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ERIC Number: ED554173
Record Type: Non-Journal
Publication Date: 2013
Pages: 177
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3031-7145-1
ISSN: N/A
Place of Residence: Understanding the Impact on Interactions and Relationships with Peers, Faculty, and Diverse Others among Senior Students
Sullivan, Tara C.
ProQuest LLC, Ph.D. Dissertation, University of Michigan
The purpose of this study was to develop empirical research leading to the understanding of the effect of place of residence on senior student interactions and relationships and the differences in this effect by race and gender. The framework for this study is based on Astin's Theory of Involvement and Input-Environment-Output Model. The data set used in this study is from the National Survey of Student Engagement (NSSE) and includes first-year student responses from 2002 and 2005 responses from the same students in their senior year. The results suggest that when compared to living on campus, living within driving distance of campus is negatively associated with quality relationships with peers. Living within walking or driving distance of campus is negatively associated with frequency of co-curricular related peer interactions. Living in a fraternity or sorority houses is positively associated with frequency of co-curricular related peer interactions when compared to living on campus. The effect of living driving distance from campus on quality of relationships with peers is more negative for male students than for female students. The effect of living within driving distance of campus on frequency of academic related peer interactions is more positive for female students than male students. Living driving distance from campus has less negative effect on frequency of co-curricular interactions for students of color than for white students. The findings of this study contribute empirical research to the forty year gap in research on place of residence and provide perspective specifically on senior students. The study supports institutional practices that encourage students to live on campus, even in their senior year, but also highlights ways in which the on-campus experience can be improved--particularly through increased connection with academics and interactional diversity. The study also supports the need to develop support initiatives for off campus students, specifically initiatives to assist them in developing quality peer relationships and in engaging co-curricularly. Finally, the study supports the need for more comprehensive research on place of residence utilizing statistical methods for estimation of relationships. [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: National Survey of Student Engagement