A Longitudinal Examination of Academic Social Supports and the Achievement of Diverse College Students

• In Event: Moscone Center North Roundtable Session 16
  In Roundtable Session: College Student Persistence and Completion

Abstract

Transitioning from high school to college is challenging for many students. As a result, students depart from postsecondary institutions prior to completing their four-year degrees (Tinto, 1988). Academic social supports may mitigate common risk factors. In this study, with 643 first-time freshmen, we examined academic social supports from family in relationship to postsecondary social integration factors and three-years of achievement using multigroup structural equation modeling. Group-related differences were observed in the structural relationships. African American/Black participants demonstrated a direct relationship between family persistence expectations and academic achievement. Perceptions of faculty support positively predicted first-year achievement for Hispanic students and second- and third-year achievement for White students. The poster presentation will discuss implications for research and practice.

Authors

• M Jeanne Wilcox, Arizona State University

• Scott C. Marley, Arizona State University