Abstract:
The purpose of this study was to examine college engagement factors identified from questions from the National Survey of Student Engagement (NSSE) and precollege variables (high school GPA, ACT/SAT scores, parents' education level) to predict academic success, in the form of six-year graduation rates, of African American students at a predominantly White institution. Previous research has shown the influence of both cognitive and non-cognitive characteristics, as well as in-college engagements as indicators of persistence to graduation. This study extends the literature by focusing on how the relative significance, weights, and interactions of these factors impact the graduation rates of African American students at a predominantly White institution. The study utilized existing data from the NSSE survey, which was administered to freshmen and seniors in the spring 2006 and spring 2007 academic years. The dataset included freshmen and seniors who were full-time, first-enrolled at the selected institution and participated in the 2006 and 2007 administrations of the NSSE survey. The results of this study provides implications for improved programs for postsecondary institutions by assisting them in cultivating college environments that encourage participation in educationally purposeful activities that may positively influence the graduation rates and academic experiences for African American students on predominantly White campuses.
