.; Huesman, Ronald L., Jr.
Titel	Class Counts: Exploring Differences in Academic and Social Integration between Working-Class and Middle/Upper-Class Students at Large, Public Research Universities
Quelle	In: Journal of College Student Retention: Research, Theory & Practice, 15 (2013) 2, S.215-242 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1521-0251
DOI	10.2190/CS.15.2.e
Schlagwörter	Social Class; Social Status; Socioeconomic Status; Educational Status Comparison; Working Class; Middle Class; Social Integration; Undergraduate Students; Research Universities; Student Experience; Student Surveys; School Holding Power; Academic Persistence; Barriers; Academic Achievement; Educational Environment; Adjustment (to Environment); Statistical Significance; California + Suchen Sie Ihr Suchwort? Social classes; Soziale Klasse; Sozialer Status; Socio-economic status; Sozioökonomischer Status; Soziokultureller Vergleich; Arbeiterklasse; Mittelschicht; Soziale Integration; Forschungseinrichtung; Studienerfahrung; Schülerbefragung; Schulleistung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Kalifornien
Abstract	This multi-institutional study examines differences between working-class and middle/upper-class students at large, public research universities. Significant differences in factors related to working-class students' social integration (including satisfaction, campus climate, and sense of belonging) and academic integration (including collaborative work with peers, academic involvement and initiative, and time spent employed or in academic activities), in addition to students' perceived obstacles to academic success, were found through non-parametric bootstrapping. Using Tinto's (1993) theory of student departure as a framework, it is hypothesized that these differences may negatively impact working-class students' persistence and retention. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01