Abstract
Using a model of retention, this study focused on minority and nonminority students' adjustment to college. Data were collected via mailed questionnaire from 799 freshmen at a residential, public research university in the Midwest. Path analysis was used to test the model. Results indicated that perceived quality had significant effects on intent to persist for minorities but not for nonminorities, and academic achievement had significant effects on intent to persist for nonminorities but not for minorities. Similarities between the two groups, however, clearly overshadowed differences. For instance, perceived racial discrimination exerted equivalent effects (although weak) on intent to persist for minorities and nonminorities.
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Eimers, M.T., Pike, G.R. Minority and Nonminority Adjustment to College: Differences or Similarities?. Research in Higher Education 38, 77–97 (1997). https://doi.org/10.1023/A:1024900812863
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DOI: https://doi.org/10.1023/A:1024900812863