Author ORCID Identifier
Document Type
Article
Publication Date
12-30-2020
Publication Title
Journal of Higher Education Theory and Practice
Volume
20
Issue
16
First Page
24
Last Page
35
Abstract
Children of immigrant and refugee populations are increasing in the U.S. but are underrepresented at U.S. universities. Collectivistic, immigrant-origin students may be less responsive to current best practice integration approaches, which focus on institutional Academic and Social Integration as necessary for college persistence. Homoginizing U.S.-origin and immigrant-origin students in persistence strategies, particularly institutional Social Integration, may not take into consideration culture-of-origin differences, such as the degree of ongoing family connectedness, that motivate students toward college persistence. Antecedents of college intentions to persist were compared for immigrant-origin students (N=87) and U.S.- origin students (N=122) at a midwestern university. Model comparisons revealed group differences in the role of institutional Academic Integration and of institutional Social Integration. No support for family connectedness affecting persistence was demonstrated. Implications for university recruiting and retention strategies are discussed.
Recommended Citation
DeVries, K. S., Harrison, W., & Santo, J. B. (2020). I Already Belong: Immigrant-Origin College Students’ Persistence. Journal of Higher Education Theory and Practice, 20(16). https://doi.org/10.33423/jhetp.v20i16.3988
Comments
This is an accepted manuscript of an article published in the Journal of Higher Education Theory and Practice on December 30, 2020. North American Business Press that publishes this journal holds the copyright. Visit https://www.nabpress.com/copyright-license for more information.