Student Retention: Fostering Peer Relationships through a Brief Experimental Intervention

Autor/inn/en	Rasco, Danney; Day, Shelby L.; Denton, Kenneth J.
Titel	Student Retention: Fostering Peer Relationships through a Brief Experimental Intervention
Quelle	In: Journal of College Student Retention: Research, Theory & Practice, 25 (2023) 1, S.153-169 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rasco, Danney)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1521-0251
DOI	10.1177/1521025120972962
Schlagwörter	School Holding Power; Peer Relationship; Social Integration; Minority Group Students; Undergraduate Students; Disproportionate Representation; Psychology; Hispanic American Students; Minority Serving Institutions + Suchen Sie Ihr Suchwort? Peer-Beziehungen; Soziale Integration; Psychologie; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin
Abstract	Social integration (i.e., feeling a sense of belonging, involvement, support, or connectedness) is an important factor in university student retention, especially among students of color from underrepresented groups. Despite theoretical models and correlational evidence pointing to the relevance of these social experiences, few studies have attempted to experimentally increase social integration and, subsequently, retention. In this randomized experimental study, we used a brief, structured closeness-induction task to promote peer connections among undergraduate students and found that the closeness-induction task, compared to a small-talk task, was effective in boosting retention, especially among students of color. This research suggests that structured interactions could be an effective strategy for universities to encourage retention of students from underrepresented groups. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01