Literaturnachweis - Detailanzeige
Autor/inn/en | Xu, Yonghong Jade; Webber, Karen L. |
---|---|
Titel | College Student Retention on a Racially Diverse Campus: A Theoretically Guided Reality Check |
Quelle | In: Journal of College Student Retention: Research, Theory & Practice, 20 (2018) 1, S.2-28 (27 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1521-0251 |
DOI | 10.1177/1521025116643325 |
Schlagwörter | Undergraduate Students; School Holding Power; Academic Persistence; Student Diversity; Ethnic Diversity; Racial Integration; Research Universities; Social Integration; African American Students; White Students; Barriers; Financial Problems; Educational Quality; Dropouts; Educational Policy; Educational Planning; Urban Universities; Online Surveys; Student Surveys; Statistical Analysis; Likert Scales; Regression (Statistics); Factor Analysis; Least Squares Statistics Rassenintegration; Forschungseinrichtung; Soziale Integration; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Quality of education; Bildungsqualität; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Politics of education; Bildungspolitik; Bildungsplanung; Schülerbefragung; Statistische Analyse; Likert-Skala; Regression; Regressionsanalyse; Faktorenanalyse |
Abstract | Theoretically grounded in Tinto's model of retention and Braxton and colleagues' revisions , this study is designed to examine the applicability of the integration model to students of different racial backgrounds. Results from a sample of full-time undergraduate students at a research-extensive university suggest that (a) academic and social integrations function differently to the persistence of Black and White students, (b) financial pressure was the most consistent impediment to college retention for all students, and (c) institutional control over academic quality is critical to student retention. In addition, results show that students of different racial backgrounds do not differ significantly in their reported intention to drop out. Implications for policy and planning are discussed. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |