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dc.contributor.authorMcCune, Barbara
dc.date.accessioned2019-10-23T20:02:25Z
dc.date.available2019-10-23T20:02:25Z
dc.date.created2017-01-05 00:22
dc.date.issued2015-06-08
dc.identifieroai:scholarworks.calstate.edu:10211.3/140732
dc.identifierhttp://hdl.handle.net/10211.3/140732
dc.identifier.urihttp://hdl.handle.net/20.500.12424/773442
dc.description.abstractThis 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.
dc.titleSocial and academic integration of beginning post secondary public associates college students
ge.collectioncodeOAIDATA
ge.dataimportlabelOAI metadata object
ge.identifier.legacyglobethics:10365679
ge.identifier.permalinkhttps://www.globethics.net/gel/10365679
ge.lastmodificationdate2017-01-05 00:22
ge.lastmodificationuseradmin@pointsoftware.ch (import)
ge.submissions0
ge.oai.exportid148934
ge.oai.repositoryid7720
ge.oai.setnameTheses, Dissertations, and Graduate Research
ge.oai.setnameScholarworks @ CSU San Marcos
ge.oai.setnameSociological Practice
ge.oai.setspeccom_10211.8_8
ge.oai.setspeccom_10211.3_1456
ge.oai.setspeccol_10211.8_16
ge.oai.streamid2
ge.setnameGlobeEthicsLib
ge.setspecglobeethicslib
ge.linkhttp://hdl.handle.net/10211.3/140732


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