Examining Retention and Transfer in Relation to Incoming Student Data for First-Generation and Continuing-Generation Students: What Differences Exist?

Autor/in	Radunzel, Justine
Titel	Examining Retention and Transfer in Relation to Incoming Student Data for First-Generation and Continuing-Generation Students: What Differences Exist?
Quelle	In: Journal of College Student Retention: Research, Theory & Practice, 23 (2021) 2, S.214-242 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1521-0251
DOI	10.1177/1521025118813516
Schlagwörter	School Holding Power; Academic Persistence; Student Attrition; Dropout Rate; College Transfer Students; First Generation College Students; Full Time Students; On Campus Students; Student Characteristics; Predictor Variables; Educational Attainment; Parent Background; Grade Point Average; Intention; Gender Differences; Racial Differences; Goal Orientation; College Entrance Examinations; Family Income; College Readiness; ACT Assessment + Suchen Sie Ihr Suchwort? Schülerbeurlaubung; Hochschulwechsel; Schulwechsel; Studienortwechsel; Vollzeitstudium; Prädiktor; Bildungsabschluss; Bildungsgut; Elternhaus; Geschlechterkonflikt; Rassenunterschied; Zielorientierung; Zielvorstellung; Aufnahmeprüfung; Familieneinkommen; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	First-generation (FG) students are generally less likely than their continuing-generation (CG) peers to persist and complete a degree. Using student data available at initial enrollment, this multi-institutional study examines retention and transfer at the second year in relation to academic readiness, financial resources, college intentions, enrollment attributes, and other demographic characteristics to determine whether the predictors and their effects differ between FG and CG students beginning at 4-year institutions. Students' college intentions and enrollment attributes are included as possible barriers to academic and social integration at the initial institution. The study finds that parental education gaps in outcomes persist even after statistically controlling for incoming student information, and the effects of some predictors differ by parental education. The implications of the findings for early identification of students at risk of leaving their initial institution and for informing retention and transfer strategies that are aimed at equipping FG students for success are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01