Abstract
Path analysis is used to examine the process of persistence in higher education among a sample of 403 low-income black youth attending a variety of institutions throughout the United States. The model explores the role of college experiences — academic and social integration and academic achievement. Although social integration was misspecified, the model expiains 32% of persistence variance when academic integration is specified prior to academic achievement. The direct effect of college grades is strongest, accounting for half of the explained variance. Academic integration is actually more important than previously believed, exerting an indirect influence through grades. Since college experiences are more important than background characteristics, persistence among low-income minority youth could be improved by program interventions.
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