Date of Conferral

2018

Degree

Ph.D.

School

Education

Advisor

Andrew E. Thomas

Abstract

Although minority students are enrolling in community colleges at increasing rates, these students also leave at higher rates than their non-minority counterparts. The purpose of this quantitative study was to understand the relationship between selected antecedents of educational engagement and student persistence and to examine how persistence varied for first-year Hispanic and non-Hispanic students in Idaho community colleges. Drawing from Kahu's holistic approach, which conceptualizes students' engagement as arising from an interrelationship between institutional and student characteristics, this study surveyed 132 first-semester Idaho community college students. A MANOVA was used to identify the relationship between variables representing aspects of student engagement and persistence. There were significant differences in variables within 2 antecedents, structural-student (maternal education level) and psychosocial-relationship (quality of peer relationships). Further, the study examined the relationship differences between Hispanic and non-Hispanic students, suggesting significant differences within the antecedent of structural-student. Higher levels of paternal education and family income were significant in Hispanic student persistence. This research is expected to contribute to empirical knowledge of student persistence and educational engagement; it benefits the academic community as a whole in the development of best practices and intervention programs. Enhanced persistence has positive social and economic benefits for students who complete their education; for the institution, it yields diversity; and for society as a whole, it yields educated citizens from diverse backgrounds.

Download

Share

 
COinS