Using a large dataset from a state education system, this study examined the experience of international college students in the United States as well as the connection to their cognitive, affective, and civic outcomes. The study utilized data from the 2010 University of California Undergraduate Experience Survey (UCUES) and a sample of 35,146 junior and senior undergraduate students across 10 campuses. The results of this study showed that international students may uniquely experience college and may not benefit from those experiences as much as their domestic peers. Furthermore, this study identified a broad range of college experiences that contribute to the key outcomes for international students. The study discusses the theoretical and practical implications of the findings
The purpose of the study is to improve the understanding of transfer college students, by examining the patterns in and predictors of cognitive skills development among transfer college students. Moreover, this study examined how such patterns and predictors differ by student’s gender and race within this population. Results found that men and women transfer students have differing cognitive skills gains after transferring to a 4-year institution. Results also indicated that there are differences in the cognitive skills gained in college by transfer students from various races. Finally, using regression analysis, models were developed to predict the variance in cognitive skills development for transfer students. Models were able to 33% and 46% of the variance in cognitive skills gains, when evaluated by gender or ethnicity.
Set in the context of a statewide research university system, this study attempted to improve our understanding of cognitive skills development among international students. Specifically, this study examined how the patterns and predictors of cognitive skills development among this population differ from their domestic counterparts. The study utilized data from the 2010 University of California Undergraduate Experience Survey (UCUES). This study identified unique patterns in both cognitive skills development and college experiences among international students. Findings also suggest that some college experiences, such as research engagement with faculty and satisfaction with advising, can possibly facilitate greater gains in cognitive skills among international students. The study discusses the theoretical and practical implications of the findings.
Background and Purpose: In California, approximately 3.2 million students participated in the National School Lunch Program (NSLP in 2015). It is estimated that Latino students received over 760,000 meals through the NSLP program. This study evaluates factors that influence middle and high school Latino students’ participation in the (NSLP). Methods: Study participants were a convenience sample of students (n = 232) utilizing a 22-question survey tool. The independent variables were grade level, gender, ethnicity, perceived social stigma, competitive foods served on and off campus, peer influences and parental influences. The dependent variable was participation in the NSLP. T-test, ANOVA, and Stepwise multiple regression were used to answer the research questions. Results: Latino students were not significantly different from non-Latino students in their participation rates in the NSLP. There were several significant predictors of NSLP participation for Latino students. Meal eligibility was the only significant predictor of participation in the NSLP for Latino students who are low-participators. Conclusions: Latino students are different from non-Latino students in the factors that influence their participation in the NSLP. Future research is needed to clarify the factors impacting Latino NSLP participation.
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