How do social and academic integration develop over time? Longitudinal analyses of differences based on students’ sociodemographic background

Abstract

ABSTRACTAlthough social and academic integration are considered significant predictors of academic success, little is known about their longitudinal development. In addition, cross-sectional research indicates differences in the integration process based on the sociodemographic background of students, but lacks longitudinal confirmation, especially in Germany. This research gap was addressed by examining students’ integration across three years with measures at four time points (N = 4270) based on data from the National Educational Panel Study (NEPS) in Germany. Longitudinal growth curve analyses were conducted considering interindividual differences between four groups: first-generation students with and without a migration background, and continuing-generation students with and without a migration background. Differences in students’ social and academic integration, measured by several sub-dimensions, partly supported expected advantages for students from academic backgrounds without a migration background, both at the first time point and regarding the longitudinal development. Nevertheless, these differences were small and partly accompanied by non-significant findings highlighting similarities across students. Assumptions about differences between students and implications for future research on the longitudinal development of student integration are discussed.KEYWORDS: Higher educationsocial integrationacademic integrationfirst-generation studentsmigration background Disclosure statementNo potential conflict of interest was reported by the author(s).Data availabilityThis paper uses data from the National Educational Panel Study (NEPS): Starting Cohort 5, https://doi.org/10.5157/NEPS:SC5:15.0.0.Additional informationNotes on contributorsDerya ÖzbağcıDerya Özbağcı is a researcher at the University of Hamburg within the Hamburg Center for University Teaching and Learning. Her research areas include the sense of belonging of students and social inequalities in higher education.Jonas BreetzkeJonas Breetzke is a PhD candidate and research assistant at the Hamburg Center for University Teaching and Learning. His research focuses mainly on study success and the subjective study values of higher education students.Carla BohndickCarla Bohndick is an assistant professor at Hamburg Center for University Teaching and Learning. She received her PhD from Paderborn University. Her research focuses on study success, diversity and the fit between students and the university.