From Freshman to Graduate: Recruiting and Retaining Minority Students

Hobson-Horton, Lisa D.; Owens, Lula

doi:10.1177/1538192703259249

Cited by 24 publications

(16 citation statements)

References 16 publications

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“…The results revealed that non-Western ethnic minority students earned lower grades than ethnic majority students, confirm ing previous studies reporting that academic careers of ethnic minority students are less successful compared with the academic careers of ethnic majority students (Eimers & Pike, 1997;Hobson-Horton & Owens, 2004;Hofman & Van den Berg, 2003;Jennissen, 2006;Severiens & Wolff, 2008;Swail et al, 2003). The present study focused on one explanation for these differences, namely whether family-study interface issues predict students' academic perfor mance in both ethnic groups in the same way.…”

Section: Explaining Differences Between Ethnic Minority and Ethnic Masupporting

confidence: 92%

“…Finally, replicating research demonstrating that the academic career of ethnic minority students is less successful than that of ethnic majority students (Eimers & Pike, 1997;Hobson-Horton & Owens, 2004;Hofman & Van den Berg, 2003;Jennissen, 2006;Severiens & Wolff, 2008;Swail et ah, 2003), it is expected that ethnic minority students earn lower grades compared with ethnic majority students.…”

Section: Possible Differences and Similarities Between Ethnic Majoritmentioning

confidence: 95%

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The family-study interface and academic outcomes: Differences and similarities between ethnic minority and ethnic majority students.

Meeuwisse

Born

Severiens

2014

Cultural Diversity & Ethnic Minority Psychology

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The present study investigated possible differences in the family-study interface between ethnic minority and ethnic majority students as an explanation for the poorer study results of ethnic minority students compared with those of majority students. We used a model for family-study conflict and facilitation derived from family-work and work-study models. This model held true for the full sample and both non-Western ethnic minority students (N = 342) and ethnic majority students (N = 1314) separately at a major Dutch university. Multivariate analyses of variance revealed that ethnic minority students reported less study effort and earned lower grades compared with ethnic majority students. Regarding the family-study interface, ethnic minority students reported more family-study conflict than did ethnic majority students. No differences were found between the 2 groups in family-study facilitation. Ethnic minority students participated more in family activities and were more involved with their family than ethnic majority students. Levels of experienced family support were equal for both groups of students. Students who received more family social support reported less conflict and more facilitation. This latter finding held more strongly for majority students, resulting in more study effort and higher grades for this group. The results demonstrated the explanatory power of the family-study conflict and facilitation model for both groups.

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Section: Explaining Differences Between Ethnic Minority and Ethnic Masupporting

confidence: 92%

Section: Possible Differences and Similarities Between Ethnic Majoritmentioning

confidence: 95%

The family-study interface and academic outcomes: Differences and similarities between ethnic minority and ethnic majority students.

Meeuwisse

Born

Severiens

2014

Cultural Diversity & Ethnic Minority Psychology

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“…Research has shown that students from ethnic minority backgrounds on average have lower completion rates in higher education compared to non-minority students (Crul and Wolff 2002;Eimers and Pike 1997;Hobson-Horton and Owens 2004;Jennissen 2006;Just 1999;van den Berg 2002;van den Berg and Hofman 2005). The magnitude of difference in these non-completion rates between ethnic minority and majority students remains unclear.…”

Section: Introductionmentioning

confidence: 97%

Reasons for withdrawal from higher vocational education. A comparison of ethnic minority and majority non‐completers

Meeuwisse

Severiens

Born

2009

Studies in Higher Education

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The present study explored possible differences in reasons for withdrawing from higher vocational education between ethnic minority and majority non-completers in the Netherlands. Tinto's model on the departure process was used as a theoretical framework. A total of 1017 non-completers filled in a questionnaire regarding their reasons for withdrawal. An exploratory factor analysis resulted in six factors representing these reasons. Multivariate analyses of variance showed no main effect for ethnic background of non-completers, but interaction effects with type of withdrawal (drop-out versus switching course or institution), and moment of withdrawing (early or late). Ethnic minority drop-outs withdrew more often than majority drop-outs because of a perceived poor quality of education. A lack of ability was more important in the decision to withdraw for majority dropouts compared to ethnic minority drop-outs. Ethnic minority switchers withdrew more often than majority switchers because they were disappointed with the educational content. This factor also appeared to be more important to minority non-completers who had left higher vocational education after more than one year in comparison with the late majority non-completers.

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“…International data generally show that study careers of ethnic minority students are less successful. They earn less credits in the same amount of time (Hofman and Van den Berg 2003;Severiens and Wolff 2008;Swail et al 2003) and they on average have lower completion rates in higher education compared to non-minority students (Crul and Wolff 2002;Eimers and Pike 1997;Hobson-Horton and Owens 2004;Jennissen 2006;Just 1999; Van den Berg 2002;Van den Berg and Hofman 2005). The present study explores a possible reason for differences in study success.…”

Section: Introductionmentioning

confidence: 99%

Learning Environment, Interaction, Sense of Belonging and Study Success in Ethnically Diverse Student Groups

2010

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The purpose of this paper was to investigate a model for describing the relationships between the extent to which learning environments are activating and students' interaction with teachers and peers, sense of belonging, and study success. It was tested whether this model holds true for both ethnic minority students and ethnic majority students. A total of 523 students from four different universities completed a questionnaire. Structural equation modeling (Amos) was used to test the model. The model that best describes the relationships in the group of ethnic minority students (N = 145) was shown to be different than the model that best fits the group of majority students (N = 378). Ethnic minority students appeared to feel at home in their educational program if they had a good formal relationship with teachers and fellow students. Ethnic minority students' sense of belonging to the institution nevertheless did not contribute to their study progress. On the other hand, in majority students, informal relationships with fellow students were what led to a sense of belonging. In these students, the sense of belonging did further academic progress.

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From Freshman to Graduate: Recruiting and Retaining Minority Students

Cited by 24 publications

References 16 publications

The family-study interface and academic outcomes: Differences and similarities between ethnic minority and ethnic majority students.

The family-study interface and academic outcomes: Differences and similarities between ethnic minority and ethnic majority students.

Reasons for withdrawal from higher vocational education. A comparison of ethnic minority and majority non‐completers

Learning Environment, Interaction, Sense of Belonging and Study Success in Ethnically Diverse Student Groups

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