Sense of Belonging as a Predictor of Intentions to Persist among African American and White First-Year College Students

Autor/inn/en	Hausmann, Leslie R. M.; Schofield, Janet Ward; Woods, Rochelle L.
Titel	Sense of Belonging as a Predictor of Intentions to Persist among African American and White First-Year College Students
Quelle	In: Research in Higher Education, 48 (2007) 7, S.803-839 (37 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-0365
DOI	10.1007/s11162-007-9052-9
Schlagwörter	Control Groups; Intervention; Academic Persistence; School Holding Power; College Freshmen; African Americans; Whites; Surveys; Student Adjustment + Suchen Sie Ihr Suchwort? Studienanfänger; Afroamerikaner; White; Weißer; Survey; Umfrage; Befragung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation
Abstract	This study investigates the role of students' sense of belonging to their university in college student retention. Using individual growth curve modeling, we examined (a) whether sense of belonging predicts intentions to persist, and (b) the effects of an intervention designed to enhance students' sense of belonging. African American and white first-year students completed surveys three times throughout the academic year. Students were randomly assigned to a group that received an intervention to enhance students' sense of belonging or to one of two control groups. Sense of belonging was found to predict intentions to persist, controlling for background variables and other predictors of persistence. Overall, sense of belonging and intentions to persist declined over the academic year. However, the decline in sense of belonging was smaller for students in the intervention group. Implications for the development of college retention programs and for existing models of student persistence are discussed. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10