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Postsecondary Student Engagement: Ba...

Flynn, Daniel Timothy.

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Postsecondary Student Engagement: Baccalaureate Attainment, STEM Persistence Gaps, and the Institutional Contexts of Academic and Social Engagement.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Postsecondary Student Engagement: Baccalaureate Attainment, STEM Persistence Gaps, and the Institutional Contexts of Academic and Social Engagement./
Author:	Flynn, Daniel Timothy.
Description:	194 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-10(E), Section: A.
Contained By:	Dissertation Abstracts International75-10A(E).
Subject:	Education, Policy. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3626965
ISBN:	9781321020465

Postsecondary Student Engagement: Baccalaureate Attainment, STEM Persistence Gaps, and the Institutional Contexts of Academic and Social Engagement.
Flynn, Daniel Timothy.

Postsecondary Student Engagement: Baccalaureate Attainment, STEM Persistence Gaps, and the Institutional Contexts of Academic and Social Engagement. - 194 p.

Source: Dissertation Abstracts International, Volume: 75-10(E), Section: A.

Thesis (Ph.D.)--University of California, Irvine, 2014.

This dissertation is a mixed-methods examination of postsecondary student engagement behaviors as developed in three independent but related studies. The studies are conceptually grounded in the work of Vincent Tinto who theorized that student integration into both the academic and social systems of college was critical to prevent institutional departure (Tinto 1993). Student integration is demonstrated and measured by student engagement behaviors. In 2003, the National Center for Education Statistics (NCES) included seven items and two indices of student engagement allowing for nationally representative longitudinal examination of Tinto's theories using the Beginning Postsecondary Longitudinal Student Survey (BPS:04/09). The first study statistically explores baccalaureate persistence and degree attainment and finds that student engagement behaviors in the first year of college significantly predict persistence while engagement behaviors in the third year of college significantly predict degree attainment. The second study analyzes the BPS:04/09 to addresses science, technology, engineering, and math (STEM) persistence patterns of underrepresented minority students and the impact of student engagement. This study confirms that underrepresented minority STEM students leave both STEM and postsecondary education at a greater rate than their White student counterparts and have differing engagement patterns, but finds no association between engagement and STEM persistence. The final study, conducted at the University of California, Irvine, utilizes one-on-one student interviews specifically aligned with the questions presented in the BPS:04/09 to better understand the way institutional contexts shape student engagement behavior. This final study finds that there are many and differing settings (contexts) that guide student engagement behavior. Individual contexts foster different expressions of student engagement. Additionally, while STEM studies combine fields of study into a STEM amalgam, engagement cultures are different in engineering and technology fields compared to the science and math fields at the campus studied. These individual campus-level results suggest careful contextual analysis in order to utilize engagement as a mechanism for increasing student persistence and degree attainment.

ISBN: 9781321020465Subjects--Topical Terms:

1669130
Education, Policy.

Postsecondary Student Engagement: Baccalaureate Attainment, STEM Persistence Gaps, and the Institutional Contexts of Academic and Social Engagement.
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245 1 0 $a Postsecondary Student Engagement: Baccalaureate Attainment, STEM Persistence Gaps, and the Institutional Contexts of Academic and Social Engagement.
300 $a 194 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-10(E), Section: A.
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520 $a This dissertation is a mixed-methods examination of postsecondary student engagement behaviors as developed in three independent but related studies. The studies are conceptually grounded in the work of Vincent Tinto who theorized that student integration into both the academic and social systems of college was critical to prevent institutional departure (Tinto 1993). Student integration is demonstrated and measured by student engagement behaviors. In 2003, the National Center for Education Statistics (NCES) included seven items and two indices of student engagement allowing for nationally representative longitudinal examination of Tinto's theories using the Beginning Postsecondary Longitudinal Student Survey (BPS:04/09). The first study statistically explores baccalaureate persistence and degree attainment and finds that student engagement behaviors in the first year of college significantly predict persistence while engagement behaviors in the third year of college significantly predict degree attainment. The second study analyzes the BPS:04/09 to addresses science, technology, engineering, and math (STEM) persistence patterns of underrepresented minority students and the impact of student engagement. This study confirms that underrepresented minority STEM students leave both STEM and postsecondary education at a greater rate than their White student counterparts and have differing engagement patterns, but finds no association between engagement and STEM persistence. The final study, conducted at the University of California, Irvine, utilizes one-on-one student interviews specifically aligned with the questions presented in the BPS:04/09 to better understand the way institutional contexts shape student engagement behavior. This final study finds that there are many and differing settings (contexts) that guide student engagement behavior. Individual contexts foster different expressions of student engagement. Additionally, while STEM studies combine fields of study into a STEM amalgam, engagement cultures are different in engineering and technology fields compared to the science and math fields at the campus studied. These individual campus-level results suggest careful contextual analysis in order to utilize engagement as a mechanism for increasing student persistence and degree attainment.
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