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

2009 ◽  
Vol 11 (2) ◽  
pp. 287-301 ◽  
Author(s):  
Haiyan Bai ◽  
Wei Pan
Keyword(s):  
College Student ◽  
Social Integration ◽  
Student Retention ◽  
Interaction Effects ◽  
Retention Rates ◽  
First Year ◽  
College Student Retention ◽  
Multilevel Approach ◽  
The Social ◽  
First Year Retention

The present study utilizes a multilevel approach to assess the effects of four different types of intervention on college student retention, focusing on the interaction effects between the student characteristics and the types of intervention. The program effects on a 3-year trend are also explored. The findings of the present study reveal that the social integration programs improved the first-year retention rates for female students, the advising programs and the social integration programs worked better in the first year for students from more selective colleges within the university, and the first-year experience programs had a significant lasting effect across the 3 years on retention for elder students and male students. It is also found that the advising programs were significantly more effective on the first-year retention rates than the general orientation programs. This study provides empirical evidence for researchers and administrators in higher education to improve the effectiveness of intervention programs for students with specific characteristics.

scholarly journals Community college student retention : an examination of student pre-entry attributes, academic experiences, and social experiences and the relationship to first-year persistence

2016 ◽  
Author(s):  
◽  
Cynthia Adamson
Keyword(s):  
Community College ◽  
College Student ◽  
Student Retention ◽  
Community College Student ◽  
First Year ◽  
College Student Retention ◽  
First Semester ◽  
Federal Financial Aid ◽  
High School Gpa ◽  
College Student Persistence

This study investigated the extent that the attributes of incoming students and their subsequent academic and social interactions at an institution are related to community college student retention. Student data from a cohort of first-time students (N = 1089) attending a community college in southwest Missouri was analyzed to examine variables related to fall-to-fall student retention. Predictors of first-year retention included receiving federal Pell grants, high school GPA, receiving a C or higher in college orientation, first semester college GPA, and receiving a C or higher in general psychology, general biology, and U.S. History. The findings highlight the importance of college readiness and value of federal financial aid programs for community college student persistence.

Lifestyle and Personality Predictors of College Student Retention

2002 ◽  
Author(s):  
Cyndi R. McDaniel ◽  
James H. Thomas ◽  
Diana Harvey ◽  
Yvette Thompson ◽  
Perilou Goddard
Keyword(s):  
College Student ◽  
Student Retention ◽  
College Student Retention ◽  
Personality Predictors

Student Variables that Predict Retention: Recent Research and New Developments

NASPA Journal ◽  
2003 ◽  
Vol 40 (4) ◽  
Author(s):  
Robert D. Reason
Keyword(s):  
Higher Education ◽  
Education Research ◽  
College Student ◽  
Student Retention ◽  
Demographic Characteristics ◽  
Individual Student ◽  
Higher Education Research ◽  
College Student Retention ◽  
New Developments ◽  
Changing Demographics

This article reviews recent research related to the study of college student retention, specifically examining research related to individual student demographic characteristics. The increasing diversity of undergraduate college students requires a new, thorough examination of those student variables previously understood to predict retention. The retention literature focuses on research conducted after 1990 and emphasizes the changing demographics in higher education. Research related to a relatively new variable —the merit-index—also is reviewed, revealing potentially promising, but currently mixed results.

Collegiate Recreation Participation and Retention

2013 ◽  
Vol 37 (2) ◽  
pp. 85-96 ◽  
Author(s):  
Stephen Kampf ◽  
Eric J. Teske
Keyword(s):  
Retention Rates ◽  
First Year ◽  
Campus Recreation ◽  
Bottom Line ◽  
Recruitment And Retention ◽  
Club Sports ◽  
First Year Retention ◽  
Recreation Participation ◽  
Relationship Of ◽  
Collegiate Recreation

Colleges and universities have been focusing on the rising costs to attend college and their impact on current and future students. Recruitment and retention of students is critical in justifying programmatic and academic offerings. In addition, recruitment and retention have an impact on the institution's bottom line. This article attempts to prove a correlation between a collegiate recreation program and retention. Specifically, first year retention rates were examined on students who participate in club sports, use the student recreation center, and are employed by the campus recreation department. The results of this study can be useful to the collegiate recreation practitioner to answer the question of “does your program have an impact on retention?” It is the hope that this study is duplicated to further emphasize the relationship of collegiate recreation programs and their positive relationship on retention.

Success of Students Screened as Twice-Exceptional as a Function of Major Selection and Academic Strength

2020 ◽  
pp. 152102512091585
Author(s):  
Kelly H. Snyder ◽  
Virginia M. McClurg ◽  
Jiaju Wu ◽  
R. Steve McCallum
Keyword(s):  
Learning Disability ◽  
Grade Point Average ◽  
American College Test ◽  
Retention Rates ◽  
First Year ◽  
Twice Exceptional ◽  
Grade Point ◽  
Major Selection ◽  
Reverse Pattern ◽  
First Year Retention

In this study, the success of 6,054 college students screened as twice-exceptional (2e; i.e., those with significantly discrepant math vs. reading scores on the ACT [formerly, American College Test] or SAT [formerly, Scholastic Aptitude Test]) was examined based on major selection and type of potential learning disability using a screening technique proposed by McCallum et al. There were no differences in high school grade point average, college grade point average, or first-year retention rates between students screened as 2e who had a major in line with their academic strength versus those who did not ( p >  .05). However, students screened as 2e based on an exceptionally high math score but a lower reading score yielded statistically significantly higher rates of retention ( p <  .05) than students screened as 2e with the reverse pattern of scores (i.e., gifted in reading with a potential learning disability in math). Implications for screening 2e students are discussed.

Queering College Student Retention

2020 ◽  
Vol 21 (4) ◽  
pp. 544-566 ◽  
Author(s):  
J. Michael Denton
Keyword(s):  
College Student ◽  
Student Retention ◽  
Queer Theory ◽  
Campus Climate ◽  
Institutional Transformation ◽  
College Student Retention ◽  
Psychological Traits ◽  
Sexuality And Gender ◽  
And Gender ◽  
Retention Theory

Retention literature and concepts warrant examination through the lens of queer theory, a poststructural body of thought about sexuality and gender, to understand their implications for queer students. Five themes found in the retention literature are addressed from a queer perspective: framing retention as an economic and labor problem; campus climate; the focus on programs, policies, and services; psychological traits; and positivistic approaches. Queering retention involves deconstructing retention binaries; problematizing the production of normative subjects through retention theory; focusing on institutional transformation; and examining retention as heteronormative domination. Queer failure and futurity are offered as possible new frames for retention. This essay seeks to raise questions, tensions, and complexities with no clear or simple solutions. Tentative and limited implications for practice and research are offered; however, they raise more questions than provide answers.

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