Understanding Student Persistence in Commuter Historically Black Colleges and Universities

“Peeling back the layers”: A deeper look at the diversity among Black students at historically Black colleges and universities.

“…Specifically, using techniques from hierarchical linear regression, he found that self-authorship helped to predict the academic achievement of these students more than traditional measures, such as high school GPA and standardized test scores. Similarly, Baker et al (2020) tested a PWI model of persistence for 147 first year students at two commuter HBCUs. The results of their study, which was predominantly comprised of Black women students, revealed that some propositions of this theoretical model were salient in understanding student persistence at HBCUs.…”

Student Retention: Fostering Peer Relationships Through a Brief Experimental Intervention

“…As students have positive and supportive interactions with individuals connected to the university, they tend to experience a sense of belonging and social integration, and this integration increases the likelihood of retention, possibly by increasing institutional commitment (Baker et al., 2020; Braxton et al., 2000; Bronkema & Bowman, 2019; Cabrera et al., 1993; Napoli & Wortman, 1998; Nicpon et al., 2006; Whitten et al., 2020). The interactions may involve employees of the institution (e.g., faculty, tutors; Bernardo et al., 2016; Gerdes & Mallinckrodt, 1994; Meeuwisse et al., 2010; Museus & Neville, 2012; Whitten et al., 2020) or peers.…”