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Duran, Antonio; Pope, Raechele L.; Jones, Susan R. – Journal of College Student Retention: Research, Theory & Practice, 2020
Limited research on queer and transgender college student retention has led to a lack of understanding of the institutional structures that support these collegians. Moreover, what scholarship does exist oftentimes uses power-neutral lenses to explain the factors that lead to the retention of queer and transgender students. Using intersectionality…
Descriptors: LGBTQ People, School Holding Power, College Students, Power Structure
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Garvey, Jason C. – Journal of College Student Retention: Research, Theory & Practice, 2020
The dearth of retention scholarship that centers (or includes) queer and trans (QT) students has resulted in inadequately capturing the nuanced dimensions of student retention. As a scholarly community, we are at a critical juncture where it is academically, administratively, and morally necessary to reexamine assumptions about retention to better…
Descriptors: LGBTQ People, Undergraduate Students, Academic Persistence, School Holding Power
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Mobley, Steve D., Jr.; Hall, Leslie – Journal of College Student Retention: Research, Theory & Practice, 2020
Unfortunately, within the extant scholarship that has explored queer and trans* historically Black college and university (HBCU) students, the discourse(s) that deliberately center how they can be retained, persist, and ultimately graduate have largely been absent from the literature. Thus, this conceptual exploration offers strategies that HBCUs…
Descriptors: LGBTQ People, School Holding Power, Academic Persistence, Black Colleges
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Legg, Kaitlin; Cofino, Andy; Sanlo, Ronni – Journal of College Student Retention: Research, Theory & Practice, 2020
In 2004, Sanlo published a proposed method to examine the lives and experiences of lesbian, gay, and bisexual college students and their persistence to graduation. Transgender students were not included except with regard to their identifying as a sexual minority. To date, neither further articles nor research of a similar nature have been…
Descriptors: College Students, LGBTQ People, Academic Persistence, School Holding Power
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Coleman, Raphael D.; Wallace, Jason K.; Means, Darris R. – Journal of College Student Retention: Research, Theory & Practice, 2020
Researchers explore factors that influence retention and persistence of queer and transgender students and examine retention and persistence among Black students. However, there is a dearth of retention and persistence scholarship centering the nuanced experiences of Black queer and transgender college students at the intersections of their…
Descriptors: LGBTQ People, Academic Persistence, School Holding Power, African American Students
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Denton, J. Michael – Journal of College Student Retention: Research, Theory & Practice, 2020
Retention literature and concepts warrant examination through the lens of queer theory, a poststructural body of thought about sexuality and gender, to understand their implications for queer students. Five themes found in the retention literature are addressed from a queer perspective: framing retention as an economic and labor problem; campus…
Descriptors: LGBTQ People, Social Theories, School Holding Power, Academic Persistence
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Pitcher, Erich N.; Simmons, S. L. – Journal of College Student Retention: Research, Theory & Practice, 2020
Given that multiple forms of oppression are endemic to higher education, strategies intended to retain queer and trans college students should mirror the strategies of survival and thriving found within queer and trans communities. Fostering and bolstering connections, community, and kinship among queer and trans college students through a lens of…
Descriptors: LGBTQ People, College Students, Academic Persistence, School Holding Power
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Zilvinskis, John; Borden, Victor; Severtis, Ronald E., Jr. – Journal of College Student Retention: Research, Theory & Practice, 2020
Colleges and universities employ conditional admission policies to identify students with subpar academic qualifications, who may need additional support to succeed. Using institutional data of more than 2,000 students, the study applies labeling theory to a quasi-experimental design (difference-in-differences testing), measuring the effects of a…
Descriptors: College Admission, School Policy, Grade Point Average, College Credits
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Lane, Tonisha B.; Morgan, Kali; Lopez, Megan M. – Journal of College Student Retention: Research, Theory & Practice, 2020
Underserved students express a high interest in earning a science, technology, engineering, and mathematics (STEM) degree. However, their ACT benchmark indicators tend to be much lower than their peers, especially for students who report more than one underserved attribute. There are a number of STEM intervention programs (SIPs) that are designed…
Descriptors: STEM Education, Program Effectiveness, Transitional Programs, College Readiness
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Evans, Shelley M. – Journal of College Student Retention: Research, Theory & Practice, 2020
Online courses are often criticized for having lower retention rates than traditional courses, especially introductory courses. This study aimed to determine whether there was a relationship between online and traditional instructor personality traits and course completion rate for introductory course instructors at a higher education institution…
Descriptors: Introductory Courses, Personality Traits, Correlation, Online Courses
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Stephenson, Amber L.; Yerger, David B.; Heckert, D. Alex – Journal of College Student Retention: Research, Theory & Practice, 2020
In a study exploring how organizational identification impacted college retention and performance outcomes at a university in the United States, we found the mere act of taking the survey emerged as an unexpectedly strong result. Using propensity score matching, we found that those who took the voluntary survey during the first week of school were…
Descriptors: School Holding Power, Higher Education, Identification (Psychology), Student School Relationship
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Jepson, Jared A.; Tobolowsky, Barbara F. – Journal of College Student Retention: Research, Theory & Practice, 2020
This qualitative study extends the research on postsecondary delay by examining the college experiences of six male nontraditional students from the North Texas area who purposefully postponed college education for 3 years after high school graduation to fulfill religious commitments. Unlike the majority of delayers, the participants successfully…
Descriptors: Student Experience, Nontraditional Students, Postsecondary Education, Time to Degree
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Havlik, Stacey; Pulliam, Nicole; Malott, Krista; Steen, Sam – Journal of College Student Retention: Research, Theory & Practice, 2020
Through use of an interpretive phenomenological inquiry, this study examined the lived experiences of first-generation college students persisting at a mid-sized, private, predominantly White institution. Themes that emerged across participants included a sense of "otherness" according to students' race, ethnicity, and first-generation…
Descriptors: First Generation College Students, School Holding Power, Academic Persistence, Socioeconomic Status
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Knapp, Joshua R.; Masterson, Suzanne S.; Kedharnath, Uma – Journal of College Student Retention: Research, Theory & Practice, 2020
Researchers routinely find that individuals and organizations are better off when the personal characteristics of members fit with contextual organizational characteristics. Typically, this kind of research examines employees and the work environment. However, the dynamics of fit can be applied broadly, and some researchers have found fit-related…
Descriptors: College Freshmen, Student Attitudes, Student School Relationship, Teacher Student Relationship
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Blekic, Mirela; Carpenter, Rowanna; Cao, Yi – Journal of College Student Retention: Research, Theory & Practice, 2020
This research examines factors that contribute to persistence of sophomore students. It builds a model to predict the likelihood of leaving the institution by third year and explores whether the concept of transfer receptivity can be used to explain differences in persistence between continuing and transfer sophomore students. Results indicate…
Descriptors: College Transfer Students, School Holding Power, Academic Persistence, Undergraduate Students
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