ERIC Number: EJ1076264
Record Type: Journal
Publication Date: 2013-Aug
Abstractor: As Provided
Class Counts: Exploring Differences in Academic and Social Integration between Working-Class and Middle/Upper-Class Students at Large, Public Research Universities
Soria, Krista M.; Stebleton, Michael J.; Huesman, Ronald L., Jr.
Journal of College Student Retention: Research, Theory & Practice, v15 n2 p215-242 Aug 2013
This multi-institutional study examines differences between working-class and middle/upper-class students at large, public research universities. Significant differences in factors related to working-class students' social integration (including satisfaction, campus climate, and sense of belonging) and academic integration (including collaborative work with peers, academic involvement and initiative, and time spent employed or in academic activities), in addition to students' perceived obstacles to academic success, were found through non-parametric bootstrapping. Using Tinto's (1993) theory of student departure as a framework, it is hypothesized that these differences may negatively impact working-class students' persistence and retention.
Descriptors: Social Class, Social Status, Socioeconomic Status, Educational Status Comparison, Working Class, Middle Class, Social Integration, Undergraduate Students, Research Universities, Student Experience, Student Surveys, School Holding Power, Academic Persistence, Barriers, Academic Achievement, Educational Environment, Adjustment (to Environment), Statistical Significance
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: California
Grant or Contract Numbers: N/A