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Journal of College Student Retention-Research Theory & Practice最新文献

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“Eventually, It Became My Source of Motivation”: Black STEM Transfer Students’ Agentic Responses to Negative Campus Ethos at an HSI “最终，它成为了我的动力来源”:黑人STEM转校生对HSI负面校园风气的真实反应
IF 1.5
Journal of College Student Retention-Research Theory & Practice Pub Date : 2023-03-02 DOI: 10.1177/15210251231157650
Y. Choi, Marie Janelle Tacloban-Moore, Sarah L. Eddy, G. Potvin, Rocio Benabentos, L. Kramer
{"title":"“Eventually, It Became My Source of Motivation”: Black STEM Transfer Students’ Agentic Responses to Negative Campus Ethos at an HSI","authors":"Y. Choi, Marie Janelle Tacloban-Moore, Sarah L. Eddy, G. Potvin, Rocio Benabentos, L. Kramer","doi":"10.1177/15210251231157650","DOIUrl":"https://doi.org/10.1177/15210251231157650","url":null,"abstract":"As the fastest growing minority serving institution type, Hispanic-serving institutions (HSIs) play important roles in reaching and serving a diverse group of students beyond Hispanic/Latine-identified students, including Black students. To understand Black STEM transfer students’ experiences at an HSI, we conducted and analyzed 10 student interviews guided by Harris and Wood’s Socio-Ecological Outcomes model. We found four themes. The first theme revealed participants had positive impressions of the HSI before transfer, due to its perceived racial/ethnic diversity. The second and third themes pointed to negative experiences after participants’ arrival at the HSI, connected to their status as transfer students and as Black students, respectively. In the final theme, participants exercised their agency, which allowed them to persist and succeed despite inadequate institutional support. Based on these findings, we urge HSIs to intentionally devote more attention and resources to support Black STEM transfer students and otherwise minoritized students.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"2 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88745241","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Contributing Factors for Success of Nontraditional Students at Online Doctoral Programs 在线博士课程中非传统学生成功的影响因素
IF 1.5
Journal of College Student Retention-Research Theory & Practice Pub Date : 2023-02-20 DOI: 10.1177/15210251231155488
Mansureh Kebritchi, Ryan Rominger, Mark L. McCaslin
{"title":"Contributing Factors for Success of Nontraditional Students at Online Doctoral Programs","authors":"Mansureh Kebritchi, Ryan Rominger, Mark L. McCaslin","doi":"10.1177/15210251231155488","DOIUrl":"https://doi.org/10.1177/15210251231155488","url":null,"abstract":"Online education has become an integral part of higher education with the ever-increasing demand for online doctoral programs. The purpose of this mixed-method study was to explore the nature of student success and contributing factors to improving student success for nontraditional students in an online doctoral program. Relationships between students’ grittiness, Big Five personality traits, and their success were explored. Purposeful sampling was used to recruit 136 doctoral alumni, faculty, and administrators. The findings indicated nature of student success is defined by the completion of a degree and professional advancement by enhancement of personal and program qualities, relationship with faculty, soft, technical, social skills, and social support. Students’ grittiness, but not their personality traits, was correlated with the length of completing their studies. A student success model was developed with student grit, program-student goal alignment, and a supportive program structure. The findings help to improve doctoral programs and student success.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"69 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72654464","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Social Capital for Vertical Transfers: The Multidimensional Predictor of Post-Transfer Adjustment and Academic Performance 纵向迁移的社会资本:迁移后适应与学业成绩的多维预测因子
IF 1.5
Journal of College Student Retention-Research Theory & Practice Pub Date : 2023-02-07 DOI: 10.1177/15210251231153990
Y. Chen
{"title":"Social Capital for Vertical Transfers: The Multidimensional Predictor of Post-Transfer Adjustment and Academic Performance","authors":"Y. Chen","doi":"10.1177/15210251231153990","DOIUrl":"https://doi.org/10.1177/15210251231153990","url":null,"abstract":"Vertical transfers, those who transferred from a 2-year institution to a 4-year institution, often face multifaceted challenges and lower success rates upon arriving at the receiving 4-year institutions. This quantitative study focused on three forms of social capital related to post-transfer adjustment, retention, and success for vertical transfers. The author administered an online survey to vertical transfers who successfully transferred from a 2-year college to a research-intensive, public, 4-year university located in a Southern state in the United States and matched the survey data with students' transcript data. A factor analysis discovered three distinct social capital constructs: transfer capital, 4-year faculty social capital, and 4-year staff social capital. Subsequent regression analyses revealed that 4-year faculty social capital positively predicted the post-transfer grade point average (GPA), while the transfer capital and 4-year staff social capital had a positive association with post-transfer social adjustment. Implications for policy, practice, and future research are discussed.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"8 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87703446","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Book Review: Douglas, T.M., Schokley, K. G., & Toldson, I. Campus uprisings: How student activist and collegiate leaders resist racism and create hope 书评:Douglas, t.m.， Schokley, k.g.， & Toldson, I.《校园起义:学生活动家和大学领袖如何抵制种族主义并创造希望》
IF 1.5
Journal of College Student Retention-Research Theory & Practice Pub Date : 2023-02-01 DOI: 10.1177/15210251221096432
Andre T. Dickerson
{"title":"Book Review: Douglas, T.M., Schokley, K. G., & Toldson, I. Campus uprisings: How student activist and collegiate leaders resist racism and create hope","authors":"Andre T. Dickerson","doi":"10.1177/15210251221096432","DOIUrl":"https://doi.org/10.1177/15210251221096432","url":null,"abstract":"","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"20 1","pages":"1096 - 1098"},"PeriodicalIF":1.5,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74486753","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Book Review: Gina Ann Garcia., Becoming Hispanic-serving institutions: Opportunities for colleges and universities 书评:吉娜·安·加西亚。成为服务西班牙裔的机构:学院和大学的机会
IF 1.5
Journal of College Student Retention-Research Theory & Practice Pub Date : 2023-01-29 DOI: 10.1177/15210251231153585
Jessica Barco
{"title":"Book Review: Gina Ann Garcia., Becoming Hispanic-serving institutions: Opportunities for colleges and universities","authors":"Jessica Barco","doi":"10.1177/15210251231153585","DOIUrl":"https://doi.org/10.1177/15210251231153585","url":null,"abstract":"","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"11 1","pages":"657 - 661"},"PeriodicalIF":1.5,"publicationDate":"2023-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90112830","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Book Review: Asked and answered: Dialogues on advocating for students of color in mathematics by Harris, P. E. & Winger, A. 书评:《问与答:在数学领域倡导有色人种学生的对话》，作者:Harris, p.e. & Winger, A。
IF 1.5
Journal of College Student Retention-Research Theory & Practice Pub Date : 2023-01-29 DOI: 10.1177/15210251231152807
Alison S. Marzocchi, Alexandra Ojeda, Sergio Mendoza
{"title":"Book Review: Asked and answered: Dialogues on advocating for students of color in mathematics by Harris, P. E. & Winger, A.","authors":"Alison S. Marzocchi, Alexandra Ojeda, Sergio Mendoza","doi":"10.1177/15210251231152807","DOIUrl":"https://doi.org/10.1177/15210251231152807","url":null,"abstract":"","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"13 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84699568","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Increasing Retention of Underrepresented Students in STEM Fields at California Community Colleges: A Study of the STEM2 Program 增加加州社区大学STEM领域代表性不足的学生的留存:对STEM2项目的研究
IF 1.5
Journal of College Student Retention-Research Theory & Practice Pub Date : 2023-01-11 DOI: 10.1177/15210251221149648
Torri Draganov, JoHyun Kim, S. Yoon
{"title":"Increasing Retention of Underrepresented Students in STEM Fields at California Community Colleges: A Study of the STEM2 Program","authors":"Torri Draganov, JoHyun Kim, S. Yoon","doi":"10.1177/15210251221149648","DOIUrl":"https://doi.org/10.1177/15210251221149648","url":null,"abstract":"With the need to increase Science, Technology, Engineering, and Mathematics (STEM) graduates, higher education institutions need to identify and improve ways to increase underrepresented STEM student retention rates. Cypress College in Southern California implemented a program called STEM2 (Strengthen Transfer Education and Matriculation in Science, Technology, Engineering, and Mathematics) to give students the support and the resources to continue with their intended majors. In this study, we examined the impact of the STEM2 participation for 1,113 students on multiple core outcomes of retention, four-year transfer, and associates of arts (AA) degree completion of STEM students. Logistics regression was used to determine the significance of input variables and the odds that the desired outcome was achieved. Results indicated there is a difference in student outcomes based on the students’ ethnicity, enrollment in the STEM2 program, and use of student support programs. Implications for practice and future research were also included.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"180 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80167924","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Support for Working Students: Understanding the Impacts of Employment on Students’ Lives 对在职学生的支持:了解就业对学生生活的影响
IF 1.5
Journal of College Student Retention-Research Theory & Practice Pub Date : 2023-01-05 DOI: 10.1177/15210251221149209
R. Summer, M. McCoy, I.Barrena Trujillo, Esperanza Rodriguez
{"title":"Support for Working Students: Understanding the Impacts of Employment on Students’ Lives","authors":"R. Summer, M. McCoy, I.Barrena Trujillo, Esperanza Rodriguez","doi":"10.1177/15210251221149209","DOIUrl":"https://doi.org/10.1177/15210251221149209","url":null,"abstract":"The majority of college students work, and there are well-documented findings about the impacts of student work on academic performance. However, there is little research on the impacts of this work on other aspects of students’ lives. In this study we ask: What are the impacts of student employment beyond academic performance? Using our methodological approach of student-driven research and a mix of quantitative and qualitative analysis, we find that work has four main impacts on students’ lives: it limits flexibility in students’ schedules, leaving them vulnerable in emergencies; it requires students to make difficult financial calculations; it can cause students’ social lives and mental health to suffer; and, despite these negative impacts, students find work to be fulfilling. With these understandings, we propose ways that university programs, faculty, and academic staff can support working students by accommodating students’ time and financial constraints.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"15 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84730040","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Institutional Profiling for Educational Development: Identifying Which Conditions for Student Success to Address in a Given Educational Setting—A Case Study 教育发展的机构概况:在给定的教育环境中确定学生成功的条件-一个案例研究
IF 1.5
Journal of College Student Retention-Research Theory & Practice Pub Date : 2022-12-29 DOI: 10.1177/15210251221147624
Hugues Engel
{"title":"Institutional Profiling for Educational Development: Identifying Which Conditions for Student Success to Address in a Given Educational Setting—A Case Study","authors":"Hugues Engel","doi":"10.1177/15210251221147624","DOIUrl":"https://doi.org/10.1177/15210251221147624","url":null,"abstract":"Thanks to a wealth of research on college student retention, we have today a good understanding of the factors that facilitate student success. However, actions taken to promote student success are far from always effective. The teaching–learning environments differ between institutions and provide, to a greater or lesser extent, the conditions that contribute to student success. The purpose of this case study is to test a method, based on a questionnaire and the use of effect sizes, to establish a “profile” of a particular university department to identify to what extent five conditions for student success (institutional commitment, expectations, support, feedback, and student involvement) contributed to student success in courses given at this department. The practical implications of the profiling method used in the study are discussed.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"37 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74646315","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Validation of Belonging among Underrepresented Undergraduates in STEM Majors: Comparison of Former Transfer and non-Transfer Students STEM专业中代表性不足本科生的归属感验证:前转校生和非转校生的比较
IF 1.5
Journal of College Student Retention-Research Theory & Practice Pub Date : 2022-12-25 DOI: 10.1177/15210251221146119
Dana G. Holland Zahner, R. Harper
{"title":"Validation of Belonging among Underrepresented Undergraduates in STEM Majors: Comparison of Former Transfer and non-Transfer Students","authors":"Dana G. Holland Zahner, R. Harper","doi":"10.1177/15210251221146119","DOIUrl":"https://doi.org/10.1177/15210251221146119","url":null,"abstract":"The transfer pathway from community college to university holds promise for advancing equity in STEM because it is followed by disproportionately high numbers of underrepresented students. Among the challenges these students face is cultivating belonging in multiple institutional settings. By combining belonging and validation theories, this qualitative study investigated how underrepresented students’ belonging developed in their STEM majors, highlighting differences between students who transferred and those who began as first-time in college (FTIC) students. The findings revealed that for each type of belonging experience a smaller proportion of transfer students than FTIC students experienced validation and a higher proportion experienced invalidation. Department-based transfer student orientation and ongoing programming were uniformly validating to STEM transfer students. The study provides evidence that major belonging is an academic phenomenon that is within the scope of institutional responsibility to improve. Practical implications for administrators and faculty are included as are suggestions for future research.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"12 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82920063","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
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