College Student Retention on a Racially Diverse Campus: A Theoretically Guided Reality Check

Autor/inn/en	Xu, Yonghong Jade; Webber, Karen L.
Titel	College Student Retention on a Racially Diverse Campus: A Theoretically Guided Reality Check
Quelle	In: Journal of College Student Retention: Research, Theory & Practice, 20 (2018) 1, S.2-28 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1521-0251
DOI	10.1177/1521025116643325
Schlagwörter	Undergraduate Students; School Holding Power; Academic Persistence; Student Diversity; Ethnic Diversity; Racial Integration; Research Universities; Social Integration; African American Students; White Students; Barriers; Financial Problems; Educational Quality; Dropouts; Educational Policy; Educational Planning; Urban Universities; Online Surveys; Student Surveys; Statistical Analysis; Likert Scales; Regression (Statistics); Factor Analysis; Least Squares Statistics + Suchen Sie Ihr Suchwort? Rassenintegration; Forschungseinrichtung; Soziale Integration; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Quality of education; Bildungsqualität; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Politics of education; Bildungspolitik; Bildungsplanung; Schülerbefragung; Statistische Analyse; Likert-Skala; Regression; Regressionsanalyse; Faktorenanalyse
Abstract	Theoretically grounded in Tinto's model of retention and Braxton and colleagues' revisions , this study is designed to examine the applicability of the integration model to students of different racial backgrounds. Results from a sample of full-time undergraduate students at a research-extensive university suggest that (a) academic and social integrations function differently to the persistence of Black and White students, (b) financial pressure was the most consistent impediment to college retention for all students, and (c) institutional control over academic quality is critical to student retention. In addition, results show that students of different racial backgrounds do not differ significantly in their reported intention to drop out. Implications for policy and planning are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01