High-Impact Practices and Institutional Ethos: Using Latent Class Analysis

• In Event: The Influence of High-Impact Practices on Student Success

Abstract

The goals of our study are threefold. First, we use a person-centered approach to identify how students participate in high-impact practices (HIPs). Second, we examine the variation to which students participate across institutions. Student selection should partly account for this variation, but we also anticipate variation to remain suggesting different institutional norms at play. Finally, we examine the interaction between institution type and student characteristics, such as race/ethnicity, parental education, sex, and academic achievement. This examination allows us to test whether student experiences in HIPs differ in institutions where the norms of a liberal education has not penetrated fully onto the student body.

Authors

• Brian An, University of Iowa

• Chad Loes, Mount Mercy University