The role of perceptions of discrimination in explaining college students of color engagement processes among persisters and non-persisters attending selective institutions
Item
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Title
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The role of perceptions of discrimination in explaining college students of color engagement processes among persisters and non-persisters attending selective institutions
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Identifier
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d_2009_2013:b79c5caebc1f:11122
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identifier
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11263
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Creator
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Velilla, Elizabeth V.,
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Contributor
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William E. Cross
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Date
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2011
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Language
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English
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Publisher
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City University of New York.
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Subject
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Social psychology | Educational psychology | Education | Engagement | Persistence | Students of color
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Abstract
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The purpose of this study was to examine a theoretically informed model called the student engagement and retention model (SERM), which predicts that there is a significant relationship between students' of color (persisters and non-persisters) sense of control and their level of engagement (a) faculty, (b) campus, (c) and student level, at the end of their first year attending highly selective and predominantly white institutions. Additionally, this study was designed to determine whether differences in engagement patterns were impacted by race-based belonging and perceived familial support.;This study utilized data from the National Longitudinal Survey of Freshman (NLSF) a longitudinal dataset (1999--2003) that followed a nationally representative sample of students who began their postsecondary education in 1999. A secondary data analysis was performed on data and questionnaires were adapted to determine students' sense of control, race-based belonging, perceived familial support, and engagement. The following questions guided the inquiry: (1) What is the relationship between a sense of control and engagement, (2) Does race-based belonging mediate the relationship between a sense of control and engagement, and (3) Does perceived familial support moderate the relationship between a sense of control and engagement?;Regardless of race/ethnicity, a sense of control has a significant impact on persisters' engagement patterns, race-based belonging, and perceived familial support compared to non-persisters. Findings were further examined in a meditational analysis of the impact of race-based belonging on the relationship between a sense of control and faculty, campus, and student engagement. The association between a sense of control, faculty and student engagement was significantly reduced by the inclusion of the mediator, race-based belonging only among Latino/a persisters (and student engagement for Latino/a non-persisters. Finally, the moderating role of perceived familial support was examined and supported among persisters and non-persisters. Findings provided significant support for the SERM model. Implications of this research can be used in future studies to explore how students choose to utilize available resources and seek mentors for support as well as for practitioners in designing programs to ensure success of students of color.
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Type
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dissertation
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Source
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2009_2013.csv
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degree
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Ph.D.
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Program
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Psychology
