Social and academic integration of beginning post secondary public associates college students

Abstract

This study has two foci. First it explores the possible impact of gender, race, SES, presence of risk factors, and social integration to predict academic integration. Second, it seeks to understand if student financial disadvantage is inversely related to feelings of academic integration and if students who experience a higher level of social integration are more likely to report a higher level of academic integration. The results are both promising and disturbing. While academic integration does not appear to be negatively associated with economic disadvantage, those who experience the presence of risk factors that are typically associated with a non-traditional educational path appear to suffer from both a low level of social and academic integration. Item only available to the CSUSM community. Authentication with campus user name and password required.