Impact of the POSSE program on the academic integration of minority engineering students

Abstract

Lafayette College participates in the POSSE Program which has its own recruitment and retention strategies. We explore if these differences affect behavior, and subsequent commitment to engineering. While our small samples preclude general conclusions, the insights provide the foundation for more in-depth studies of similar programs within a similar campus context. Guided by Tintopsilas theory of student retention, we surveyed group behavior in terms of academic and social integration. Our results show that POSSE students state a high commitment to engineering, and an ability to navigate the academic integration process. Minority students who are not part of the POSSE Program state a similar commitment to engineering, however they report less success navigating the academic integration process.