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Penelope Espinoza; Gaspare M. Genna – Journal of College Student Retention: Research, Theory & Practice, 2024
Research has yielded much evidence that investing in postsecondary interventions increases retention and success for Hispanic/Latinx undergraduates. This study examines one such intervention, funded by Title V and implemented at a large public Hispanic-Serving Institution, developed to improve semester-to-semester retention. Faculty and peer…
Descriptors: Minority Serving Institutions, Hispanic American Students, Undergraduate Students, Academic Persistence
Elizabeth S. Bambacus; Abigail H. Conley – Journal of College Student Retention: Research, Theory & Practice, 2024
While mindfulness intervention research is prevalent, it is limited in (1) relation to college students' grade point average (GPA) and retention and (2) minimum dosage recommended for the intervention. This repeated-measures quasi-experimental nonequivalent control groups study investigated differences in mindfulness, stress, flourishing, GPA, and…
Descriptors: College Freshmen, Metacognition, Intervention, Stress Variables
Brown, Daniel A.; Soto, Julio G.; Anand, Sulekha; Weimer, Nicholas E.; Black, Victoria A. – Journal of College Student Retention: Research, Theory & Practice, 2023
We examined three large freshman cohorts from Texas State University, a Hispanic-Serving Institution (HSI), to identify risk factors that might affect academic retention. Risk factors supported by empirical studies such as first-generation, ethnicity, gender, financial aid need, high school performance, and living off campus were examined. We also…
Descriptors: Risk, Program Effectiveness, Program Implementation, Intervention
Daniel, Alan M. – Journal of College Student Retention: Research, Theory & Practice, 2022
Identifying and supporting high-risk students are critical to increasing retention and persistence. What makes some high-risk students able to succeed, while others attrit? This article argues that early success in college courses is a key factor in resilience among high-risk students. Enrolling students in skill-appropriate courses during their…
Descriptors: Intervention, School Holding Power, At Risk Students, College Freshmen
Oseguera, Leticia; Rios, Javiera De Los; Park, Hyun Ju; Aparicio, Elyzza M.; Rao, Sridevi – Journal of College Student Retention: Research, Theory & Practice, 2022
This study highlights program retention among Science, Technology, Engineering, and Mathematics (STEM) students in a STEM Intervention Program (SIP) aimed at increasing the representation of underrepresented students in STEM fields. We applied London et al.'s STEM Engagement Framework to determine factors that distinguish who stays in a SIP and…
Descriptors: STEM Education, Academic Persistence, School Holding Power, Disproportionate Representation
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
Farruggia, Susan P.; Han, Cheon-woo; Watson, Lakeshia; Moss, Thomas P.; Bottoms, Bette L. – Journal of College Student Retention: Research, Theory & Practice, 2018
Farrington and colleagues developed a model that contends that academic mindsets, academic perseverance, learning strategies, social skills, and academic behaviors affect academic success. This study tests a modified version of this model with first-year students (n = 1,603) at a large, ethnically diverse, urban university. The hypothesized…
Descriptors: Academic Achievement, College Freshmen, School Holding Power, Academic Persistence
Novak, Heather; Paguyo, Christina; Siller, Thomas – Journal of College Student Retention: Research, Theory & Practice, 2016
In this study, we analyzed the Successful/Unsuccessful Grading (SUG) program, an intervention that was founded at a large public university to support students during their transition into the first year of undergraduate engineering (EG) coursework. To understand how the SUG program impacts student retention of EG majors, we conducted an analysis…
Descriptors: Grading, Intervention, State Universities, Undergraduate Students
Grier-Reed, Tabitha; Arcinue, Ferdinand; Inman, Evetta – Journal of College Student Retention: Research, Theory & Practice, 2016
Comparing retention rates for 91 Black women and 56 Black men who participated in the African American Student Network with 68 women and 36 men who were randomly selected from the population of Black undergraduates at a Midwestern university, we included an analysis of covariance to control for ACT score and first-term grade point average. Results…
Descriptors: Intervention, African American Students, School Holding Power, Undergraduate Students
Cholewa, Blaire; Ramaswami, Soundaram – Journal of College Student Retention: Research, Theory & Practice, 2015
Higher education administrators, faculty, and staff expend great effort to increase the academic success and retention of college freshmen. Underprepared college freshmen are of particular concern given their high risk for dropping out. While interventions such as specific orientation programs, remedial/developmental coursework, and special…
Descriptors: Academic Persistence, School Holding Power, College Freshmen, Counseling
Patterson, David A.; Ahuna, Kelly H.; Tinnesz, Christine Gray; Vanzile-Tamsen, Carol – Journal of College Student Retention: Research, Theory & Practice, 2014
A big challenge facing colleges and university programs across the United States is retaining students to graduation. This is especially the case for Native American students, who have had one of the highest dropout rates over the past several decades. Using data from a large university that implemented a self-regulated learning course for…
Descriptors: American Indian Students, Academic Persistence, School Holding Power, Learning Strategies
Jenicke, Lawrence O.; Holmes, Monica C.; Pisani, Michael J. – Journal of College Student Retention: Research, Theory & Practice, 2013
Student retention in higher education is a major issue as academic institutions compete for fewer students and face declining enrollments. A conceptual model of applying the quality improvement methodology of Six Sigma to the problem of undergraduate student retention in a college of business is presented. Improvement techniques such as cause and…
Descriptors: School Holding Power, Academic Persistence, Undergraduate Students, Business Administration Education
Martindale, Amy L.; Hammons, James O. – Journal of College Student Retention: Research, Theory & Practice, 2013
Students with merit-based scholarships and strong high school GPAs typically have high retention rates. Yet, many high ability students did not need to study in high school, and never developed effective academic skills. Such students may expect to excel in college with the same limited effort. Unfortunately, institutions may unintentionally…
Descriptors: Academic Persistence, School Holding Power, Scholarships, College Freshmen
Lowe, Sarah R.; Rhodes, Jean E. – Journal of College Student Retention: Research, Theory & Practice, 2013
In this study, we explored predictors of community college re-enrollment after Hurricane Katrina among a sample of low-income women (N = 221). It was predicted that participants' pre-hurricane educational optimism would predict community college re-enrollment a year after the hurricane. The influence of various demographic and additional resources…
Descriptors: Community Colleges, Enrollment, Well Being, Females
Silverman, Loretta H.; Seidman, Alan – Journal of College Student Retention: Research, Theory & Practice, 2012
The majority of college students are not ready for college-level math courses, which, when completed, have been shown to increase graduation and transfer rates. To address this problem, the Math My Way (MMW) program was developed to integrate module-based curriculum and mastery learning approaches. The program is based on Seidman's retention…
Descriptors: Control Groups, Grade Point Average, Academic Achievement, Mastery Learning
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