At a large community college, 68 traditional-age and 55 older students responded to a questionnaire about finances, encouragement and support from others, degree utility, institutional commitment, academic integration, social integration, and intent to leave. Discriminant analysis showed that, for the traditional-age students, higher levels of encouragement and support predicted a higher likelihood of persistence. Intent to leave and fall semester grades also had an effect on persistence, but only in combination with other variables. The variables of degree utility, institutional commitment, finances, and social integration had little impact. The traditional-age students enrolled in vocational programs were more likely to persist than were those enrolled in transfer programs. For the older students, social integration had the strongest effect on persistence, followed by academic integration. Degree type did not differentiate persisters from withdrawers among the older students. (55 reQ-Tidewater Community College. 17-44lGMTThe undergraduate psychology programs at 251 universities were examined to determine if they offered a career-planning course. The results showed that only 17 of the 25 1 programs required a csireer course and another 15 programs offered a career course as an elective. The larger programs were more likely to offer a career course. (1 1 re+Department OfPsychology and Special Education, Texas A&M University, Commerce. 00 18-44/GMT HIGHER EDUCATION ABSTRACTS r7

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This article reports on a study using qualitative methods to investigate intracultural bullying, specifically, bullying between Mexican American (MA) and Mexican immigrant (MI) high school students. Previous research has reported specific cultural conflicts and discrimination within ethnic groups due to differences in acculturation. The purpose of this study is to determine whether this phenomenon is reflected in bullying within a high school context. In-depth interviews are conducted with 6 students from each group (MA and MI) in Grades 9 through 12 at a predominantly Hispanic public school in the state of Washington. The data reveal that bullying does occur between the two groups, with Mexican American students consistently bullying Mexican immigrant students. Two major themes emerge from the data: language barrier and superiority. There are also four themes that arise from the Mexican American student participants that were not found among the Mexican immigrant student responses. These themes are bullying cycle, isolation, alienation, and school factors. Recommendations for practice are discussed.at NORTHERN KENTUCKY UNIV on June 15, 2015 hjb.sagepub.com Downloaded from

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