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Author: Andrew Hudacs Publisher: ISBN: Category : Languages : en Pages : 256
Book Description
Students transitioning into college from public school require more than just academic readiness; they also need the personal attributes that allow them to successfully transition into a new community (Braxton, Doyle, Hartley III, Hirschy, Jones, & McLendon, 2014; Nora, 2002; Nora, 2004; Tinto, 1975). Rural students have a different educational experience than their peers at schools in suburban and urban locations (DeYoung & Howley, 1990; Gjelten, 1982). Additionally, the resources, culture, and educational opportunities at rural schools also vary among different types of rural communities. Although some studies have examined the influence of rural students’ academic achievement on college access and success, little research has analyzed the relationship between students of different types of rural communities and their persistence in post-secondary education. This study examined the likelihood for college-going students from three different types of rural communities to successfully transition into and persist at a four-year residential college. Multilevel logistic modeling was used to analyze the likelihood for students to persist in college for up to two academic years based on whether they were from rural tourist communities, college communities, and other rural communities. The analysis controlled for a variety of student and high school factors. Findings revealed that student factors related to poverty and academic readiness have the greatest effects, while the type of rural community has no significant influence on college persistence.
Author: Andrew Hudacs Publisher: ISBN: Category : Languages : en Pages : 256
Book Description
Students transitioning into college from public school require more than just academic readiness; they also need the personal attributes that allow them to successfully transition into a new community (Braxton, Doyle, Hartley III, Hirschy, Jones, & McLendon, 2014; Nora, 2002; Nora, 2004; Tinto, 1975). Rural students have a different educational experience than their peers at schools in suburban and urban locations (DeYoung & Howley, 1990; Gjelten, 1982). Additionally, the resources, culture, and educational opportunities at rural schools also vary among different types of rural communities. Although some studies have examined the influence of rural students’ academic achievement on college access and success, little research has analyzed the relationship between students of different types of rural communities and their persistence in post-secondary education. This study examined the likelihood for college-going students from three different types of rural communities to successfully transition into and persist at a four-year residential college. Multilevel logistic modeling was used to analyze the likelihood for students to persist in college for up to two academic years based on whether they were from rural tourist communities, college communities, and other rural communities. The analysis controlled for a variety of student and high school factors. Findings revealed that student factors related to poverty and academic readiness have the greatest effects, while the type of rural community has no significant influence on college persistence.
Author: Wesley R. Habley Publisher: John Wiley & Sons ISBN: 0470888431 Category : Education Languages : en Pages : 513
Book Description
INCREASING PERSISTENCE "Of all the books addressing the puzzle of student success and persistence, I found this one to be the most helpful and believe it will be extremely useful to faculty and staff attempting to promote student success. The authors solidly ground their work in empirical research, and do a brilliant job providing both an overview of the relevant literature as well as research-based recommendations for intervention." GAIL HACKETT, PH.D., provost and executive vice chancellor for academic affairs; professor, counseling and educational psychology, University of Missouri, Kansas City Research indicates that approximately forty percent of all college students never earn a degree anywhere, any time in their lives. This fact has not changed since the middle of the 20th century. Written for practitioners and those who lead retention and persistence initiatives at both the institutional and public policy levels, Increasing Persistence offers a compendium on college student persistence that integrates concept, theory, and research with successful practice. It is anchored by the ACT's What Works in Student Retention (WWISR) survey of 1,100 colleges and universities, an important resource that contains insights on the causes of attrition and identifies retention interventions that are most likely to enhance student persistence.?? The authors focus on three essential conditions for student success: students must learn; students must be motivated, committed, engaged, and self-regulating; and students must connect with educational programs consistent with their interests and abilities. The authors offer a detailed discussion of the four interventions that research shows are the most effective for helping students persist and succeed: assessment and course placement, developmental education initiatives, academic advising, and student transition programming. Finally, they urge broadening the current retention construct, providing guidance to policy makers, campus leaders, and individuals on the contributions they can make to student success.
Author: Josue Guadarrama Publisher: ISBN: Category : Hispanic American college students Languages : en Pages : 122
Book Description
Manuscript one of this study synthesizes the literature on: (a) the educational attainment of immigrants, (b) the effects of non-citizenship on college readiness, enrollment, persistence, and educational outcomes (c) reviews the psychological stress associated with undocumented status, and, (d) examines the college access, enrollment, and persistence of undocumented rural Latinx students in higher education, as well as the risk and protective factors that make up their resilience. Based on the review of the literature, it was found that research that examines the resilience and persistence of undocumented students in higher education is limited, and it fails to consider the impact of undocumented status on college enrollment and persistence. Based on the review of the literature, manuscript two examined the risk and protective factors, and their impact on academic outcomes of undocumented first generation Latinx college students in public institutions in rural areas. Using a convenience and snowball sampling approach, participants who met the research criteria were recruited from various university campus programs, trusted community-based organizations, and undocumented student-led conferences. Multiple linear regressions were performed to test two hypotheses. The first hypothesis examined if protective factors such as resilience, academic resilience, and college persistence predict undocumented first generation Latinx college students' academic outcomes (e.g., college grade point average and academic awards). The second hypothesis examined if risk factors such as perceived stress, rejection due to undocumented status, and college employment predict academic outcomes. The results of multiple linear regression analyses only partially supported hypotheses one and two. Of the three protective factors, only resilience positively predicted students' college awards. Additionally, both perceived stress and rejection due to undocumented status predicted college awards. The results suggest that undocumented students who have a greater ability to adapt to psychological adversities (resilience) are more likely to obtain more college awards than undocumented students with lower resilience. A positive association between undocumented students' rejection due to undocumented status and college awards was also found. The implications for future research and practice on resilience and undocumented first generation Latinx college students in public institutions in rural areas are discussed.
Author: Carlos Nevarez Publisher: Peter Lang ISBN: 9781433107955 Category : Community college presidents Languages : en Pages : 318
Book Description
"The breadth and depth of this book is unequaled... The chapter on the community college's role in the achievement gap is `must-reading' for the next generation of community college executives."---Ned Doffaney, Chancellor, North Orange County Community College --
Author: Keengwe, Jared Publisher: IGI Global ISBN: 1668457067 Category : Education Languages : en Pages : 529
Book Description
There is growing pressure on teachers and other educators to understand and adopt culturally relevant pedagogies as well as strategies to work with diverse groups of races, cultures, and languages that are represented in classrooms. Establishing sound cross-cultural pedagogy is also critical given that racial, cultural, and linguistic integration has the potential to increase academic success for all learners. The Handbook of Research on Race, Culture, and Student Achievement highlights cross-cultural perspectives, challenges, and opportunities of providing equitable educational opportunities for marginalized students and improving student achievement. Additionally, it examines how race and culture impact student achievement in an effort to promote cultural competence, equity, inclusion, and social justice in education. Covering topics such as identity, student achievement, and global education, this major reference work is ideal for researchers, scholars, academicians, librarians, policymakers, practitioners, educators, and students.
Author: Cassidy Stefka Publisher: ISBN: Category : Languages : en Pages :
Book Description
College student persistence has long interested scholars and universities alike (Bean, 1983; Goodman, & Pascarella, 2006; Hlinka, 2017; Moschetti & Hudley, 2014; Pascarella & Terenzini, 2005; Tinto; 1993; 2012). While universities have given attention to the academic integration of students (e.g., their GPA and general academic performance), social integration has become increasingly more studied as an integral component to a student's likelihood to persist (Tinto, 1993; 2012). This study incorporated social capital theory (Coleman, 1988) as a lens to understand how social integration may affect a student's likelihood to persist. Using survey methodology and a sample of first-year students at large midwestern university (n = 101), the results showed that strong school social capital in the form of relationships with peers and authority figures at college may help a student overcome structural disadvantages embedded within their family and home community social networks. Specific differences in the formation of social capital between nonrural and rural students were also explored with meaningful results. Rural students were more likely to perceive stronger relationships with authority figures at college than nonrural students, and nonrural students were more likely to perceive their home communities as more supportive of higher education than rural students.
Author: Felicita A. Myers Publisher: ISBN: Category : Academic achievement Languages : en Pages : 225
Book Description
Student services units in community colleges are now encouraged to assume a larger role in supporting student retention and are charged with implementing intervention strategies that improve student success and persistence. Yet, many community colleges, especially those in rural communities, struggle to define the role of student services in improving retention, especially between the first and second semesters. A process program evaluation of three student services units at a rural Missouri community college was conducted in order to assess whether the outputs (activities) identified in the logic models for each of the three units had occurred. At the conclusion of the process evaluation the evaluators intended to conduct an impact evaluation. Typical of convergent parallel designs, an electronic survey was utilized that simultaneously yielded both quantitative and qualitative data of the three units. Both sets of data were at first analyzed separately and then in parallel. There were two significant findings. The primary service offered in each unit was identified as academic advising and that: (1) each utilized developmental, intrusive, and prescriptive advising strategies coupled with career advising, and (2) other best practices employed include relationship building, individualized goal setting with students, collaborative partnerships for programming, interventions that provide academic supports, responsiveness to student referrals, and workshops that promote persistence and retention. Although some best practices are currently in place, it is recommended that each unit assess their practices with regard to the standards set forth by the Council for the Advancement of Standards in Higher Education (CAS). These standards emphasize academic advising as integral to student persistence, retention and graduation.
Author: Andrew Hudacs
Author: Andrew Hudacs
Author: Donna Roberson Etheridge
Author: Michael G. Johnson
Author: Wesley R. Habley
Author: Josue Guadarrama
Author: Carlos Nevarez
Author: Keengwe, Jared
Author: Cassidy Stefka
Author: Felicita A. Myers
Author: Miguel Antonio Ybarra