# Study Notes: Persistence Factors for First-Year Students at Urban and Residential Universities ## Key Concepts and Definitions ### Persistence in Higher Education - **Persistence**: The ability of students to continue their education from the first year to the second year of college. - **Urban Institutions**: Colleges or universities located in metropolitan areas, often serving diverse and non-traditional student populations. - **Residential Institutions**: Colleges or universities where students typically live on campus, often in less urbanized settings. ### Research Focus - Investigates factors influencing **first-year persistence** at urban and residential universities. - Explores **demographic, pre-college, and institutional factors** affecting student retention. - Utilizes the **Social Integration and Persistence Intentions Scale** (Pascarella & Terenzini, 1980) for data collection. --- ## Key Findings ### Factors Impacting Persistence 1. **Demographic Characteristics**: - **Ethnicity and Race**: Statistically significant relationship with persistence. - **Parents' Education**: Higher parental education levels positively correlate with persistence. 2. **Work and Living Conditions**: - **Hours Worked**: Students working fewer hours are more likely to persist. - **Living on Campus**: On-campus living enhances persistence due to increased social integration. 3. **Institutional Commitments**: - **Relationships with Faculty**: Positive faculty interactions significantly boost persistence. - **Urban vs. Residential Universities**: Institutional type influences persistence rates. Building strong relationships with faculty and peers can significantly improve a student's likelihood of persisting in college. --- ## Conceptual Framework ### Dimensions of Influence The study categorizes factors into four dimensions: 1. **Dependent Dimensions**: - Peer-group interactions and social integration are critical for persistence. - Students who feel connected to their peers are more likely to continue their education. 2. **Personal Dimensions**: - Individual characteristics such as motivation, self-efficacy, and time management skills. - Students with strong personal drive and effective study habits are more likely to persist. 3. **Contextual Dimensions**: - External factors like family support, work commitments, and financial stability. - Balancing work and study is a common challenge for urban students. 4. **Institutional Dimensions**: - Institutional policies, campus resources, and faculty engagement. - Urban institutions often face unique challenges in providing adequate support systems. For instance, a student living on campus at a residential university may have easier access to academic resources and peer support compared to a commuter student at an urban institution. --- ## Methodology ### Research Design - **Quantitative Study**: Analyzed data from 395 students across four public universities in Ohio (two urban, two residential). - **Data Collection**: Surveys using the Social Integration and Persistence Intentions Scale. - **Analysis Methods**: - **Chi-Square Tests of Independence**: To identify relationships between categorical variables. - **Multiple Regression Analysis**: To determine the impact of various factors on persistence. ### Research Question - **Primary Question**: What factors impact the persistence of first-year adult learners in higher education from their first year to their second year? The study focuses on adult learners, a group often underrepresented in traditional persistence research. --- ## Results and Implications ### Key Results - **Ethnicity and Race**: Minority students face unique challenges that may hinder persistence. - **Work Hours**: Students working more than 20 hours per week are less likely to persist. - **Living on Campus**: Strongly associated with higher persistence rates. - **Faculty Relationships**: Positive interactions with faculty significantly improve retention. ### Implications for Higher Education 1. **Urban Institutions**: - Need to address the unique challenges faced by commuter students. - Provide flexible scheduling and robust support systems for working students. 2. **Residential Institutions**: - Focus on fostering inclusive peer-group interactions. - Enhance faculty-student engagement to support diverse student populations. 3. **Policy Recommendations**: - Develop mentorship programs to strengthen faculty-student relationships. - Offer financial aid and work-study opportunities to reduce the burden of excessive work hours. Institutions should prioritize creating a sense of belonging for all students, especially those from underrepresented backgrounds. --- ## Common Misconceptions and Pitfalls Assuming that all students face the same challenges in persisting through college. Urban and residential students often have vastly different experiences. Overlooking the importance of social integration. Many students leave college not because of academic failure, but due to a lack of connection to the campus community. --- ## Practice Questions 1. **Multiple Choice**: Which factor is most strongly associated with persistence in urban institutions? - A) Living on campus - B) Ethnicity and race - C) Faculty relationships - D) Hours worked *(Correct Answer: C)* 2. **Short Answer**: How does living on campus influence first-year persistence? 3. **True/False**: Students working more than 20 hours per week are more likely to persist in college. *(Answer: False)* --- ## Key Takeaways - Persistence is influenced by a combination of **personal, contextual, and institutional factors**. - **Social integration** and **faculty relationships** are critical for student retention. - Urban and residential institutions must adopt tailored strategies to address the unique needs of their student populations. - Supporting first-year students through mentorship, financial aid, and flexible policies can significantly improve persistence rates. Encourage students to actively engage with campus resources and build strong connections with faculty and peers to enhance their college experience.