The impact of integrative experiences on persistence: A study of nontraditional students.

Abstract

At a time when nontraditional students are returning to community colleges in ever increasing numbers, statistics continue to show a high rate of dropout. The purpose of this study was to develop a multidimensional measure of integration experiences for nontraditional students to assess the major precepts of Tinto's 1993 model. The College Experiences Survey (CES) was developed by conducting two focus groups of nontraditional students at a suburban community college, and using prevailing research for the past 20 years. A modified version of the earlier multidimensional measure, the Institutional Integration Scale (IIS), developed by Pascarella & Terenzini (1980) for traditional students was used as a comparison in analyses. A longitudinal research design was used to collect data from a selected population of first-time, first-term students (n = 319) at a suburban community college. Factor analyses revealed the need to modify the IIS in its use with nontraditional students. These analyses also revealed reliable measures of integration from the CES. Linear regression detected 10 significant variables related to persistence. In comparing the models, the CES explained 37.3% of the variance in student persistence and was confirmed as a useful predictor of persistence for nontraditional students. Student ability (GPA, placement scores), receiving financial aid, and initial goal commitments are significant predictors of persistence. Of particular interest were the academic and social integration variables in the Tinto model, which previous research indicated conflicting results for nontraditional students. The study's findings revealed new dimensions in social integration for nontraditional student persistence. A sense of belonging and sense of morale was significantly related to persistence. Students who chose to take another class with a peer were more likely to persist. The sense of belonging and the peer course variable were also found to be indirect predictors of part-time nontraditional student persistence. Students' external commitments were not significant predictors, indicating that they do not hinder persistence when integration is in place.