ERIC Number: ED365184
Record Type: Non-Journal
Publication Date: 1993-Nov-4
Reference Count: N/A
The Dimensionality of Academic and Social Integration in Persistence Studies of Hispanic Students. ASHE Annual Meeting Paper.
Kraemer, Barbara A.
This study examined factors affecting academic persistence for Hispanic college students at a private 2-year bilingual junior college (St. Augustine College, Illinois) in terms of the students' integration into the academic and social environment at the college. A sample of 277 Hispanic graduates (78 percent female) participated in the study. Students responded to a questionnaire that provided measures of latent constructs representative of the Tinto theoretical framework for student persistence. Potential measures for student integration into the academic environment included library use, classroom participation, seeking tutorial help, using a computer lab outside of class, meeting with instructors outside of class to discuss academic topics, and meeting with the academic counselor. Social integration was defined as the extent to which the Hispanic environment and interactions with Hispanics at the college were important to students. The study results indicated that the operational definitions of Academic and Social Integration were appropriate to the study population and provided adequate measures of the students' integrative process at the college, suggesting the validity of these factors in examination of model of student attrition for older (over 25) full-time Hispanic 2-year college students. (Contains 36 references.) (GLR)
Descriptors: Academic Achievement, Academic Persistence, Adjustment (to Environment), College Students, Community Colleges, Ethnic Groups, Hispanic American Students, Institutional Research, Literature Reviews, Minority Groups, Peer Influence, Socialization, Student Attrition, Student Participation, Two Year College Students, Two Year Colleges, Undergraduate Study
Publication Type: Speeches/Meeting Papers; Reports - Research; Information Analyses
Education Level: N/A
Authoring Institution: N/A