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ERIC Number: ED474544
Record Type: RIE
Publication Date: 2002-May
Pages: 187
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
A Comparison of Institutional Factors and Student Satisfaction: Retention Implications in a Hispanic-Serving Community College.
Elrod, Michael R.
The purpose of this study was to investigate and examine the relationship of institutional factors students perceived to be important while enrolled in a community college. A student satisfaction inventory was administered on campus to collect data on first-time students perceptions of their college experiences. Results of the study indicated students overall college experiences had been better than expected and they were generally satisfied with those experiences. Findings revealed positive relationships existed among a variety of institutional variables, including academic advising and counseling, academic services, registration effectiveness, and student centeredness. Registration effectiveness received the highest rating of satisfaction, while campus support services were least satisfactory. Registration effectiveness proved to be the single most significant predictor of students intent to re-enroll. Satisfaction was generally higher for Hispanic students for campus support services, responsiveness to diverse populations, and safety and security. Women reported higher expectations of the college, yet there were no differences among genders for satisfaction among ethnic and gender groups. Women of both ethnic groups reported greater expectations for academic services than did men of either ethnic group. Based on the results of the study, recommendations for administrators and future research are discussed. Contains 98 references. Appended are a summary of instrument item statements, DABCC study approval correspondence, and participant correspondence and consent form. Contains 22 tables. (Author)
Publication Type: Dissertations/Theses - Doctoral Dissertations; Information Analyses; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Doctoral dissertation submitted to New Mexico State University for Ph.D. in Educational Administration.