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ERIC Number: ED519235
Record Type: Non-Journal
Publication Date: 2010
Pages: 160
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1241-5568-5
Factors Influencing the Academic Success of Second Generation Immigrant College Students
Boureiko, Natalya V.
ProQuest LLC, Ed.D. Dissertation, University of Arkansas at Little Rock
The changing demographic situation in the U.S. creates paramount social problems as the population of immigrants grows. Because the higher education is the most effective tool for incorporating the immigrant populations into the society, the purpose of the proposed study was to determine what students' characteristics, parents' characteristics, as well as students' actions affect the academic attainment versus grade point average (GPA) of immigrant population in college. The study was based on longitudinal datasets NPSAS 2000, NPSAS 2004, and NPSAS 2008. There were three cross-sectional samples and statistical analysis included descriptive statistics and stepwise regression. The findings of the study indicated that for the second generation immigrant students, the ACT score along with the highest level of education planned by the students and number of hours spent on schoolwork outside of class, were the best predictor of college GPA. The mother's highest level of education as well as family income did not contribute to the academic success of second generation of immigrant students as for other students' populations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States
Identifiers - Assessments and Surveys: ACT Assessment