International student persistence in U.S. postsecondary institutions

Abstract

The study used the data from the Beginning Postsecondary Students Longitudinal Study data set to observe the characteristics of international students in their first-year in college and examine the factors that influenced their persistence in U.S. postsecondary institutions. Results from logistic regression analysis revealed that GPA, degree plans, and academic integration were positively related to persistence of international students, while remediation in English and social integration had the negative effects on their persistence outcome. The results of the study signal the importance of encouraging collaboration between offices of international student services and other academic departments or support services on campus. The retention of international students should not be viewed as the responsibility of only international student advisors. Instead, it should become a joint responsibility of faculty, academic advisors, English language program staff, and student affairs professionals on campus.

Diagnóstico del rendimiento académico de estudiantes de una escuela de educación superior en México

“…De tal forma, que es necesario contar con profesores de calidad, que sean capaces de reconocer los estilos de aprendizaje, pero además de establecer canales de comunicación, de esta manera se pueden establecer estrategias de intervención educativa orientadas al mejora del aprendizaje de los estudiantes (Tan, Wu & Li, 2011). Sin embargo, se debe destacar que el éxito académico es el resultado de la administración del tiempo y de las habilidades para el estudio, el apoyo de los compañeros, la familia y los profesores coadyuvan a elevar el rendimiento (Mamiseishvili, 2012).…”

Experience of International Education of East Asian Students in English-speaking Countries: A four-dimensional approach

“…As second-language learners, these students have to spend more time studying compared to their domestic counterparts primarily to overcome language difficulties (Daller & Phelan, 2013). International students placed in English remedial classes are less likely to persist in their freshman year than those who are non-remedial students (Mamiseishvili, 2012). The language challenge is exacerbated by differences in academic training.…”

How do French College Students Evaluate Their Social Integration and Transversal Skills and What Affects Their Evaluation?

“…On the one hand social integration is measured by the commitment and satisfaction in relationships with other students and academic staff using congruence scales [5], [8], [9]. On the other hand the nature of social relations and their frequency are emphasized, giving to see a more quantitative measure of integration [10], [11]. Some authors think that research focuses on the student's perception and satisfaction of their college integration, which refers only to one aspect of the concept [7].…”

“…Some authors think that research focuses on the student's perception and satisfaction of their college integration, which refers only to one aspect of the concept [7]. Others suggest that qualitative aspects such as perception and satisfaction are needed to address the student social integration, even more important than the purely quantitative aspects such as the extent of the network [11].…”