Exploring Persistence of Immigrant and Native Students in an Urban Community College

Abstract

This study explored persistence for four groups of traditional-age (18–24) first-year students in an urban community college: native students, native students with immigrant parents, U.S. high-schooled immigrant students, and foreign high-schooled immigrant students. Earning a high school diploma and pre-college preparation (either high school grade point average or basic skills proficiency) contributed positively to persistence for all four student groups. Foreign high-schooled immigrant students needed the most remediation but persisted more strongly and attained higher grades, suggesting the value of support for access to higher education for immigrants.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 54 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.