The Academic and Social Integration of Hispanic Students into College

Barbara Kraemer

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Higher Education Research Studies Career Development and Diversity Evasion and Academic Success Factors

Abstract

Academic and social integration into college is key to persistence in models of student attrition. This study operationally defined academic and social integration to fit a Hispanic 2-year college population and examined psychometric properties of the measures through confirmatory factor analyses. Findings confirmed the importance of appropriate and culturally sensitive operational definitions of academic and social integration when including these constructs in persistence studies of Hispanic students at 2-year institutions.

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References

1989Evaluation of goodness-of-fit indices for structural equation models.1980Predicting Freshman Persistence and Voluntary Dropout Decisions from a Theoretical Model 1989A Primer of Lisrel: Basic Applications and Programming for Confirmatory Factor Analytic Models 1979Advances in factor analysis and structural equation models 1980Student-Faculty Informal Contact and College Outcomes 1992The Convergence between Two Theories of College Persistence 1993College Persistence 1992An Anthropological Analysis of Student Participation in College

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2009The Academic and Social Integration of Persisting Community College Transfer Students 2005The Student-Initiated Retention Project: Theoretical Contributions and the Role of Self-Empowerment 2002Higher Education's Self-Reflexive Turn: Toward an Intercultural Theory of Student Development 2013A Review and Critique of the Literature on Community College Students’ Transition Processes and Outcomes in Four-Year Institutions 2012Satisfaction and Retention Among African American Men at Two-Year Community Colleges

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