Socio-Academic Integrative Moments: Rethinking Academic and Social Integration Among Two-Year College Students in Career-Related Programs

Deil-Amen, Regina

doi:10.1353/jhe.2011.0006

Cited by 202 publications

(183 citation statements)

References 60 publications

Supporting

Mentioning

166

Contrasting

Order By: Relevance

“…This finding is consistent with research indicating students who frequently discussed coursework with other students had a higher sense of belonging at the institution, including interactions with faculty (Hurtado & Carter, 1997). Similarly, study groups create a sense of comfort and belonging for community college students (Deil-Amen, 2011). This is an important factor for students of color, in particular, as participation in study groups positively influences academic performance and social engagement on campus (Kincey, 2007).…”

Section: Discussionsupporting

confidence: 85%

Connecting through Engagement: Latinx Student-Faculty Interaction in Community College

Herrera¹,

Chapar²,

Sánchez³

2017

AMAE Journal

View full text Add to dashboard Cite

show abstract

Section: Discussionsupporting

confidence: 85%

Connecting through Engagement: Latinx Student-Faculty Interaction in Community College

Herrera¹,

Chapar²,

Sánchez³

2017

AMAE Journal

View full text Add to dashboard Cite

show abstract

“…Although academic accommodations are supposed to fill in any gaps in learning for students with health impairments, professors should still be aware of not only their content requirements, but also content delivery. BPS provides rich postsecondary transcript data on grades and courses, but we cannot address particular classroom processes that could contribute to the signals of degree progress and academic fit or cooling out (Tinto, 1997;Deil-Amen, 2011). Some instructional strategies, including Universal Design for Instruction (UDI), may assist to close the gap between students with and without health impairments (McGuire & Scott, 2006).…”

Section: Discussionmentioning

confidence: 99%

Cooling Out Undergraduates with Health Impairments: The Freshman Experience

Carroll

Muller

Pattison

2016

The Journal of Higher Education

View full text Add to dashboard Cite

Students with health impairments represent a growing sector of the college population, but health based disparities in bachelor's degree completion persist. The classes students pass and the grades they receive during the first year of college provide signals of degree progress and academic fit that shape educational expectations, potentially subjecting students to a cooling out process (Clark 1960). Using the Beginning Postsecondary Students Longitudinal Study (BPS 04/09), we compare signals of degree progress and academic fit and changes in educational expectations between students with and without health impairments during the first year of college. We find that net of academic preparation, type of institution, enrollment intensity and first year experiences, students with mental impairments are more likely to lower their educational expectations after the first year of college, due partially to negative signals of academic fit. We find limited evidence that gaps in learning are related to the use of academic accommodations for students with health impairments. Our results suggest that students with mental impairments are disadvantaged in reaching first year benchmarks of degree progress and academic fit and are disproportionately cooled out.Bachelor's degrees have become essential for future success in health and the labor market. More people have access to college than ever before, but bachelor's degree completion rates are not equal for all students who hope to complete a degree. College attendance has risen for students with health impairments since the passage of the Americans with Disabilities Act [ADA], which supports equal opportunities and combats discrimination, but gaps in degree completion remain. i "We have yet to experience the full impact of [ADA]. The dreams and ambitions of many young people with disabilities have yet to be realized" according to Lex Frieden, a disability rights advocate (Frieden, 2014). Four out of five high i ADA defines a disability as "a physical or mental impairment that substantially limits one or more major life activities." Both "disability" and "health impairment" are used in the literature (Wells 2003). We use "health impairment" because it coincides with the ADA definition and the BPS questionnaire. HHS Public AccessAuthor manuscript J Higher Educ. Author manuscript; available in PMC 2017 November 01. Author Manuscript Author ManuscriptAuthor ManuscriptAuthor Manuscript school students with health impairments hope to go to college, but only one third matriculate (Wagner & Blackorby, 1996;Sanford, Newman, Wagner, Cameto, Knokey, & Shaver, 2011). Of the over two million students with health impairments who do enter postsecondary institutions, only 16% receive a bachelor's degree, compared to over half of students without health impairments (Kochhar-Bryant, Bassett, & Webb, 2009). Without successful early college experiences, dreams of receiving a bachelor's degree may go unrealized. Students who pass classes and earn high grades during the first year of coll...

show abstract

“…These "socio-academic integrative moments" transpire during events or activities when students interact with institutional agents and other students (DeilAmen, 2011). Researchers have found that for community college students, student-faculty interactions of an academic and social nature serve as vehicles for imparting important information to students, increase their comfort in college, and are precursors to student retention (Cejda & Hoover, 2010;Deil-Amen, 2011). …”

Section: Socio-academic Integrative Experiences (Endogenous)mentioning

confidence: 99%

“…Responding in part to the assumptions researchers and practitioners often make in applying theoretical or conceptual models to college students, Tinto noted recently that individuals often "make assumptions to simplify what would otherwise be very complex analyses" (Tinto, 2012b, p. 254), particularly in the case of constructs such as academic and social integration that have been operationalized in very different forms across studies (e.g., Barnett, 2006Barnett, , 2010Bean, 1982;Bean & Eaton, 2000;Berger & Braxton, 1998;Braxton, 1999;Braxton & Hirschy, 2005;Braxton & Lien, 2000;Braxton & McClendon, 2001;Butcher, 1997;Cabrera, Castaneda, Nora, & Hengstler, 1992a;Cabrera, Nora, & Castaneda, 1993;Crisp & Nora, 2010;Deil-Amen, 2011;Hagedorn, Maxwell, & Hampton, 2001;Hoffman, Richmond, Morrow, & Salomone, 2002;Hurtado & Carter, 1997;Karp, Hughes, & O'Gara, 2010;Kraemer, 1997;Nora et al, 2005;Nora & Crisp, 2012;Pascarella & Chapman, 1983;Pascarella & Terenzini, 1980;Rendón, 1994;Rendón et al, 2000). In sum, the operationalization of such constructs is often simplified for the ease of data collection and analysis.…”

mentioning

confidence: 99%

“…In recent years, for example, research has substantiated the key role that institutional agents play in facilitating or impeding student success, both in and out-of-the classroom (Barnett, 2010;Bensimon, 2007;Braxton & McClendon, 2001;Cejda & Hoover, 2010;Deil-Amen, 2011;Karp et al, 2010;Lundberg & Schreiner, 2004;Stanton-Salazar, 1997). Deil-Amen (2011) and Cejda and Hoover (2010) found that for community college students, student-faculty interactions of both an academic and social nature served as vehicles to imparting important information to students, increased their comfort in college, and were precursors to student retention.…”

mentioning

confidence: 99%

See 1 more Smart Citation

A Conceptual Model on the Impact of Mattering, Sense of Belonging, Engagement/Involvement, and Socio-Academic Integrative Experiences on Community College Students’ Intent to Persist

Tovar¹

View full text Add to dashboard Cite

Community colleges continue to experience high levels of student attrition and low degree/certificate completion rates. Given extant literature, there appears to be a need to reexamine how interactions between students and the institution, and students and institutional agents are taking place, with the aim of identifying institutional practices that deleteriously or positively impact degree completion and thus guide colleges to develop action plans to improve conditions for student success.This study examined how factors such as institutional commitment to students, mattering, sense of belonging, interactions with diverse peers, perceptions of the campus climate, engagement/involvement, socio-academic integrative experiences, and goal commitment collectively affected community college students' intent to persist to degree completion. The proposed model tested the tenability of seven propositions examining how the above constructs interact to influence intent to persist.The sample consisted of 2,088 multiply diverse community college students. The conceptual model was grounded on Astin's (1991) Input-Environment-Outcome model and was tested in the context of structural equation modeling. Multiple group invariance analyses for race/ethnicity were conducted. The conceptual model explained 28% of the variance on intent to persist for Asian students, 21% for White students, and 19% for Latino/a students.Results indicated that transition support from family/friends exerted the highest effect on intent to persist across all racial/ethnic groups, followed by engagement/involvement, perceptions of mattering, interactions with diverse peers, GPA, goal commitment, and socioacademic integrative experiences, albeit varying by group. This study was the first in the literature to empirically demonstrate a causal effect between institutional commitment to students and perceptions of mattering. Mattering, in turn, exerted a moderate to strong influence on engagement/involvement, socio-academic integrative experiences, sense of belonging, and indirectly on intent to persist. Evidence in support of an omnibus "student development and success" construct, as alluded to by Wolf-Wendel, et al. (2009) is also presented. Of import to these findings is that while this construct explained a significant proportion of the variance for engagement/involvement, belonging, mattering, and interactions with diverse peers, the individual factors exerted an independent effect on intent to persist. Implications for theory, research, and practice are also discussed.v Dedication To the institutional agents (instructors and counselors) who made a difference in my life.Thank you for making me feel like I mattered! vi Acknowledgements

show abstract

Socio-Academic Integrative Moments: Rethinking Academic and Social Integration Among Two-Year College Students in Career-Related Programs

Cited by 202 publications

References 60 publications

Connecting through Engagement: Latinx Student-Faculty Interaction in Community College

Connecting through Engagement: Latinx Student-Faculty Interaction in Community College

Cooling Out Undergraduates with Health Impairments: The Freshman Experience

A Conceptual Model on the Impact of Mattering, Sense of Belonging, Engagement/Involvement, and Socio-Academic Integrative Experiences on Community College Students’ Intent to Persist

Contact Info

Product

Resources

About