College Student Persistence Research Articles

Knowledge and Community: The Effect of a First-Year Seminar on Student Persistence

Abstract This study explores the effects of an academic seminar on the persistence of first-year college students, including effects on students most at risk of dropping out. A secondary interest was demonstrating the utility of using classification and regression tree analysis to identify relevant predictors of student persistence. The results of the study showed that persistence rates improved for all students who took the seminar and, most importantly, that the persistence rate for higher-risk students showed double the improvement of that of lower-risk students. Results also suggest that changes in student perception of the value of a college education and engagement in classroom discussion are factors for improving the persistence of higher-risk students.

Knowledge and Community: The Effect of a First-Year Seminar on Student Persistence

Abstract This study explores the effects of an academic seminar on the persistence of first-year college students, including effects on students most at risk of dropping out. A secondary interest was demonstrating the utility of using classification and regression tree analysis to identify relevant predictors of student persistence. The results of the study showed that persistence rates improved for all students who took the seminar and, most importantly, that the persistence rate for higher-risk students showed double the improvement of that of lower-risk students. Results also suggest that changes in student perception of the value of a college education and engagement in classroom discussion are factors for improving the persistence of higher-risk students.

Changing the Context of Student Engagement: Using Facebook to Increase Community College Student Persistence and Success

Background Community college leaders are now turning to social media/social networking sites for new avenues and opportunities to increase students’ interaction, engagement, and collaboration with peers, faculty, and staff. Social media may be a particularly attractive option because it can provide a potentially effective and exciting mechanism for catalyzing such connections for students. Purpose/Objective This study examines the use of social media/social networking sites and its relationship to academic outcomes in the context of community colleges. Population/Participants We used longitudinal data from about 17,000 students who joined a Facebook based online application (the Schools App) in seven community colleges across the country. We compared these members to students who did not join the app for an overall sample size of about 98,000. Research Design This study used a quasi-experimental design with propensity score matching and random effects regression to estimate the effects of online engagement on student outcomes. Findings/Results We find that there is, indeed, a relationship between social media use and academic outcomes. The most active users as well as passive users had the highest GPAs and chances of continuing the next semester compared to inactive members of the online community as well as compared to nonmembers. Conclusions/Recommendations We find that certain forms of online engagement have a distinct relationship with GPA and persistence. The results of this study also suggest that, although potentially valuable, it is not easy to build an online community. Sustaining continued use of the application was challenging and strongly dependent on the quality and relevance of the posted comments and discussion. Nevertheless, this study found that for those who continued to use the application, there were positive effects in terms of student outcomes. Our findings further support the notion that integration is relevant for community college student persistence, but the nature of that integration—more simultaneously social as well as academically oriented—is important to consider in both offline and online contexts. Recommendations focus on a more strategic use of social media, which puts specific emphasis on answering questions and getting involved in online communities and not using social media solely for marketing or dissemination of information purposes. On campuses where students realized that answers to pertinent questions were available (through administrators and peers), online engagement was of high quality. Sustaining high quality online interaction is therefore one element in ensuring a positive effect on student engagement and outcomes.

From the Editor

From the Editor Debora L. Liddell This issue of The Journal of College Student Development represents the inaugural issue of a new leadership team, following the exceptional direction of John Braxton and his Associate Editors Susan Jones, Kristen Renn, and Vasti Torres. The higher education profession is grateful for their careful stewardship of our profession’s scholarship and of JCSD over the past 7 years. For the next several issues, we will continue to benefit from their editorial decisions as we process the queue of manuscripts accepted under their direction. I am deeply humbled and privileged to accept the invitation to edit this journal. With this transition I am pleased to introduce readers to our new leadership team. As Editor, I come with a background in the scholarship of student development—more specifically, moral development of young adults. My teaching and research have been informed by both qualitative and quantitative inquiry. A secondary line of research for me has been the development of student affairs professionals—how they are trained, socialized, and cultivated professionally throughout their careers. The connections between research, teaching and practice run deep for me. I have spent my entire postdoctoral career at the University of Iowa, teaching in and leading the Higher Education and Student Affairs graduate program. It is here I have had the deep privilege of working with committed colleagues, inquisitive students, and supportive elders. My first decision as Editor was to expand the leadership team and to add a new position, Senior Associate Editor, to assist with the management of the Journal and facilitate the time to publication. Following a national search for Associate Editors, I am pleased to introduce readers to our leadership team. They represent exceptional scholarship, an unwavering commitment to social justice in the academy, and a deep connection to the work of ACPA—College Student Educators International. The entire team has served as JCSD reviewers. As Senior Associate Editor, Dafina-Lazarus Stewart (uses ze, zim, zir/hir pronouns) also serves as Associate Professor of Higher Education and Student Affairs at Bowling Green State University. Hir research agenda focuses on issues of diversity, inclusion, equity, and justice in US higher education, particularly around race, ethnicity, sexuality, and gender, as well as religion, faith, and spirituality. Dr. Stewart engages the issues of individual experiences, identity, and outcomes as well as community and institutional structures and systems presented by these social constructions and constrictions predominantly through critical and deconstructivist paradigms and attendant qualitative methodologies. Two colleagues will share the work of Associate Editor for Research-in-Brief and On Campus. Jan L. Arminio is Professor and Director of the Higher Education Program at George Mason University. Her scholarship focuses on multicultural issues, qualitative research, assessment, and campus programs. From 2004–2008, Dr. Arminio served as President of CAS, Council for the Advancement of Standards. She also was appointed to and later chaired the NASPA Faculty Fellows and the ACPA Senior Scholars. Her recent scholarly books included contributions on student veterans in higher education, inclusivity on campus, and qualitative research. Robert Reason, Professor of Student Affairs and Higher Education at Iowa State University, studies how college affects students. His recent work focuses on assessing and improving civic learning for personal and social responsibility in college. He has completed several studies of [End Page 533] first-year student outcomes and is a noted expert on issues of student persistence in college. Before returning to his doctoral alma mater, Dr. Reason was at Penn State University’s Center for the Study of Higher Education. As Associate Editor for International Research and Scholarship, Tricia Seifert is a faculty member in the Adult and Higher Education program at Montana State University and maintains an appointment in the Leadership, Higher and Adult Education Department at the University of Toronto. Using a mixed methodological approach, her scholarship examines organizational cultures and conditions as well as student experiences associated with postsecondary learning and success. She has served as Faculty in Residence for ACPA’s Commission for Global Dimensions on Student Development. Leading the Journal’s commitment to introducing readers to new literature in the field, Maureen E. Wilson will serve as Associate Editor of Book Reviews. She is Associate Professor...

Fostering a Sense of Community in Residence Halls: A Role for Housing and Residential Professionals in Increasing College Student Persistence

Fostering a sense of community should be at the center of every housing and residence life professional's efforts. Research conducted by Braxton et al. (2014) revealed that students who are able to identify with their residence hall community, interact with peers in this community, and find solidarity within the community experience an increased sense of communal potential. This heightened communal potential is positively correlated with student persistence. Therefore, this article explores Berger's (1997) three dimensions of community—identity, interaction, and solidarity—by identifying currently implemented policies and practices within residence hall communities that seemingly foster these dimensions of community. These policies and programs, and the like, are strongly encouraged within residence hall communities, especially those housing first‐year students.

The impact of self beliefs on post-secondary transitions: The moderating effects of institutional selectivity

The purpose of this study was to examine the relationships between self beliefs, institutional characteristics, and college student persistence. More specifically, this study sought to understand whether self-efficacy beliefs, both academic self-efficacy and social self-efficacy, play a role in college persistence. Further, the possible moderating effects of institutional selectivity were explored. Results showed academic and social self-efficacy beliefs were associated with first-year college persistence. Accounting for the moderating effects of college selectivity revealed a nuanced relationship between self-efficacy beliefs and persistence. Social self-efficacy had the greatest impact on the persistence of students at less selective colleges, whereas academic efficacy was associated with a greater persistence for students at highly selective colleges. Implications for higher education practitioners and counselors are discussed.

Aboriginal student strength to persist and Indigenous Knowledges in community colleges

Purpose– The purpose of this paper is to document experiences of Aboriginal students in community colleges from the perspective of Aboriginal communities rather than policymakers and shows how these communities support student persistence in college.Design/methodology/approach– Interviews with 16 Aboriginal college students, staff and community members were undertaken with Aboriginal guidance, and analysis was undertaken informed by the writings of Aboriginal scholars.Findings– The major finding was that First Nations students experience a disconnect between the epistemology of Aboriginal peoples and ways of being in community colleges. Most demonstrate bravery and persistence in their studies as well as resistance to assimilation. Understanding and support is provided by surrounding Aboriginal communities, based on their appreciation of the epistemological roots of the problem.Practical implications– Frequent reference to the absence of Indigenous Knowledges suggests that more must be done to make Aboriginal students feel safe in colleges where they are in the minority. In view of their feeling of “disconnect,” safe Aboriginal centers, or “homes away from home” are one of many ways to support these students.Originality/value– The research challenges assimilationist approaches to Aboriginal college students, and highlights supporting Indigenous peoples, as described in global terms by Indigenous scholars.

Understanding Community College Student Persistence Through Photovoice

Because it has been noted that a more educated workforce is necessary to meet the demands of the future workplace, community colleges have experienced significant pressures to generate more graduates. High instances of attrition and low rates of credential obtainment among students, however, have historically been tenuous issues for community colleges. The purpose of this article is to put forward, in the form of a constructivist grounded theory, a model of community college student persistence based on the findings from a photovoice project aimed at understanding the educational lives of community college students. The Emergent Model of Community College Student Persistence has the potential to assist community college faculty, administrators, policy makers, and other stakeholders understand student persistence decisions.

College Student Persistence in Scientific Disciplines: Cultural and Social Capital as Contributing Factors

Underrepresentation of women of color in science majors and careers continues to be a concern for many science educators. Despite being the fastest growing population of college students, women of color have made insufficient gains in college science degree attainment. Sixteen women of color who were undergraduates majoring in a science field participated in three-part, in-depth interviews. Prominent factors associated with persistence as a science major included academic preparation for college science, faculty support, important school science experiences, family support, science support programs, altruistic beliefs, and the importance of religion. This study examined the data using current persistence theories as well as exploring the role of cultural and social capital as sources for support and motivation.

Trait Gratitude and Grateful Coping as They Relate to College Student Persistence, Success, and Integration in School

Grateful people experience more psychological well-being, social connectedness, and feelings of personal accomplishment, along with less burnout. They also use more adaptive approach-oriented coping strategies. Thus, we hypothesized that trait gratitude and grateful coping strategies would be associated with various indicators/predictors of academic retention and success, including psychological variables (social integration, academic integration, degree commitment, and general college persistence) and academic variables (number of withdrawn courses, number of failed courses, and GPA). Fifty-four undergraduates completed self-report measures of all variables except GPA, which was accessed via transcripts when permitted. At least one facet of trait gratitude was associated with each outcome variable. Grateful coping was associated primarily with the psychological outcome variables, with growth-focused coping emerging as the most consistent positive predictor and social support seeking often emerging as a negative predictor. We discuss implementing gratitude-enhancing techniques as a possible strategy for improving integration, commitment, persistence, and success in college.

Helping or Hindering? The Effects of Loans on Community College Student Persistence

More community college students are taking out loans than ever before and their median debt levels are increasing. This trend is disconcerting because community college borrowers are overrepresented among loan defaulters and those who dropout without having earned a degree. While not without criticism, a growing number of community colleges are choosing not to participate in the federal student loan programs, citing a desire to protect their students from future financial hardships. This study used data from the Beginning Postsecondary Student (BPS:04/09) survey and propensity score matching techniques to examine the effects of loans on persistence for students enrolled in associate’s degree programs. Results indicated that borrowing during the 1st year had a positive effect on persistence at the end of year one, but had a negative effect on persistence measured three and 6 years after initial enrollment. As community college students assess their prospects for degree completion and the return on their financial investment in higher education, we hypothesize that borrowers are more likely to become dissatisfied with their investment decision than non-borrowers and choose to dropout rather than take on additional loan debt. Findings from this study suggest the need to carefully reconsider current policies and practices regarding loan use among community college students.

Outreach and Identity Development: New Perspectives on College Student Persistence

College student persistence continues to pose challenges for higher education institutions, despite over 40 years of research. Although persistence is studied from many different angles, the majority of studies examining the causes of and cures for students' departure from college reflect the importance of engagement in the higher education environment. An innovative type of engagement is involving college students in high school outreach. This article reports on a study involving 19 college students who participated in a National Science Foundation (NSF)-funded project intended to increase the enrollment and persistence of engineering students, specifically examining how engaging in outreach activities developed participants' views of themselves as engineers. We found that outreach activities incorporated several types of engagement and that participants engaged in outreach began to develop a professional engineering identity, both of which are linked to college student persistence. The study's implications for research and practice are discussed.

Examining Relevant Influences on the Persistence of African-American College Students at a Diverse Urban University

In this study, campus involvement, faculty mentorship, motivational beliefs (self-efficacy and utility value), and sense of belonging were examined as potential predictors of African-American college student academic persistence. Participants ( n = 139) in the study were African-American college students from a large-urban university. Separate analyses were conducted to predict two related aspects of student persistence. A multiple linear regression was used to predict self-reported student persistence and a logistic regression was used to predict actual enrollment in the following semester. Results indicated that utility value was the only significant predictor of self-reported persistence. Surprisingly, results of the logistic regression indicated that students who reported having higher levels of self-efficacy in the fall were less likely to enroll in the subsequent spring semester. Findings in this study add to the body of research on college student persistence.

Major differences: modeling profiles of community college persisters in career clusters

The purpose is to explore factors associated with community college student persistence in academic program areas through the modeling of student profiles (i.e., classes) using selected variables from the Education Longitudinal Study of 2002 (ELS:2002) conducted by the National Center for Education Statistics that has followed a national sample of students from the tenth grade with follow-ups 2 and 4 years later. To this end, we used multiple-group latent class analysis in order to identify underlying classes of students and to evaluate the equivalence of the latent class solution across those students who persisted and those who did not. A four-class solution was identified that was determined to be invariant across student groups although the proportions of persisters and nonpersisters were different across classes. Using the final class solution for persisting students, we found that class membership was moderately associated with which Career Cluster students pursued.

Biomedical Research: Strength from Diversity

The recent Education Forum by M. J. Graham and Colleagues (“Increasing persistence of college students in STEM,” 27 September, p. [1455][1]) called for widespread implementation of a much-needed framework for increasing persistence of college students in science, technology, engineering, and mathematics (STEM) fields. The Persistence Framework that they describe is evidence based, drawing from a rich body of research that has identified the relevant education and psychosocial issues that must be addressed, as well as effective strategies. Recognizing that the biomedical research enterprise would be greatly strengthened by attracting the most talented individuals from all groups, the National Institutes of Health (NIH) has been intensively engaged for more than 2 years in a planning process. As a result, a distinguished working group ([ 1 ][2]) has made a series of bold recommendations that are now in the process of being implemented. These include the systematic evaluation of NIH training programs, the appointment of a Chief Office for Scientific Workforce Diversity, and the launch of a new three-component program that will provide the resources necessary to implement and assess, on a large scale, approaches such as those described by Graham et al. Developing new ways to engage college students, sustain their interest in research, and provide trainees at all career stages with the strategies and tools to thrive in the biomedical research workforce are the goals of the “Enhancing the Diversity of the NIH-Funded Workforce” program ([ 2 ][3]). This program will consist of three highly integrated initiatives: 1. The National Research Mentoring Network (NRMN) will develop transformative approaches to mentoring. The network will engage diverse mentors from many biomedical research disciplines and link them to mentees at multiple career stages. 2. The Building Infrastructure Leading to Diversity (BUILD) initiative will support relatively under-resourced academic institutions with a demonstrated commitment to students from highly diverse backgrounds. These institutions will have the opportunity to develop a series of potentially transformative education and training activities that address the many factors underlying student/trainee persistence in biomedical research career paths and successful transition into the research workforce. BUILD emphasizes and requires the provision of research opportunities. The program will seek strength through collaboration across the spectrum of types of institutions. 3. The Coordination and Evaluation Center will work with both the BUILD consortium and NRMN to assess the efficacy of the various approaches that are being piloted. ![Figure][4] CREDIT: ANDREW TAYLOR/SHUTTERSTOCK History has revealed that addressing problems that disproportionately affect minority populations has often had a transformative impact for the majority as well ([ 3 ][5]). We predict that transformative approaches to student engagement and training developed through the Common Fund's Diversity Program will have a similar far-reaching impact on training everywhere. 1. [↵][6] NIH Advisory Committee to the Director, Diversity in the Biomedical Workforce Working Group Report (NIH, Bethesda, MD, 2012). 2. [↵][7] NIH, Enhancing the Diversity of the NIH-Funded Workforce ( ). 3. [↵][8] 1. M.N. Davidson , The End of Diversity as We Know It: Why Diversity Efforts Fail and How Leveraging Difference Can Succeed (Berrett-Koehler Publishers, San Francisco, 2011). [1]: http://www.sciencemag.org/content/341/6153/1455.full [2]: #ref-1 [3]: #ref-2 [4]: pending:yes [5]: #ref-3 [6]: #xref-ref-1-1 View reference 1 in text [7]: #xref-ref-2-1 View reference 2 in text [8]: #xref-ref-3-1 View reference 3 in text

College Student Persistence: A Multilevel Analysis of Distance Learning Course Completion at the Crossroads of Disability Status

With over 15 million students enrolling in institutes of higher education, it is critical to understand the factors that lead to course completion and graduation. This becomes especially important when considering students with disabilities, as this is historically a vulnerable population. Modern technology and online classes may be one way to meet these needs. The purpose of this study was to investigate whether course completion rates differ when taking online versus traditional courses, among students with and without disabilities. The participants of the study were a purposive sample of 3,488 undergraduate and graduate students, from a comprehensive, midsized, Historically Black College located on east coast of the United States. Hierarchical general linear modeling was used to determine whether disability status and course delivery format were related to completion, while controlling for student-level and course-level variables. The results show that students were significantly less likely to complete online courses after controlling for individual level (e.g., gender, cumulative GPA, and previous course credit hours) and class level covariates. Yet, students with disabilities were just as likely as peers without disabilities to complete courses, and the cross-level interaction between disability status and delivery format was not statistically significant (i.e., course completion differences over delivery format does not statistically significantly differ over student disability status). The results have important implications for college students with disabilities.

Native American College Student Persistence

Native American students are the most likely racial/ethnic group tracked in post-secondary American education to be affected by poverty and limited access to educational opportunities. In addition, they are the most likely to be required to take remedial course work and are the least likely to graduate from college. A review of the literature was undertaken to analyze the research and opinions directed toward improving Native American student persistence and academic success at the post-secondary level. Five factors emerged during this review that support Native American student post-secondary persistence. These are skill development, family and peer support, appropriate role-models, awareness and use of financial aid, and a culturally sensitive school environment.

An Institutional Approach to Developing a Culture of Student Persistence

<p>There continues to be increasing focus on college student retention and persistence. This focus is coming from the United States federal government, accrediting organizations, and from students, parents and the public. Given the spiraling costs of education and the fact that retention rates have not improved over time, various stakeholders are concerned about the value of a higher education credential. The purpose of this manuscript is to describe the efforts of a for-profit, distance education institution to focus its resources, in an evidence-based manner, on retention and to develop a culture of retention and persistence throughout the institution. The literature review and analysis of internal initiatives demonstrates that (a) institutions must make a commitment to retention, include retention efforts as part of its strategic plan, and provide resources to support retention efforts; (b) mastery of knowledge of the research on retention and persistence is critical for designing evidence-based interventions; and (c) institutions should identify, develop, and implement pilot projects aimed at improving student progress and share results to help stimulate development of best practices throughout higher education.</p>

Science education. Increasing persistence of college students in STEM.

An evidence-based framework offers a guide for efforts to increase student persistence in STEM majors.

Dual Enrollment Variables and College Student Persistence

In the knowledge economy, now more than ever, students are encouraged to attend an institution of higher education. Students actively search for resources to assist them in their progress toward a college degree, even before high school graduation. Dual enrollment is an opportunity for students to complete college courses while still in high school, and it encourages stronger collaborations between K–12 and higher education. The purpose of this study was to explore the relationship between demographic and policy variables in South Carolina technical college dual enrollment programs and first-to-second-year persistence of dually enrolled students once entering college. All participants in this study were high school students who continued at a technical college after graduation. Outcomes were analyzed using logistic regression to determine persistence, defined as first-to-second-year retention. Variables included dual enrollment course type, course setting, ethnicity, gender, and county of residence. Results show that course type and course setting are significant in predicting college student persistence. Recommendations and implications for future research are discussed.