A Multilevel Approach to Assessing the Interaction Effects on College Student Retention

Bai, Haiyan; Pan, Wei

doi:10.2190/cs.11.2.g

Cited by 34 publications

(31 citation statements)

References 42 publications

(45 reference statements)

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“…The bulk of these studies relied on quantitative regression analysis to isolate which variables correlated with eventual graduation (see Bai & Pan, 2010, for an extant example). These works have often successfully met their goals.…”

Section: The Problemmentioning

confidence: 99%

Learning from Success: How Original Research on Academic Resilience Informs what College Faculty Can do to Increase the Retention of Low Socioeconomic Status Students

Morales

2014

IJHE

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Utilizing resilience theory and original research conducted on fifty academically resilient low socioeconomic status students of color, this article presents specific objectives and values institutions of higher learning can adopt and emphasize to increase the retention and graduation of their most statistically at-risk students. Major findings and suggestions include: constantly build students' self-efficacy; help students realistically appraise their own strengths and weaknesses; encourage help seeking tendencies; and provide clear linkages between academic success and future economic security.According to a recent report from National Center for Education Statistics, by the year 2022, White and Asian students will increase their attendance on college campuses by 7%, whereas the rate will be 26% for African American students and 27% for Hispanics, two groups with disproportionately higher poverty rates (Hussar & Bailey, 2014). These students will continue to make up larger and larger percentages of students on college campuses nationwide. While these can be viewed as positive and exciting forecasts, they bring with them new sets of challenges.Given the changing racial, ethnic, and socioeconomic demographics of the United States, as well as shifts in expectations as to who seeks a college degree, a majority of institutions of higher education are struggling with one essential question: How do we retain and graduate greater numbers of ethnic minorities and students from lower socioeconomic backgrounds? The consequences of not meeting this challenge can be viewed on both a macro and micro level. From a societal perspective, unemployment rates, reliance on public social service agencies, incarceration rates, and America's place in the global hierarchy are all either directly or indirectly linked with the successful education of working class and poor students, many of whom are ethnic minorities. On a more local level, as more and more first generation college students enter colleges across the country (Jehangir, 2010), institutions are increasingly recognizing the value of effectively meeting their needs (Bastedo & Gumport, 2003), for if they don't, current and future enrollment targets may not be met. Furthermore, those with the most influence over the potential success of these students, college faculty, already acknowledge the need for, and desire, effective ways of meeting their needs (Erisman & Looney 2007).The difficulties colleges face in effectively teaching and graduating lower socioeconomic status students, often from ethnic minority backgrounds, continues to be a pressing issue. However, the issue is not a new one. Back in the early 1970s K. Patricia Cross (1971) famously talked specifically of the inability of colleges to adjust to the needs of the changing student bodies of the time. Since then, the numbers of poorer and first generation college students have only increased. Furthermore, many noted researchers in the field still acknowledge that not enough is known about how low socioeconomic ...

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Section: The Problemmentioning

confidence: 99%

Learning from Success: How Original Research on Academic Resilience Informs what College Faculty Can do to Increase the Retention of Low Socioeconomic Status Students

Morales

2014

IJHE

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“…Group cohesion is identified by many as one of the most instrumental aspects that lead groups to success (Goldembiewski, Hilles, & Kango, 1974;Murray, 1981;Hall, 1985;Evans & Jarvis, 1980). Bai and Pan (2009), also believe it to be one of the most important aspects of a freshman first year experience. The goal was to see if perception of risk would increase the group's ability to become cohesive.…”

Section: Resultsmentioning

confidence: 92%

“…Second, past research has looked at the impacts of other aspects on the course in relation to the group cohesion (Hatch & McCarthy, 2005;Glass & Benshoff, 2002;Meyer, 2000). Lastly, group cohesion is an important aspect to First Year Experience Programs (Bai & Pan, 2009), such as the cohort used in this study.…”

Section: Instrumentmentioning

confidence: 98%

The Impact of Perceived Risk From Challenge Courses on Group Cohesion

Soares¹

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The purpose of this study was to assess the impact of perceived risk from high elements in a challenge course on group cohesion. Participants who have not participated in a challenge course will be selected from a First Year Experience cohort at a California State University (n=100). Six randomly selected teams of 12 to 17 people will participate in three and a half hour challenge course programs. Half of the groups completed only low elements, while the other half completed a combination of low and high elements. A pre, mid, and post test of the Group Cohesion Evaluation Questionnaire was administered. A One-way ANOVA between groups was performed to find statistical differences. It is hypothesized that participants will feel an increase in group cohesion as a result of perceived risk from high elements as opposed to those who participate in low elements only and do not feel perceived risk.

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“…Though retention relates to many issues, the tie to academic advising is well documented in the literature (Bai & Pan, 2009;Crockett, 1978;Habley, 1981;Light, 2001;Noel, 1978;Spady, 1971;Tinto, 1993). Light stated that "good advising may be the single most underestimated characteristic of a successful college experience" (p. 81).…”

Section: Chapter I Research Problemmentioning

confidence: 99%

“…Ethnicity, race, age, gender, student classification, part-time or full-time student status, socioeconomic status, and first-generation status identify some of the differences among students on college campuses today. Students in each category may have different expectations of an advising system (Bai & Pan, 2009;DeShields, Kara, & Kaynak, 2005;Duggan & Pickering, 2008;Friedman & Mandel, 2009;Kiser & Price, 2008;Pan, Guo, Alikonis, & Bai, 2008;Spady, 1971;Vaquera & Maestas, 2009;Wells, 2008).…”

Section: Literature Summarymentioning

confidence: 99%

Advising style perceptions and preferences of students and advisors.

Jordan¹

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A Multilevel Approach to Assessing the Interaction Effects on College Student Retention

Cited by 34 publications

References 42 publications

Learning from Success: How Original Research on Academic Resilience Informs what College Faculty Can do to Increase the Retention of Low Socioeconomic Status Students

Learning from Success: How Original Research on Academic Resilience Informs what College Faculty Can do to Increase the Retention of Low Socioeconomic Status Students

The Impact of Perceived Risk From Challenge Courses on Group Cohesion

Advising style perceptions and preferences of students and advisors.

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