Predicting Intention to Remain in College Among Ethnic Minority and Nonminority Students

Abstract

Models predicting ethnic minority and nonminority students' intentions to remain enrolled in college were tested for equivalence. On the basis of previous research, the predictors were coping with college, self-esteem, academic integration, identification with the university, and experience of disrespect because of race, ethnicity, or religion. Participants were 139 ethnic minority and 507 nonminority students at a U.S. university. Results indicate similarities and differences in the models for predicting commitment for ethnic minority and nonminority students. The relationship between academic achievement and commitment to remain in college was strong only for ethnic minority students. Identification with the university was positively related and experience of disrespect was negatively related to commitment for all students. When students perceived the environment as unwelcoming because of race, ethnicity, or religion, their desire to continue attending college diminished. Ethnic minority students were more likely than White students to report experiencing disrespect.