First-Year Seminars

Abstract

Research has revealed a gender gap where male students have higher rates of academic difficulties and lower college enrollment and graduation rates compared with females. This study measured the relationship of male student (including first-generation and minority students) participation in a first-year seminar and their first-term grade point average and first-year persistence for two cohorts ( N = 828; 683) and third-year persistence for one cohort. There were significant differences in first-term grade point average (as high as 0.7 grade points greater) and first- and third-year persistence for all participants (including subgroups) in both cohorts as compared with nonparticipants. There were strong statistical findings where the range of differences in persistence between all male participants and nonparticipants was as large as almost 25% (third-year persistence). For male minority students, this difference increased to 34%. The study presents compelling evidence for a three-credit, academic-based first-year seminar to promote male student success over the short and long term.

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