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

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Learning From Success Stories of Hmong Graduates: Overcoming Challenges and Fostering a Sense of Belonging on College Campuses 从苗族毕业生的成功故事中学习：克服挑战，培养大学校园归属感
Journal of College Student Retention: Research, Theory & Practice Pub Date : 2023-12-21 DOI: 10.1177/15210251231219950
Chue Vang, Alfred R. Schademan
{"title":"Learning From Success Stories of Hmong Graduates: Overcoming Challenges and Fostering a Sense of Belonging on College Campuses","authors":"Chue Vang, Alfred R. Schademan","doi":"10.1177/15210251231219950","DOIUrl":"https://doi.org/10.1177/15210251231219950","url":null,"abstract":"Considering the positive association of a sense of belonging to educational outcomes and lack of Hmong American educational research, this study sought to explore their success stories, sense of belonging, and challenges they surmounted to complete college. Participants identified as Hmong, were 18 years or older, and obtained their bachelor's degree between 2020 and 2022 from a California State University or University of California. The research employed a sequential mixed methods design that included a survey and follow-up interviews. Utilizing grounded theoretical and constant comparative analysis, four interrelated domains of student support that helped to improve Hmong student retention and completion were found: self, relationships, academic and nonacademic. We call this a dynamic, ecological model of support. For successful students, as one domain lacked support, other domain(s) offered increased levels to compensate, increasing the likelihood of retention and completion. Implications for institutions of higher education are discussed.","PeriodicalId":503658,"journal":{"name":"Journal of College Student Retention: Research, Theory & Practice","volume":"48 24","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139166480","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
Development of a Brief College Embeddedness Scale 编制大学嵌入度简易量表
Journal of College Student Retention: Research, Theory & Practice Pub Date : 2023-12-19 DOI: 10.1177/15210251231217094
James P. Donnelly, Kristin E. Finn, Andrew D. Stewart
{"title":"Development of a Brief College Embeddedness Scale","authors":"James P. Donnelly, Kristin E. Finn, Andrew D. Stewart","doi":"10.1177/15210251231217094","DOIUrl":"https://doi.org/10.1177/15210251231217094","url":null,"abstract":"Embeddedness is a construct with potential explanatory power in studies of student persistence, retention, and success. The goal of this study was to address a need for a brief embeddedness measure for use in small college undergraduate environments. Three measures of embeddedness were developed: an initial 43-item scale, a reduced 35-item scale, and a final brief 12-item version of the scale. A total of 450 undergraduate students at a small private liberal arts college were included in the study. Internal consistency reliability was assessed with both McDonald's omega and Cronbach's alpha, test–retest reliability was observed over a one-year period, factor analysis was used in item analysis, structural validity was examined with confirmatory factor analysis, and criterion-related validity was assessed with convergent and discriminant validity correlations. The results provide acceptable initial estimates of reliability and validity.","PeriodicalId":503658,"journal":{"name":"Journal of College Student Retention: Research, Theory & Practice","volume":"18 21","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139171312","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
Classroom Connections: A Social Network Analysis of STEM Students at a Regional University 课堂联系：一所地区大学 STEM 学生的社交网络分析
Journal of College Student Retention: Research, Theory & Practice Pub Date : 2023-12-17 DOI: 10.1177/15210251231215787
Laura R. Ramsey, Wanchunzi Yu, Thomas Kling, Audrey Kling
{"title":"Classroom Connections: A Social Network Analysis of STEM Students at a Regional University","authors":"Laura R. Ramsey, Wanchunzi Yu, Thomas Kling, Audrey Kling","doi":"10.1177/15210251231215787","DOIUrl":"https://doi.org/10.1177/15210251231215787","url":null,"abstract":"Previous research has established that peer relationships are important for student success, yet little research has examined connections made in the classroom, as opposed to residence life or extracurricular activities. This project utilized social network analysis in two cohorts of science and mathematics majors to investigate the degree to which students take multiple courses with the same peers. Results showed (1) wide variability in student networks, (2) course selection by students included more repeated connections than random course selection, (3) networks did not vary much by demographic variables (gender, race, first-generation status, and income), and (4) student networks significantly predicted graduation and grades. This correlational research provides a foundation for future experimental research testing the causal impact of classroom-based student networks. This research also serves as a model for how other institutions may analyze institutional data to understand patterns of peer connections and course enrollment at their institution.","PeriodicalId":503658,"journal":{"name":"Journal of College Student Retention: Research, Theory & Practice","volume":"39 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139176448","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
Advancing Equity and Opportunities for STEM Students From Low-Income Backgrounds: Evaluating the Impact of a Collaborative Support Program on Academic Outcomes 促进来自低收入背景的 STEM 学生的公平和机会：评估合作支持计划对学术成果的影响
Journal of College Student Retention: Research, Theory & Practice Pub Date : 2023-12-15 DOI: 10.1177/15210251231218268
Alex A. Ajayi, Krista M. Soria, Rebekah Dupont, Keisha Varma
{"title":"Advancing Equity and Opportunities for STEM Students From Low-Income Backgrounds: Evaluating the Impact of a Collaborative Support Program on Academic Outcomes","authors":"Alex A. Ajayi, Krista M. Soria, Rebekah Dupont, Keisha Varma","doi":"10.1177/15210251231218268","DOIUrl":"https://doi.org/10.1177/15210251231218268","url":null,"abstract":"This study examined the impact of a National Science Foundation-funded support program for academically promising STEM students from low-income backgrounds. The program operates as a collaborative consortium, bringing together three public community colleges and one private university, to support the retention and graduation of program scholars. Using propensity score matching, we compared 169 program scholars to 169 matched non-scholars with similar demographic, academic, and financial characteristics ( Mage = 24.82 years; 41% female; 60% students of color). Participation in the program was associated with favorable academic outcomes, with large to moderate effect sizes. Specifically, program scholars had significantly higher cumulative and STEM-specific grade point averages than their non-scholar counterparts. They also completed significantly more STEM courses and were less likely to withdraw from college than non-scholars. These findings underscore the potential of comprehensive and equity-oriented approaches to STEM education in facilitating academic success for STEM students, particularly those from low-income backgrounds.","PeriodicalId":503658,"journal":{"name":"Journal of College Student Retention: Research, Theory & Practice","volume":"545 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139177478","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
Reading Matters in Supporting Students: The Role of Complex Literacy Tasks in Academic Success 阅读在帮助学生中的重要性：复杂读写任务在学业成功中的作用
Journal of College Student Retention: Research, Theory & Practice Pub Date : 2023-11-23 DOI: 10.1177/15210251231214557
Jodi P. Lampi, Sonya L. Armstrong, Amani Talwar, Joseph P. Magliano
{"title":"Reading Matters in Supporting Students: The Role of Complex Literacy Tasks in Academic Success","authors":"Jodi P. Lampi, Sonya L. Armstrong, Amani Talwar, Joseph P. Magliano","doi":"10.1177/15210251231214557","DOIUrl":"https://doi.org/10.1177/15210251231214557","url":null,"abstract":"The goals of this study were to understand whether foundational or complex literacy skills predict performance in the course and subsequent early college success. The course emphasizes the preparation of students’ readiness to strategically and contextually engage in discipline-specific courses and practices. Students in a reading and study strategies course were administered assessments of proficiencies in the foundational skills of reading and complex literacy skills. The findings suggest that complex literacy skills, such as those foregrounded in this course, correlated with student success (as measured by the cumulative GPA) for the subsequent three semesters. A major implication of this study is that successful college reading requires the ability to engage in complex, strategic, and contextualized tasks appropriate to the specific reading tasks at hand. Colleges may benefit from providing these spaces and structures for students to learn these contextualized literacy skills.","PeriodicalId":503658,"journal":{"name":"Journal of College Student Retention: Research, Theory & Practice","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139244320","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
Pulse Survey Approach: Immediate, Actionable Data to Promote Student Success 脉搏调查法：促进学生成功的即时可行数据
Journal of College Student Retention: Research, Theory & Practice Pub Date : 2023-11-22 DOI: 10.1177/15210251231212386
J. P. Biddix, Amber Williams, Sean C. Basso, Melissa A. Brown, Kelsey Kyne
{"title":"Pulse Survey Approach: Immediate, Actionable Data to Promote Student Success","authors":"J. P. Biddix, Amber Williams, Sean C. Basso, Melissa A. Brown, Kelsey Kyne","doi":"10.1177/15210251231212386","DOIUrl":"https://doi.org/10.1177/15210251231212386","url":null,"abstract":"Assessment data play a crucial role in facilitating informed decision-making. In the context of student affairs professionals aiming to empirically demonstrate the significance of connection, belonging, and wellness within a holistic campus learning environment, the need for formative data is becoming increasingly valuable. The article outlines standard characteristics that define the format and principles of pulse surveys for data collection to establish a theoretical framework that prioritizes student needs while providing actionable data to decision-makers. A pulse survey is defined and operationalized as a concise, frequent, consistent set of questions that can be efficiently distributed, answered, and analyzed to support real-time decision-making. A single-site case study is presented, drawing upon two years of data to illustrate the outcomes of a pulse-based assessment approach. The findings from this study are discussed within the context of existing literature and the theoretical framework, addressing challenges, opportunities, and implementation considerations associated with pulse surveys.","PeriodicalId":503658,"journal":{"name":"Journal of College Student Retention: Research, Theory & Practice","volume":"66 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139248405","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
“Success Is Not Measured Through Wealth”: Expanding Visions of Success for Low-Income STEM Students "成功不是用财富衡量的"：扩大低收入 STEM 学生的成功视野
Journal of College Student Retention: Research, Theory & Practice Pub Date : 2023-11-22 DOI: 10.1177/15210251231213044
Sarah E. Madsen, Rachel Abouras, Nathan F. Alleman, Pacey L. Ham, Taylor Wilby
{"title":"“Success Is Not Measured Through Wealth”: Expanding Visions of Success for Low-Income STEM Students","authors":"Sarah E. Madsen, Rachel Abouras, Nathan F. Alleman, Pacey L. Ham, Taylor Wilby","doi":"10.1177/15210251231213044","DOIUrl":"https://doi.org/10.1177/15210251231213044","url":null,"abstract":"Despite ongoing disparities in Science, Technology, Engineering, and Mathematics (STEM) retention, particularly for underrepresented minority (URM) students, minimal work has considered the intersection of social class, STEM education, and student success. STEM programs serve as a popular major choice for students from low-income backgrounds. Yet, their experiences and aspirations remain under-studied. This exploratory, qualitative study sought to uncover the definitions and pursuits of success by students (21), administrators (7), faculty (4), and predictive software in a STEM access program for high-achieving students from low-income backgrounds at a selective, affluent institution. Our analysis reveals how both instrumental and intrinsic visions of success coalesced in this STEM environment, as participants envisioned, supported, and pursued not only academic completion, but also personal, familial, and theological aspirations. This work thus offers expanded, alternative visions of STEM student success, which can in turn fortify efforts to recruit and retain URM students, including those from low-income backgrounds.","PeriodicalId":503658,"journal":{"name":"Journal of College Student Retention: Research, Theory & Practice","volume":"75 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139247575","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
Effects of a Summer Bridge Program on Student Grade Point Average and Retention 暑期桥梁计划对学生平均学分绩点和保留率的影响
Journal of College Student Retention: Research, Theory & Practice Pub Date : 2023-11-14 DOI: 10.1177/15210251231214183
Rebecca Lee Harris, Brandon Vick
{"title":"Effects of a Summer Bridge Program on Student Grade Point Average and Retention","authors":"Rebecca Lee Harris, Brandon Vick","doi":"10.1177/15210251231214183","DOIUrl":"https://doi.org/10.1177/15210251231214183","url":null,"abstract":"Both society- and individual-level factors serve to make persistence through one's university career more difficult, especially for students with disadvantaged financial and academic backgrounds. Using a rich dataset of students at a rural, 4-year university in Pennsylvania, we compare GPA and persistence outcomes of two groups of students in academic and financial need: those that participated in a summer bridge (SB) program and those with similar high school backgrounds that did not. Multivariate logistic regression and survival analysis are used to test for any statistical associations between SB participation and persistence while controlling for student demographic, high school background, and home area factors. Results suggest that while SB students come into college at a significant economic and academic disadvantage, they have 60% higher odds of persisting to the second semester and 71% higher odds of persisting to the second year than students in the non-SB comparison group ( p < 0.01).","PeriodicalId":503658,"journal":{"name":"Journal of College Student Retention: Research, Theory &amp; Practice","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139276269","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
Students’ Voices: Self-Talk and Motivation to Complete Nursing School 学生的声音：自我对话与完成护理学校学业的动力
Journal of College Student Retention: Research, Theory &amp; Practice Pub Date : 2023-11-14 DOI: 10.1177/15210251231212642
Julie M. Fagan
{"title":"Students’ Voices: Self-Talk and Motivation to Complete Nursing School","authors":"Julie M. Fagan","doi":"10.1177/15210251231212642","DOIUrl":"https://doi.org/10.1177/15210251231212642","url":null,"abstract":"Despite known challenges in nursing education and existing supports for students, the dropout rate remains high, exacerbating a continuing shortage of nurses that imperils safety and quality of healthcare systems. Scant data exists on how nursing students remain motivated to complete their education or what they tell themselves to overcome the challenges they encounter. For this study, 26 graduates from three cohorts at a small public university described the self-talk they used to stay motivated and graduate from nursing school. Using a grounded theory approach to identify themes from written narrative responses, the findings show that nursing students use self-talk to persist beyond adversities. Additionally, their self-talk themes are consistent with concepts of an existing student persistence model and a theory on self-determination. These findings represent students’ own voices to address a gap in the literature, and they may guide nurse educators to design more effective strategies to support persistence.","PeriodicalId":503658,"journal":{"name":"Journal of College Student Retention: Research, Theory &amp; Practice","volume":"83 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139278014","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
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