College social engagement and school identification: Differences by college type and ethnicity

Abstract

The importance of school-based social engagement for students' school identification and persistence has been well established among adolescents. No work, however, has examined the extent to which social engagement and school identification differ between students from Latino, Asian, and European-American backgrounds enrolled in community versus four-year colleges. With a sample of 373 college students, those enrolled in community colleges reported less college social engagement than those enrolled in four-year institutions. Additionally, although there were no differences in school identification in 12th grade, the school identification of community-college students decreased compared to their reports in high school, whereas that of four-year college students increased, such that identification differed according to college type. Controlling for school type, Latino and Asian students also reported lower levels of social engagement and identification than European–American students. Differences in identification according to school type and ethnicity were mediated by social engagement.