The academic and social integration of first-generation college students into institutions of higher education continues to be a topic of concern for university administrators, faculty, and staff. Students enter college with different background traits and experiences as well as have different college experiences that can either permit or prohibit their ability to integrate into the college environment (Choy, 2001; Pascarella & Terenzini, 1983). Academic and social integration are two key factors used in predicting whether or not a student will persist from one academic year to the next (Cabrera, Nora, & Castaneda, 1993; Ishitani, 2003). This is especially important for first-generation college students. A student's ability to navigate the college system determines their ability to academically and socially integrate. By understanding how the different background characteristics, pre-college experiences, college experiences, college environments, and academic performances of first-generation college students can influence academic and social integration, universities could increase retention and graduation rates. The development of comprehensive academic support programs by institutions of higher education has been one strategy used to improving the integration of first-generation college students. The purpose of this study was to investigate the longitudinal impact of comprehensive academic support programs on the academic and social integration of first-generation college students during the 2008 academic year at a large public research university. This study employed a quantitative research design using variables from the 2008 CIRP Freshman Survey and the 2009 YFCY Survey. Astin's Input-Environment-Outcome model (1991) was used to examine the impact of the independent measures selected. The analysis plan utilized statistical weighting, factor analysis, descriptive statistics, and multivariate regressions. The results of this study indicated: 1) first-generation FYE students were not academically integrated into college by the end of the first year but participation in a comprehensive academic support program did have a positive impact on their academic integration; and 2) first-generation FYE students were socially integrated into college by the end of the first year and participation in a comprehensive academic support program did have a positive impact on their social integration. These findings have implications for theoretical frameworks, secondary education, and large public research institutions. / text

Thesis (M.A.)--Miami University, Dept. of Family Studies and Social Work, 2007. / Title from first page of PDF document. Includes bibliographical references (p. 34-36).

Many students who enter a STEM track in college move out of that track before graduation (National Science Foundation, 2018). The purpose of this study was to assess whether there was a difference in STEM-related major persistence for population proportions of students actively involved in the Science Scholars program and those who were STEM-interested but not program participants. This program oriented students to the STEM program, facilitated engagement with peers and faculty, exposed students to research opportunities, and filled in potential learning gaps (Gibson et al., 2019). The questions guiding the current research included: Q1. Was there a statistically significant difference in STEM science persistence at College A when comparing Science Scholars students to STEM students who were not Science Scholars Program members? Q2. Was added support needed to encourage STEM persistence for College A STEM students? Q3. Is there a STEM persistence advantage to being in Science Scholarsversus being a STEM-interested student outside of the program? The researcher used disaggregated tally sheets to quantify the proportion of students who persisted in a STEM-related major in low, medium, and high ACT score ranges on the overall ACT Composite, as well as on the Math and Science portions of the ACT in both the STEM Scholars group and the STEM-interested group. The analysis of the program derived from the engagement theory framework that related social and academic involvement as a driver for student persistence. The basis for relationships analysis was the score ranges of each group and persistence in a STEM major after the second and third semesters of college. The results revealed that the proportion of students persisting in a STEM-related major to the second and third semesters of college was greater for those high achieving ACT test groups when they were members of the STEM Scholars program. Students who scored in the mid and low ranges of ACT test takers were not more likely to persist in the STEM Scholars group than those in the STEM-interested group. The support and engagement themes emerged from the analysis of data. Students who were socially and academically engaged and supported academically were more likely to persist in STEM-related majors.

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Implications for student dropouts include fewer career options and lower earning potential. The purpose of this study was to investigate faculty perceptions of their roles in the student retention process at a Historically Black College and University (HBCU) in the Southeast United States. Guiding the phenomenological study was Lewin's theory of change model. Data were collected using a questionnaire, interviews, and faculty-student intervention logs. The questionnaire was completed by 32 full-time faculty at the study site. Interviews with 5 participants were conducted after the completion of the questionnaire, and 5 participants provided information via a faculty-student intervention log about strategies used to retain students. Data were analyzed through coding of responses and recorded frequencies to identify themes. Participants reported that they should be involved in retention efforts, and primary retention efforts occurred through the student success program, the retention coordinator, first-year experience course, retention committee, and advising. Participants also reported that their role in student retention is as an advisor, and faculty engagement with students inside and outside of class improves student retention. A process change paper with recommendations for improving student retention was shared with the administration of the HBCU. Findings may be used by leadership at HBCUs to increase retention and graduation rates thereby allowing graduates to pursue careers and function effectively in society.

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