Minority student retention: Resources for practitioners

Seidman, Alan

doi:10.1002/ir.136

Cited by 95 publications

(101 citation statements)

References 17 publications

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“…Likewise, a number of authors and educational consultants have proposed approaches of "how" to effectively address it, albeit their approaches differ (Barnett, 2006(Barnett, , 2010Bensimon, 2006Bensimon, , 2007 Center for Community College Student Engagement, 2012;Crockett, 1999;Dixon-Rayle & Chung, 2007;Kuh, Cruce, Shoup, Kinzie, & Gonyea, 2008;Levitz, Noel, & Richter, 1999;Price & Tovar, In Press;Seidman, 2005Seidman, , 2012Swail et al, 2003;Tinto, 2000Tinto, , 2006Tinto, , 2012aTinto, , 2012bYi, 2007). Described below are some of the most prominent student retention conceptual and theoretical models described in the higher education literature.…”

Section: Student Retention Theories and Conceptual Modelsmentioning

confidence: 99%

“…Nonetheless, researchers recognize, in one way or another, the need to synthesize findings and pose from these potential solutions for institutions to follow (e.g., Bensimon, 2006Bensimon, , 2007Center for Community College Student Engagement, 2012;Crockett, 1999;Dixon-Rayle & Chung, 2007;Kuh et al, 2008;Levitz et al, 1999;Price & Tovar, In Press;Seidman, 2005Seidman, , 2012Swail et al, 2003;Tinto, 2000Tinto, , 2006Tinto, , 2012aTinto, , 2012bYi, 2007).…”

Section: Moving Away From Retention Theory To Practicementioning

confidence: 99%

“…With respect to ethnic minority students, there is a significant body of literature examining their experiences with the college environment, peer interactions, student-instructor interactions, etc. Some of this research demonstrates that traditionally underrepresented ethnic minority students have a more difficult time transitioning to the college environment, often experience discriminatory, hostile, and invalidating interactions with peers and institutional agents, and tend to persist and graduate from institutions at significantly lower rates their ethnic "majority" counterparts (e.g., Bensimon, 2007;Huff, 2009;Hurtado & Carter, 1997;Hurtado & Ponjuan, 2005;Johnson et al, 2007b;Kraemer, 1997;Locks et al, 2008;Rendón, 1994;Seidman, 2005;Snyder & Dillow, 2011).…”

Section: Input Variables (Exogenous)mentioning

confidence: 99%

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A Conceptual Model on the Impact of Mattering, Sense of Belonging, Engagement/Involvement, and Socio-Academic Integrative Experiences on Community College Students’ Intent to Persist

Tovar¹

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Community colleges continue to experience high levels of student attrition and low degree/certificate completion rates. Given extant literature, there appears to be a need to reexamine how interactions between students and the institution, and students and institutional agents are taking place, with the aim of identifying institutional practices that deleteriously or positively impact degree completion and thus guide colleges to develop action plans to improve conditions for student success.This study examined how factors such as institutional commitment to students, mattering, sense of belonging, interactions with diverse peers, perceptions of the campus climate, engagement/involvement, socio-academic integrative experiences, and goal commitment collectively affected community college students' intent to persist to degree completion. The proposed model tested the tenability of seven propositions examining how the above constructs interact to influence intent to persist.The sample consisted of 2,088 multiply diverse community college students. The conceptual model was grounded on Astin's (1991) Input-Environment-Outcome model and was tested in the context of structural equation modeling. Multiple group invariance analyses for race/ethnicity were conducted. The conceptual model explained 28% of the variance on intent to persist for Asian students, 21% for White students, and 19% for Latino/a students.Results indicated that transition support from family/friends exerted the highest effect on intent to persist across all racial/ethnic groups, followed by engagement/involvement, perceptions of mattering, interactions with diverse peers, GPA, goal commitment, and socioacademic integrative experiences, albeit varying by group. This study was the first in the literature to empirically demonstrate a causal effect between institutional commitment to students and perceptions of mattering. Mattering, in turn, exerted a moderate to strong influence on engagement/involvement, socio-academic integrative experiences, sense of belonging, and indirectly on intent to persist. Evidence in support of an omnibus "student development and success" construct, as alluded to by Wolf-Wendel, et al. (2009) is also presented. Of import to these findings is that while this construct explained a significant proportion of the variance for engagement/involvement, belonging, mattering, and interactions with diverse peers, the individual factors exerted an independent effect on intent to persist. Implications for theory, research, and practice are also discussed.v Dedication To the institutional agents (instructors and counselors) who made a difference in my life.Thank you for making me feel like I mattered! vi Acknowledgements

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Section: Student Retention Theories and Conceptual Modelsmentioning

confidence: 99%

Section: Moving Away From Retention Theory To Practicementioning

confidence: 99%

Section: Input Variables (Exogenous)mentioning

confidence: 99%

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A Conceptual Model on the Impact of Mattering, Sense of Belonging, Engagement/Involvement, and Socio-Academic Integrative Experiences on Community College Students’ Intent to Persist

Tovar¹

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“…College graduates also earn more money over a lifetime, incur fewer health problems, suffer less penal involvement, and live longer than non-college graduates. 3 Just as the indicators of quality and success used by postsecondary institutions are evolving, so too are the metrics used to assess the impact and value of units within higher education institutions, including academic libraries. Academic libraries, seeking to demonstrate their relevance in a performance-funding environment, will find little guidance on how to appropriately gather data or communicate impact to university administrators.…”

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confidence: 99%

The Value of Academic Libraries: Library Services as a Predictor of Student Retention

Murray

Ireland²,

Hackathorn³

2016

CRL

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This study examined the predictive relationship between library use by individual students and their retention status in university settings. The methodology builds on a small number of previous studies to examine library use at the individual level to determine if use of specific library services is predictive of retention for freshmen and sophomores. Binary logistic regression yielded results that indicate a strong positive predictive relationship between library use of any kind with both freshmen and sophomore retention. These results suggest that academic libraries add value to institutional retention efforts. tudent retention is an increasingly critical issue for institutions of higher education, with far-reaching effects on many other areas of life, including the well-being of students and society. Institutions of higher education face greater calls for accountability regarding different performance metrics, among them student retention and completion of degree programs. State legislatures and higher education coordinating agencies increasingly connect state funding with graduation rates.1 Institutions of higher education are often pressured to keep costs contained, while serving more students who lack the skills necessary to succeed in college. Frequent limitations to increases in tuition as a means of offsetting lost state appropriations lead to both enrollment and retention as high-stakes endeavors, not just for university administrators but also for students and society.2 Seidman provided a clear summary of the wide-ranging impact of student dropout:Attrition results in a severe loss of resources by society, by students, and by colleges that spend to provide programs and services to help retain and graduate students. When a student leaves college prematurely, any debt incurred must be repaid, despite the failure to graduate, and the college loses future funding in the form of tuition and fees and auxiliary services (bookstore, food service, and so forth) generated over time. The surrounding college community that supports the college, restaurants, movie theaters, and so on, also suffers an adverse economic impact when students leave. In addition, students may be turned off to the educational system in general, never returning to benefit from educational opportunities that may have helped with job

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“…Hispanic students, in particular, fail to see the value in higher education, partially because they do not want to risk incurring debt, and both groups of students benefit from mentoring programs. 9 Suggested remedies to the STEM gap from underrepresented groups include pre-college enrichment, intervention, and outreach programs. Most specifically, effective educational environments promote collaborative learning among groups of students.…”

Section: Introductionmentioning

confidence: 99%

Exploration of Hands-On/Minds-On Learning in an Active STEM Outreach Program

Cloutier¹,

Dwyer

Sherrod³

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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University. He worked for many years in computational mechanics related to fracture, composite materials and glaciology. In recent years, he has focused on issues of mathematical education and outreach and he has developed a wide range of K-12 outreach projects. His current interests include the mathematical education of teachers, the scholarship of outreach, computational mathematics, and complex dynamics. Dr. Sonya E. Sherrod, Texas Tech UniversitySonya Sherrod holds a B.S. and an M.A. in mathematics and a Ph.D. in curriculum and instruction. Her research interests include instructional approaches that help students (K-12) learn mathematics conceptually and instructional strategies that motivate preservice teachers to relearn mathematics conceptually, to empower them to teach mathematics for conceptual understanding. She currently coaches graduate students in the College of Education at Texas Tech University in their dissertation research and writing.c American Society for Engineering Education, 2016 Exploration of Hands-on/Minds-on Learning in an Active STEM Outreach Program AbstractThe importance of encouraging interest in science, technology, engineering, and mathematics (STEM) in students from underrepresented groups is well recognized. Summer outreach programs are a common means of accomplishing this goal, but balancing program content between information and entertainment can be a challenging issue. Typically, programs include hands-on activities to foster enthusiasm, but these activities do not always promote a deeper understanding of the physical principles involved. Active STEM was a five-day summer program highlighting the mathematics, science, and engineering related to the favorite sports of program participants (middle school males from underrepresented populations in STEM). The objective of Active STEM was to create a fun learning environment that students could enjoy, while still promoting deeper thinking with activities that are both hands-on and minds-on. Program instructors (a mathematics professor, an engineering graduate student, and two sports science graduate students) employed a student-centered classroom approach with program content focusing on the exploration of patterns, engineering principles, and mathematics.A pre-to-post survey was used to measure changes in student interest toward particular areas of STEM. While the participant group was too small for results to be conclusive, an overall increase in interest for STEM topics was documented, particularly in mathematics. Qualitative observations also highlighted the benefits of a classroom atmosphere that emphasized increased instructor-student interaction. These observations also provide insight into the type and amount of activity preferred by students. In general, program participants showed increased engagement in learning when they were allowed substantial time for activity, and they responded best to exploratory problem-solving activities including an engineering design challenge and pattern-based mathematics games. The value ...

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Minority student retention: Resources for practitioners

Abstract: The author gives an overview of the main research findings concerning minority retention and graduation.

Cited by 95 publications

References 17 publications

A Conceptual Model on the Impact of Mattering, Sense of Belonging, Engagement/Involvement, and Socio-Academic Integrative Experiences on Community College Students’ Intent to Persist

A Conceptual Model on the Impact of Mattering, Sense of Belonging, Engagement/Involvement, and Socio-Academic Integrative Experiences on Community College Students’ Intent to Persist

The Value of Academic Libraries: Library Services as a Predictor of Student Retention

Exploration of Hands-On/Minds-On Learning in an Active STEM Outreach Program

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