Abstract
A person-centered approach identified five empirically unobserved student profiles of first-time full-time university students who shared similar academic patterns, performance measures, and demographic characteristics. Honors and Flourishing classes tended to graduate within 6 years of attempting their first-college mathematics course, earned a high grade in that course, and made continued degree progress. The Flourishing class had lower semester and first-college mathematics GPAs than the Honors class but higher GPAs than the Tenacious class. Placement in remedial mathematics alone did not determine class membership. The Honors class had an overrepresentation of White women, and an underrepresentation of Black men. Hispanic students were most prevalent in the Flourishing group while Black men were more prevalent in the Tenacious group. As a whole, men fared worse on outcomes than women.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Journal of College Student Retention: Research, Theory & Practice
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
