Diverse College Students' Cultural Background and College Persistence

Authors

Kerrie DeVries, University of Nebraska at OmahaFollow
Jonathan Santo, University of Nebraska at OmahaFollow
Juan Casas, University of Nebraska at OmahaFollow

Author ORCID Identifier

Santo - https://orcid.org/0000-0002-2057-1519

Document Type

Article

Publication Date

12-13-2022

Publication Title

The Journal of College Orientation, Transition, and Retention

Volume

29

Issue

2

Abstract

Tinto (1975) created a college persistence model, emphasizing institutional academic and social integration, that continues to guide U.S. university retention strategies. This longitudinal study followed 584 college Freshman from diverse backgrounds, testing for group differences in the relationship that Tinto’s key constructs have on college persistence, over time, for U.S.-White, U.S.-minority, and immigrant-origin groups. We found significant positive associations between Academic Integration and Intentions to Persist for all ethnic groups, but group differences in Social Integration and Intentions to Persist. Additionally, Intentions to Persist was a significant predictor of actual persistence for all groups, suggesting predictive power overall.

Comments

This is an open access article licensed under the Creative Commons Attribution NonCommercial license. DOI https://doi.org/10.24926/jcotr.v29i2.4655

Recommended Citation

DeVries, Kerrie; Santo, Jonathan; and Casas, Juan, "Diverse College Students' Cultural Background and College Persistence" (2022). Psychology Faculty Publications. 309.
https://digitalcommons.unomaha.edu/psychfacpub/309

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License