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Factors Affecting Retention Of First Year Latino Students In A Private University
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Book Synopsis Factors Affecting Retention of First-year Latino Students in a Private University by : Jamir Chowdhury
Download or read book Factors Affecting Retention of First-year Latino Students in a Private University written by Jamir Chowdhury and published by . This book was released on 2005 with total page 222 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the study was to examine some selected factors that may be responsible for low retention among full-time, first-year, first-time, degree-seeking undergraduate Latino students who enrolled at Our Lady of The Lake University (OLLUSA) between the fall of 2001. Six hypotheses were developed to answer six research questions. A quantitative research design was developed and executed. A total of 322 full-time Latino students were enrolled in the Fall 2001. Since OLLUSA had a ratio of 80/20 female/male, this study used stratified random sampling by selecting 50% of the total population in order to select proportionately equal representation of both male and female participants in this study. The sample size was 161 (50% of 322) of which 31 were male and 130 female students. The predictor variables were selected based on literature reviews. The selected predictor variables were gender, SAT score, remedial Math, remedial English, Fall GPA, and first-generation college were used as independent predictors while the dependent variable was retention. All the participants in this study were first year, first time, full-time and degree-seeking students who enrolled in the fall semester of 2001. Statistical analyses were performed using descriptive (frequency/cross-tabs) and logistic regression methods. One of the predictor variables, Fall GPA significantly (
Book Synopsis Factors Affecting Intent to Persist Among Hispanic/Latino Students Attending a Private Non-Profit Nonresidential University by : Cristy E Sibila
Download or read book Factors Affecting Intent to Persist Among Hispanic/Latino Students Attending a Private Non-Profit Nonresidential University written by Cristy E Sibila and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The number and types of institutions of higher education are rapidly increasing, thus providing students with almost boundless options for higher education pursuits. At this time more than 50% of the regionally accredited, non-profit, four-year universities in the United States are private and the for-profit sector continues to grow. Since 1975 enrollments at private, non-profit institutions have risen from 2.3 to 3.9 million students of which over 335,000 are Hispanic/Latino students. And, for Hispanic/Latino students, graduation rates are highest at private, non-profit institutions where 62.4% of students graduate within 6 years. However, little research on Hispanic/Latino students has been done in this higher education setting where graduation rates are higher when compared to public and for-profit institutions. The current study intended to identify the demographic characteristics of Hispanic/Latino students who are attending regionally accredited, private, non-profit, non-traditional 4-year multi-campus commuter university. It further aimed to examine what factors impact their withdrawal decisions, and what has made private, non-profit institutions more successful in graduating students. In this study, data were collected anonymously through an online survey, which was comprised of a demographic questionnaire, the Family Cohesion scale (Rossman & Way, 1996), and the College Stress Scale (Feldt, 2008). The survey received 219 total responses, of which 202 were complete responses. Results showed that Hispanic/Latino students attending the university are older than traditional aged college students, mostly female, half were born outside the United States, live in Spanish speaking homes, are first generation living in the United States, have caregiver responsibilities for a family member(s), and work full or part time. The majority of respondents intended to remain enrolled in the university. Further analysis showed that student's intent to withdraw differ depending on age, gender, participant country of origin, and father's education. No significant relations of family support and college stress to student's intent to withdraw was found. Information garnered from this study helps the institution to better understand the profile of Hispanic/Latino students attending its campuses. This information can be used to better inform recruitment and retention strategies impacting all operational areas of the university and all phases of the enrollment management cycle. Furthermore this study identified institutional factors that motivated the intent to persist of these Hispanic/Latino students and, by doing so, adds to the limited literature on private, non- profit, non-traditional higher education institutions in the United States. Those institutional factors may be highlighted and strengthened by the university and considered for implementation by others.
Book Synopsis Factors Affecting Success of First-year Hispanic Students Enrolled in a Public Law School by : Erik Davin Malmberg
Download or read book Factors Affecting Success of First-year Hispanic Students Enrolled in a Public Law School written by Erik Davin Malmberg and published by . This book was released on 2008 with total page 748 pages. Available in PDF, EPUB and Kindle. Book excerpt: Most of today's college students perceive higher education as the most critical element to their future success, quality of life, financial security, and general well-being. Consequently, more and more students entering colleges and universities choose to major in professional or pre-professional programs such as business, engineering, pre-med or pre-law. The majority of past research has concentrated on student attrition and retention in undergraduate education for the majority population. These studies have not enabled scholars to obtain a deeper understanding of the factors relating to minority populations -- especially those from the Hispanic community. In addition, the majority of these studies have not provided an understanding of students' progress and eventual success in legal education. The purpose of this study was to determine which variables from commonly accepted foundational theories on higher education retention, attrition, and student development are applicable to the first-year experiences of Hispanic students enrolled in a Juris Doctorate Program at an accredited law school at a public institution who are the first in their family to attend. Using both a survey instrument and narrative interviews, the study revealed that first-generation Hispanic students are disadvantaged compared to their peers when it came to understanding important law school financial, cultural, and academic issues. While family support, faculty relationships, law school study/support groups, academic mentoring, and academic advising positively influenced first-year progress; the respondents' cultural identity and race negatively impacted faculty and peer interactions both in and out of the classroom. The lack of need-based financial aid, higher tuition costs associated with legal education, tuition deregulation, increased debt from borrowing, and poor information about financial assistance all negatively affected their success. The negative effects of stress and anxiety permeated numerous first-year experiences including law school orientation, law school classes, final exams, grades, and figuring out how to pay for school. These results should help key stakeholders associated including faculty and administrators to better understand minority student issues and the impact of stereotype threats specific to the legal education context in an effort to reduce first-year attrition rates and improve minority access to the legal profession.
Book Synopsis Factors Affecting College Retention of Hispanic Males by : George P. Gonzalez
Download or read book Factors Affecting College Retention of Hispanic Males written by George P. Gonzalez and published by . This book was released on 1990 with total page 246 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Factors that Affect Retention of Hispanic Students in Business Higher Education by : Kristen M. Maceli
Download or read book Factors that Affect Retention of Hispanic Students in Business Higher Education written by Kristen M. Maceli and published by . This book was released on 2009 with total page 113 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Hispanic population in the United States is increasing at a substantial rate. Hispanics are projected to account for approximately 20% of the U.S. population by 2020 (Sorensen, Brewer, Carroll, and Bryton, 1995). Nearly 40% of this population will be under the age of 19, compared with 29% for the total U.S. population. "Hispanic youth represents the fastest growing segment of the U.S. population, and Hispanics now account for more than a quarter of all new entrants into the labor force" (Sorensen, Brewer, Carroll, and Bryton, 1995, p. 1). This influx of young Hispanic population brings with it many new challenges in education and in the work force. Education is often seen as a catalyst for success in the work place; however, Hispanics' educational success has not kept pace with their increasing population, and they are especially struggling to complete higher education. "Young Hispanic undergraduates are half as likely as their white peers on campus to finish a bachelor's degree, a disparity at least as large as the disparity in finishing high school" (Fry, 2005, p. i). So prevalent is this problem that the Clinton and Bush Administrations both declared the group's improvement of college graduation rates a national priority (Santiago & Brown, 2004). The increasing number of Hispanics only exacerbates their educational problems/difficulties, not to mention the number increasingly impacts the workforce. Cultural and social differences are hypothesized as one reason for the high attrition rate of Hispanic students in secondary and post-secondary education. Hispanics often have strong family ties and work ethic. Their perception of family roles and obligations often propels them into the work force at ages younger than their white counterparts. Ultimately, this role in the work force often prevents them from pursuing education. Many others struggle with high school and have limited adult role models to encourage their educational efforts; this struggle is only worsened in higher education (Fry, 2004). In summation, students with a lack of education often face a lack of opportunity. A lack of education among a particular racial group can have even greater implications, as it can lead to pre-conceived expectations and stereotyping that can inhibit success. Martinez, DeGarmo, & Eddy (2004) state: School success is among the most important correlates of overall physical, mental, and social well-being. In fact, academic functioning is known to be highly related to a host of other important outcomes for youths including substance use, delinquency, and associations with deviant peers...Students who drop out from school experience lower income, greater unemployment, are significantly overrepresented in the adult corrections population, and more likely to require social services during their lifetimes compared to high school graduates. (pp. 128- 129) The purpose of this study is to determine whether social and family factors influence Hispanic students' successful completion of a higher education business program and entry into the workforce. The study examined a longitudinal data set provided by a nationally recognized research institute. Results demonstrated that several social factors are significant in predicting which students persisted in the study of business. Freshmen that readily embraced socializing in the college setting were more likely to persist, and the importance they placed on developing relationships throughout their college career was significant to their persistence of education in this area. As such, the study implies that in order to assist Hispanics to persist in business higher education, educators and institutions should recognize the importance that social relationships have to this set of students. More emphasis should be given to help them embrace the college experience and to help them cultivate and maintain relationships among their peers.
Book Synopsis An Empirical Analysis of Factors that Influence the First Year to Second Year Retention of Students at One Large, Hispanic Serving Institution (hsi) by : Steven Lamar Wilkerson
Download or read book An Empirical Analysis of Factors that Influence the First Year to Second Year Retention of Students at One Large, Hispanic Serving Institution (hsi) written by Steven Lamar Wilkerson and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to identify how input and environmental factors impact first-to-second year retention of undergraduate students at a large Hispanic Serving Institution (HSI). An additional purpose of the study was to determine the usefulness of the Astin Typology as a predictive factor for student retention. The sample for the study was 1,296 first-year students enrolled at the University of Texas at San Antonio during the 2002, 2003, and 2004 academic years. Data used for the study included student responses to the Cooperative Institutional Research Program (CIRP): Freshman Survey (to identify each participant0́9s Astin type), gender, ethnicity, SAT scores, rank in high school class, first-generation status, financial need, first-semester residence, entry-college, semester credit hours attempted, academic course difficulty, participation in Supplemental Instruction, and enrollment in a first-year seminar course. Both descriptive and univariate statistics were used to describe the sample population, as well as the similarities and differences found to exist among the seven Astin types. Three separate logistic regression analyses organized by Astin0́9s I-E-O framework were conducted to develop a predictive model for retention from the first-to-second year of college. Subsequent analyses were conducted to identify the specific factors that were useful for predicting retention for each of the seven Astin types. The major findings of this study were: 0́Ø The most frequent Astin type identified within the sample population was Status Striver 0́Ø The model that included both Input and Environmental factors was the most accurate model for predicting retention 0́Ø Students who were classified as Hedonist, Status Striver, and Uncommitted were less likely to be retained at this institution when all other input and environmental factors were controlled. 0́Ø Environmental factors were most useful for predicting retention, in particular, semester credit hours attempted that had an inverse relationship with retention for all Astin types 0́Ø First-generation status, financial need, SAT score were not useful for the prediction of retention 0́Ø First-year seminar course enrollment and participation in Supplemental Instruction had a positive impact on retention This study provided evidence that the Astin typology is viable as a means of retention among college student populations.
Book Synopsis Causes and Differences in Retention of White, African American, and Hispanic Students who Progressed Toward Graduation After First Year in College by : Kenneth Matthews
Download or read book Causes and Differences in Retention of White, African American, and Hispanic Students who Progressed Toward Graduation After First Year in College written by Kenneth Matthews and published by . This book was released on 2010 with total page 173 pages. Available in PDF, EPUB and Kindle. Book excerpt: African American and Hispanic students' retention rates in college have revealed that minority students are much more likely than white students to drop out of college. Additionally, minority students' graduation rates remain at a lower percentage rate than white students. The reason African American and Hispanic students are not equally represented on college campuses and experiencing similar retention rates as white students concerns many colleges and universities. Given these problems, this study focused on finding reasons why some African American and Hispanic students remain in college beyond their freshmen year. Examining the reasons why college students continue beyond their freshmen year will provide answers as to how universities can improve the retention rate of all ethnicities. The researcher used Dr. Pascarella and Dr. Terenzini's model as the primary theoretical framework lens for analyzing and interpreting data. Additionally, qualitative methods were used to measure such controlled variables as gender, ethnicity, and various colleges. The findings revealed differences in social and academic integration scale factors by gender, ethnicity, and various institutions of higher education that influenced college students to continue beyond their freshmen year. Furthermore, results revealed African American and Hispanic students require peer group interaction, institutional/goal commitment, and academic and intellectual development to increase their retention rate beyond their freshmen year of college. Universities stand to increase their knowledge base of how to increase the retention rate for minorities from this research. Institutions that focus attention on these findings can create a higher graduation rate. Improving minority student's retention until degree completion benefits all stakeholders.
Book Synopsis Factors Influencing Hispanic Community College Students and the Relationship Between These Factors and Academic Success by : Brian Delon
Download or read book Factors Influencing Hispanic Community College Students and the Relationship Between These Factors and Academic Success written by Brian Delon and published by . This book was released on 1990 with total page 186 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Impact of Family Support on Student Retention of Low-income, First-generation Latino Males at a Four-year University by : Alejandro A. Sandoval
Download or read book The Impact of Family Support on Student Retention of Low-income, First-generation Latino Males at a Four-year University written by Alejandro A. Sandoval and published by . This book was released on 2015 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt: The current trend in research focuses on the academic journey of Latino males throughout K-12 and college and is designed to look at what educational systems can provide to retain and graduate Latino men (Fry, 2002). The research shows Latino males are more likely to drop out of college than their white and gendered counterparts. As first-generation, low-income, and neglected men, they face a series of disadvantages (Alfaro, Umaña-Taylor, Gonzales-Backen, Bámaca, & Zeiders, 2009). As a result, educating parents on how to help their children navigate the educational system is crucial to the student's success (Benmayor, 2002). The goal in the majority of limited educational research on Latino parent engagement is discovering the role of the Latino male in the dynamics of the family and how that affects his experience as a college student. Researchers hope to find out how to properly support Latino parents prior to their children attending college and how to support the Latino men during their college years in order to improve the retention rates in higher education. Statement of the Problem The purpose of this research was to look at how family support affects first-generation Latino males. Currently, first-generation Latinas are more likely to graduate from college (Saenz & Ponjuan, 2009) and only 39% of first-generation Latino men succeed in attaining a bachelor's degree (Saenz & Ponjuan, 2011). Overall, what role do Latino parents play in their students schooling that significantly more Latinas than Latinos are graduating from 4-year universities? The researcher collected data through an online survey sent to first-generation Latino males in the Educational Opportunity Equity Program offered by California State University, Sacramento. The sample for this study included 18 Latino men from the EOP program. EOP serves low-income, first-generation students and provides support for students who come into the university at a disadvantage. The researcher aimed to identify how the students perceived support from their families. Latino men are being swept under the rug now more than ever. At a young age, they are marginalized by a school system that reacts with punishment rather than understanding. Latino parents need to ensure they reach out to their child's school, and schools need to ensure parent outreach is accessible to low-income parents. As social and cultural capital rises for Latinos, Latino and Latina graduation rates will grow.
Book Synopsis Factors that Motivate Latino Students to Pursue Higher Education in Selected Colleges in the State of Oregon by : José Luis Meza Discua
Download or read book Factors that Motivate Latino Students to Pursue Higher Education in Selected Colleges in the State of Oregon written by José Luis Meza Discua and published by . This book was released on 2012 with total page 119 pages. Available in PDF, EPUB and Kindle. Book excerpt: Latinos are the largest and most rapidly growing ethnic minority in the United States, and they have the highest dropout rates of any major ethnic group in the country (U.S. Department of Labor, 2003). Latinos' educational attainment is consistently lower than that of other students (Gandara, 2008). The majority of Latino college students in the state of Oregon are of Mexican origin and have parents with low income and low levels of education, which ultimately influences the students' decisions in whether or not to pursue higher education. This study examines these and other factors which motivate Latino students to pursue higher education in selected colleges in the state of Oregon. Quantitative data was gathered and evaluated to determine their academic self-efficacy, an idea grounded in Social Cognitive Theory (Bandura 1997). Accordingly, this dissertation analyzed personal, environmental, and demographic factors as determinants of the academic self-efficacy of Latino college students. The results indicated that mothers (family being one of the environmental factors) were the most motivating persons for Latino college students pursuing higher education, followed by the influence of friends. The results also revealed that another influencing factor in academic self-efficacy of Latino college students was their own self-efficacy and their personal goal orientation. Female students reported the highest scores of self-efficacy for a four-year institution, followed by students of both genders aged between 18 and 22 years old. Latino college students' choice of agriculture as a program to pursue in higher education was also analyzed, despite the fact that the majority (92 %) of Latino college students did not choose an agriculture-related career.
Book Synopsis Ensuring the Success of Latino Males in Higher Education by : Victor B. Sáenz
Download or read book Ensuring the Success of Latino Males in Higher Education written by Victor B. Sáenz and published by Taylor & Francis. This book was released on 2023-07-03 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt: Latino males are effectively vanishing from the American higher education pipeline. Even as the number of Latinas/os attending college has actually increased steadily over the last few decades, the proportional representation of Latino males continues to slide relative to their Latina female counterparts. The question of why Latino males are losing ground in accessing higher education—relative to their peers—is an important and complex one, and it lies at the heart of this book. There are several broad themes highlighted, catalogued along with the four dimensions of policy, theory, research, and practice. The contributors to this book present new research on factors that inhibit or promote Latino success in both four-year institutions and community colleges in order to inform both policy and practice. They explore the social-cultural factors, peer dynamics, and labor force demands that may be perpetuating the growing gender gap, and consider what lessons can be learned from research on the success of Latinas. This book also closely examines key practices that enable first generation Latino male undergraduates to succeed which may seem counterintuitive to institutional expectations and preconceived notions of student behavior. Using narrative data, the book also explores the role of family in persistence; outlines how Latino men conceptualize fulfilling expectations, negotiate the emasculization of the educational process, and how they confront racialization in the pursuit of a higher education; uncovers attitudes to help-seeking that are detrimental to their success: and analyzes how those who succeed and progress in college apply their social capital – whether aspirational, navigational, social, linguistic, familial, or resistant.While uncovering the lack of awareness at all levels of our colleges and universities about the depth and severity of the challenges facing Latino males, this book provides the foundation for rethinking policy; challenges leaders to institutionalize male-focused programs and services; and presents data to inform needed changes in practice for outreach and retention.
Book Synopsis Exploring Persistence Factors of Latino Graduates of a Two-Year, Private, Career College by : Lori Jean Spencer
Download or read book Exploring Persistence Factors of Latino Graduates of a Two-Year, Private, Career College written by Lori Jean Spencer and published by . This book was released on 2017 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Latino college students face factors in their lives on a daily basis that affect their persistence in college. While the nation is seeing an increase in Latino enrollment in higher education institutions, the persistence rates of Latino students are not higher than other students, regardless of ethnicity. Several theorists such as Astin, Tinto, Pascarella, and Terenzini have studied specific variables affecting Latino college student persistence; however, Terenzini and Reason (2005) developed a model that combined the multiple forces affecting Latino college student persistence. This qualitative case study was guided by two questions that intended to explore the phenomenon of college student persistence factors: (1) How do college experiences affect Latino persistence to graduation? and (2) How do cultural factors promote or hinder Latino college persistence? Findings produced six key themes: (1) Campus Influences, (2) Out of Class Experiences, (3) Curricular Experiences, (4) Teachers' Influences, (5) Influential People, and (6) Pre-college Preparation. The themes identify key components of student experiences before they begin college and while they are attending. These components work together as a force developing each student with skills that promote persistence in college such as student engagement, admission's criteria, cultural capital, and family support.
Book Synopsis Factors Affecting Academic Performance of Latino Male Students in Community Colleges by :
Download or read book Factors Affecting Academic Performance of Latino Male Students in Community Colleges written by and published by . This book was released on 2011 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt: There are pervasive disparities among Latino students' academic achievement in higher education. Although the percentage of Latino students enrolling in post-secondary education has significantly increased every decade since the 1970s, an achievement gap exists among Latino students and other racial/ethnic groups. In addition to the achievement gap between these two groups, there are significant differences in the retention and persistence within the population of college-bound Latinos. Latino male students continue to lag behind Latino females in post-secondary degree attainment. Previous studies have examined the academic achievement of Latino students and a limited number has studied Latino male students. However, most studies have focused on Latinos attending four-year institutions and these studies tended to focus on students' perspectives. Little is known about faculty's perspectives of the academic performance of Latino students, particularly Latino male students in community colleges. Thus, there are still gaps in our understanding of this phenomenon. The purpose of this study was to explore community college faculty members' perceptions of Latino male students' academic performance. The study employed qualitative research methods and a phenomenological approach. The theoretical framework for this study was based on Alexander Astin's Student Involvement Theory and Laura Rendón's Validation Theory. Seventeen full-time faculty members were recruited from Bay Community College (BCC) in Southern California. Individual face-to-face interviews, journal notes, demographic information questionnaires and one focus group were conducted to address the following three research questions: (1) What factors contribute to the academic performance of Latino male students in community colleges?, (2) How are faculty members involved in Latino male students' academic and social activities?, and (3) How do faculty members view the institution's role in validating Latino male students' academic achievement? All interviews and focus group were audiotaped and transcribed verbatim. Interview and focus group transcripts were analyzed using the methods of content analysis and discourse analysis. Data triangulation, respondent checking, and peer debriefing were employed to ensure credibility, dependability, and trustworthiness of the data and the interpretation. Analysis of the research yielded the following themes pertaining to faculty perceptions of the academic achievement of Latino male students. For research question number one, three themes emerged from the data: Becoming a College Student, Student Engagement, and Identity of Latino Male Students. For research question number two, one theme emerged: Interactions between Faculty and Latino Male Students. For research question number three, the theme Validation and Sense of Belonging surfaced describing the institutions role in validating Latino Male Students. Based on the study findings, implications and recommendations for research and practice were made in order to address the academic success of Latino male students at Bay Community College.
Book Synopsis A College Support Program for Increasing First-generation Latina Retention by : Nancy Aguilar
Download or read book A College Support Program for Increasing First-generation Latina Retention written by Nancy Aguilar and published by . This book was released on 2019 with total page 67 pages. Available in PDF, EPUB and Kindle. Book excerpt: The increase in Latina/o college student enrollment has more than tripled. However, even with the significant increase of enrolled college students in the Latina/o community, colleges and universities still struggle to retain them through their graduation. The barriers faced by Latina/o college students include institutional and environmental factors. This counseling project created a weekend student success workshop for first-generation Latina college students who will be attending a four-year university after graduation from high school. The intervention incorporates person-centered theory and Bandura's theory of self-efficacy. The evaluation for this intervention took the form of a pre- and post-survey for students at the end of the orientation, and again during the follow-up session at the end of their first year in college.
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009-04 with total page 564 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Hispanics and the Future of America by : National Research Council
Download or read book Hispanics and the Future of America written by National Research Council and published by National Academies Press. This book was released on 2006-02-23 with total page 502 pages. Available in PDF, EPUB and Kindle. Book excerpt: Hispanics and the Future of America presents details of the complex story of a population that varies in many dimensions, including national origin, immigration status, and generation. The papers in this volume draw on a wide variety of data sources to describe the contours of this population, from the perspectives of history, demography, geography, education, family, employment, economic well-being, health, and political engagement. They provide a rich source of information for researchers, policy makers, and others who want to better understand the fast-growing and diverse population that we call "Hispanic." The current period is a critical one for getting a better understanding of how Hispanics are being shaped by the U.S. experience. This will, in turn, affect the United States and the contours of the Hispanic future remain uncertain. The uncertainties include such issues as whether Hispanics, especially immigrants, improve their educational attainment and fluency in English and thereby improve their economic position; whether growing numbers of foreign-born Hispanics become citizens and achieve empowerment at the ballot box and through elected office; whether impending health problems are successfully averted; and whether Hispanics' geographic dispersal accelerates their spatial and social integration. The papers in this volume provide invaluable information to explore these issues.
Book Synopsis Latino College Students and Retention Factors in the California State University System by : Victor Buechler
Download or read book Latino College Students and Retention Factors in the California State University System written by Victor Buechler and published by . This book was released on 2001 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt:
