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ERIC Number: ED527666
Record Type: Non-Journal
Publication Date: 2010
Pages: 181
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1095-6475-4
ISSN: N/A
Predicting the Persistence of Full-Time African-American Students Attending 4-Year Public Colleges: A Disaggregation of Financial Aid Packaging and Social and Academic Integration Variables
Smith, Curt L.
ProQuest LLC, Ed.D. Dissertation, The George Washington University
The purpose of the study was to investigate to what extent do demographic characteristics, high school experience, aspirations and achievement, college experience-academic integration, college experience-social integration, financial aid, and price influence the first-year persistence of African-American students attending 4-year public colleges. Previous research has found that African-American students face unique challenges that are not addressed in current persistence models (Loo & Robinson, 2001; Paulsen & St. John, 2002). Rendon, Jalomo, and Nora (2000) concluded that minority college students face social and academic integration challenges that are unique compared to the general population. Examining those unique challenges were the basis for the study. Logistic regression analysis was performed using Beginning Postsecondary Students Longitudinal Study 2004/06 (BPS: 2004/06) data retrieved from the Department of Education's National Center for Educational Statistics. Unlike previous research using other national datasets, the BPS:2004/06 allows the researcher to examine academic and social integration variables that may be important in predicting African-American persistence. The study found that financial aid and the cost of attendance did not significantly influence persistence. Additionally, the five social and academic integration variables measured did not influence persistence significantly. The study also found that residency positively and significantly influenced persistence. African-American students living at home with their parents during their first-year of college were more likely to persist when compared to students that lived on-campus, or resided in off-campus housing other than at home with their parents. Additionally, the study found that high SAT scores significantly and negatively influenced persistence. African-American students that scored 1,000 points or higher on the SAT were far less likely to persist when compared to students with scores under 1,000. The findings of the study were a departure from the body of research that suggests that persistence research for minorities should focus on academic and social integration. The African-American Institutional Model developed from the study highlights key areas to place emphasis on future research of African-American persistence. [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: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: SAT (College Admission Test)