Academic and Social Integration and Persistence of International Students at U.S. Two-Year Institutions

Autor/in	Mamiseishvili, Ketevan
Titel	Academic and Social Integration and Persistence of International Students at U.S. Two-Year Institutions
Quelle	In: Community College Journal of Research and Practice, 36 (2012) 1, S.15-27 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-8926
DOI	10.1080/10668926.2012.619093
Schlagwörter	Campuses; Social Integration; Community Colleges; Academic Persistence; Academic Advising; Academic Achievement; Foreign Students; College Students; Longitudinal Studies; Profiles; Costs; College Faculty; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Soziale Integration; Community college; Community College; Akademischer Rat; Schulleistung; Collegestudent; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Charakterisierung; Profilanalyse; Cost; Kosten; Fakultät; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	As a growing number of international students discover two-year institutions as the possible gateway to U.S. higher education, it is important to have a better understanding of who these students are, what attracts them to two-year colleges, and how they engage with the campus community. To address these questions, the study used the data from the Beginning Postsecondary Students Longitudinal Study (BPS:04/06) survey to examine the profile of international students attending two-year versus four-year institutions in the United States. More specifically, the study explored to what extent international students engaged academically and socially on two-year college campuses in their first-year of study in the U.S. It also examined how students' integration related to their likelihood of persistence through the second year. The results of this study revealed that location, cost, and coursework were among the primary considerations for international students enrolling at two-year institutions in the U.S. The study found that academic advising and faculty interactions played a significant role in the first-to-second-year persistence of international students. Considering these findings, developing relationships and interactions with faculty, academic advisors, and peers should be reinforced and supported. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10