Diverse College Students' Cultural Background and College Persistence

Kerrie DeVries; Jonathan Santo; Juan Casas

doi:10.24926/jcotr.v29i2.4655

Designed cover of the Journal of College Orientation, Transition, and Retention

PDF

Published

2022-12-13

Issue

Vol. 29 No. 2 (2022)

Section

Feature Articles

License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Copyright of all articles published in JCOTR belong to the author(s) and are published under a CC BY-NC license.

How to Cite

DeVries, K., Santo, J., & Casas, J. (2022). Diverse College Students’ Cultural Background and College Persistence. Journal of College Orientation, Transition, and Retention, 29(2). https://doi.org/10.24926/jcotr.v29i2.4655

Diverse College Students' Cultural Background and College Persistence

Kerrie DeVries

Bloomsburg University

Jonathan Santo

University of Nebraska Omaha

Juan Casas

University of Nebraska Omaha

DOI: https://doi.org/10.24926/jcotr.v29i2.4655

Keywords: college persistence model, social integration, academic integration, intentions

Abstract

Tinto (1975) created a college persistence model, emphasizing institutional academic and social integration, that continues to guide U.S. university retention strategies. This longitudinal study followed 584 college Freshman from diverse backgrounds, testing for group differences in the relationship that Tinto’s key constructs have on college persistence, over time, for U.S.-White, U.S.-minority, and immigrant-origin groups. We found significant positive associations between Academic Integration and Intentions to Persist for all ethnic groups, but group differences in Social Integration and Intentions to Persist. Additionally, Intentions to Persist was a significant predictor of actual persistence for all groups, suggesting predictive power overall.

Metrics

Metrics Loading ...