Centering the Marginalized: The Impact of the Pandemic on Online Student Retention

IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH
J. Brown, Joseph M. Kush, Fred Volk
{"title":"Centering the Marginalized: The Impact of the Pandemic on Online Student Retention","authors":"J. Brown, Joseph M. Kush, Fred Volk","doi":"10.55504/0884-9153.1777","DOIUrl":null,"url":null,"abstract":"During the pandemic, much of the focus of administrators and scholars has been on its impact on residential students and the sudden shift to online instruction. While justified, researchers have yet to focus on online students-who often represent marginalized communities in higher education-to ask whether they were impacted by factors related to the pandemic other than the modality shift. In this study, we examined how the first-year retention of online students was affected during the pandemic, and whether it differed from first-year residential students who transitioned online. We examined records of two student cohorts (Fall 2017 and Fall 2019) from a university to determine each cohort's retention rate by modality. Holding other relevant factors constant, we found the COVID cohort of students were less likely to persist to the following Fall regardless of modality, although residential students were still much more likely to be retained overall. However, Black and Hispanic students were less likely to be retained across both modalities, and even Black residential students were more vulnerable to not returning than their White counterparts, suggesting that racial inequalities persist across learning modalities. We conclude by suggesting how one retention tool-financial aid-could be used to address the particular needs of online students to improve their retention.","PeriodicalId":53969,"journal":{"name":"Journal of Student Financial Aid","volume":"73 1","pages":""},"PeriodicalIF":0.9000,"publicationDate":"2022-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"3","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Student Financial Aid","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.55504/0884-9153.1777","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 3

Abstract

During the pandemic, much of the focus of administrators and scholars has been on its impact on residential students and the sudden shift to online instruction. While justified, researchers have yet to focus on online students-who often represent marginalized communities in higher education-to ask whether they were impacted by factors related to the pandemic other than the modality shift. In this study, we examined how the first-year retention of online students was affected during the pandemic, and whether it differed from first-year residential students who transitioned online. We examined records of two student cohorts (Fall 2017 and Fall 2019) from a university to determine each cohort's retention rate by modality. Holding other relevant factors constant, we found the COVID cohort of students were less likely to persist to the following Fall regardless of modality, although residential students were still much more likely to be retained overall. However, Black and Hispanic students were less likely to be retained across both modalities, and even Black residential students were more vulnerable to not returning than their White counterparts, suggesting that racial inequalities persist across learning modalities. We conclude by suggesting how one retention tool-financial aid-could be used to address the particular needs of online students to improve their retention.
以边缘化为中心:疫情对在线学生留校率的影响
在疫情期间,管理人员和学者的大部分注意力都集中在疫情对住校学生的影响以及突然转向在线教学上。虽然有道理,但研究人员还没有把重点放在在线学生身上——他们往往代表着高等教育中的边缘化群体——来询问他们是否受到了与流行病相关的因素的影响,而不是模式的转变。在这项研究中,我们研究了在疫情期间,一年级在线学生的保留率是如何受到影响的,以及它是否与一年级过渡到在线的住宿学生不同。我们检查了一所大学的两个学生群体(2017年秋季和2019年秋季)的记录,以确定每个群体按模式的保留率。在保持其他相关因素不变的情况下,我们发现COVID队列的学生不太可能坚持到下一个秋季,无论采用何种方式,尽管住宿学生总体上仍然更有可能保留下来。然而,黑人和西班牙裔学生在两种模式下都不太可能被留下来,甚至黑人寄宿学生也比白人学生更容易不回来,这表明种族不平等在学习模式中仍然存在。最后,我们建议如何使用一种保留工具-经济援助-来解决在线学生的特殊需求,以提高他们的保留。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
Journal of Student Financial Aid
Journal of Student Financial Aid EDUCATION & EDUCATIONAL RESEARCH-
自引率
25.00%
发文量
19
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信