The Influence of Academic Rigor on Factors Related to College Student Persistence

2018 ◽  
Vol 2018 (181) ◽  
pp. 73-87 ◽  
Author(s):  
John M. Braxton ◽  
Clay H. Francis

Author(s):  
Ashley D. Spicer-Runnels

This study was designed to test Tinto's theory of college student integration by measuring the social and academic integration of multiracial students. Policymakers and public interest have increased pressure on higher education institutions to address low degree completion rates among historically underrepresented racial minority students, leading to a targeted shift to assess and address factors that facilitate or hinder minority college student persistence. The participants for the current study consisted of a convenience sample of college students (n=173) classified as seniors at a mid-sized public four-year institution in Texas. The researcher collected pertinent demographic data and used the Institutional Integration Scale-Revised (IIS-R) to measure social and academic integration. The results of the analyses suggested a statistically significant correlation between being multiracial and social integration, but no significant correlation between being multiracial and academic integration.



2011 ◽  
Vol 52 (3) ◽  
pp. 321-338 ◽  
Author(s):  
Laurie A. Schreiner ◽  
Patrice Noel ◽  
Edward “Chip” Anderson ◽  
Linda Cantwell




2008 ◽  
Vol 2008 (115) ◽  
pp. 55-70 ◽  
Author(s):  
Ernest T. Pascarella ◽  
Tricia A. Seifert ◽  
Elizabeth J. Whitt


2008 ◽  
Vol 2008 (115) ◽  
pp. 71-83 ◽  
Author(s):  
John M. Braxton ◽  
Willis A. Jones ◽  
Amy S. Hirschy ◽  
Harold V. Hartley III


2012 ◽  
Vol 13 (4) ◽  
pp. 431-456 ◽  
Author(s):  
Cliff A. Robb ◽  
Beth Moody ◽  
Mohamed Abdel-Ghany






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