Education researchers have suggested that the academic challenges faced by many ethnic minority students are linked to perceived cultural discontinuity between students' home-and school-based experiences.However, there has been very little empirical inquiry into the existence and effects of cultural discontinuity for these students. The purpose of this article is to offer a definition and methodology to be used in the quantitative investigation of cultural discontinuity. A description of the cultural values and corresponding behaviors of African American, Asian American, Latino, and Native American students, along with those values and behaviors salient in most public schools, is offered. Next, a method for investigating cultural discontinuity is proposed. Finally, future research directions to further examine cultural discontinuity are offered.
Increasing student retention is an important issue on college campuses. Researchers have found that nonacademic aspects of campus such as campus recreation can positively influence students' lives (Belch, Gebel, & Maas, 2001; Lindsey & Sessoms, 2006). The purpose of this study was to examine some ways in which participation in campus recreation positively influenced students' lives. After receiving IRB approval, students were randomly selected to complete the campus recreation survey. The survey was based on the NIRSA/Student Voice Campus Recreation Impact Study survey. Of the students who answered the demographic questions, 45% were graduate/professional/continuing education students and 55% were undergraduate students; 43% were male, 56% were female, and < 1% transgender; and the majority of the sample was White (78%). The results showed that students reported a variety of benefits including health and social benefits from their participation in campus recreation facilities and programs.
Both researchers and administrators are interested in factors that influence student success. The purpose of this study was to compare undergraduate and graduate students on the perceived benefits they received from participating in campus recreation facilities and programs. Students were randomly selected to complete the campus recreation survey, which was based upon the NIRSA/Student Voice Campus Recreation Impact Study survey. Of the students who answered the demographic questions, 35% were graduate students and 65% were undergraduate students; 43% were male and 57% were female; and the majority of the sample was White (68%). The results showed that participation in campus recreation had an influence on undergraduate and graduate students' decisions to attend and continue to attend the university. Participating in campus recreation facilities and programs had a positive influence on a variety of aspects of both undergraduate and graduate students' lives; students reported academic, health, and social benefits.
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