Esau Tovar, Ph.D. Santa Monica College

1. A Conceptual Model on the Impact of Mattering, Sense of Belonging, Engagement/Involvement, and Socio-Academic Integrative Experiences on Community College Students’ Intent to Persist RP Group 2014 Excellence in Thesis/Dissertation Award Claremont Graduate University Dissertation Committee: Dr. Daryl G. Smith, Chair Dr. David Drew Dr. William Perez Esau Tovar, Ph.D. Santa Monica College

2. Overview Tovar: Intent to Persist Model Statement of the problem 1 2 3 4 5 Purpose of the study mETHOD & Research Questions Findings Implications

3. 1 Statement of the problem

4. Statement of the Problem Tovar: Intent to Persist Model Stopout & “Graduation” Rates at Community Colleges 55% 1st to 2nd year retention rate for public community college students 40% for PT 60% for FT American College Testing, 2011 Snyder & Dillow, 2011

5. Statement of the Problem Tovar: Intent to Persist Model Barriers to Degree Attainment / Risk Factors • Part-time • Low income Remediation & “cool out” • Commute • Family responsibilities • Work Skomsvold et al., 2011

6. Statement of the Problem Tovar: Intent to Persist Model College Student Persistence Models • Multitude of models have been proposed to explicate the dropout process of college students • Vincent Tinto’s theory of individual student departure continues to predominate the college persistence literature, emphasizing the role of: • Student commitment to the institution • Academic integration • Social integration • Criticisms: onus is on the student; applicability to ethnic/racial minorities, first-generation, community college students, low SES • Alternate theoretical models ignored: sense of belonging, validation, mattering, engagement, campus climate

7. 1 Statement of the problem

8. 1 2 Purpose of the Study 1 2

9. Methods & Research Questions 3

10. Research Questions & Methodology Tovar: Intent to Persist Model • Data Source, Sampling: • Archival data held by author from a previous study • 2,347 students responded; 2,200 complete surveys; 2,088 responses kept in analysis (following univariate/multivariate outlier deletion) • 41% males; 59% female; • Mean age=24.5; 86% were 18-24 • 36% White; 22% Latino/a; 21% Asian/PI; 5% Black; 6% Other; 5% Multiracial; 6% declined to state; <1% AINA • 52% full-time; 13% F1-Visa • 14% first semester; 27% 2 semesters; 31% 3-4 semesters; 29% 5+ semesters • Model Specification & Assessment

11. Hypothesized relationships for conceptual model Tovar: Intent to Persist Model Race/Ethnicity were modeled in multiple group invariance analyses for structural model

12. Hypothesized relationships for conceptual model Tovar: Intent to Persist Model Key Proposition: Perceived institutional commitment to students directly or indirectly impacts student perceptions of mattering, sense of belonging, institutional involvement/engagement, socio-academic integrative experiences, goal (educational) commitment, and ultimately intent to persist to degree completion.

13. Factor Descriptions: Tovar: Intent to Persist Model • Institutional Commitment to Students: • Demonstrated in institutional actions to facilitate college transition and adjustment. • Actions and behaviors by institutional agents in ongoing interactions to facilitate student development in a positive learning environment. • Mattering to the College • Student perceptions that there are individuals at the college, who are interested in their success and well-being. • This interest may be expressed affectively or behaviorally—positively and negatively. • Demonstrating concern, lending attention, noticing their presence or absence, recognizing accomplishments, expressing disappointment. • Socio-Academic Integrative Experiences: • Reflect student interactions with institutional agents of an academic and social nature that may co-occur (Deil-Amen, 2011), in and out of the classroom, which facilitate student integration to the institution. • Hostile Campus Climate • Experiences of isolation at the college owning to personal characteristics: gender, race/ethnicity, sexual orientation, and age). • Engagement/Involvement • Activities deemed as educationally beneficial practices (Kuh, 2006) facilitating student outcomes, including studying, honors courses, student leadership, volunteering. • Sense of Belonging: • Perceptions of belonging, fit, acceptance, or rejection at the institution. • Interactions with Diverse Peers: • Degree to which peer interactions with racially/ethnically diverse peers are viewed as positive and relationships are characterized as close, supportive, and available.

14. Research Questions & Methodology Tovar: Intent to Persist Model • Summary of Research Questions: • Q1, 1.1. Assessment of fit for implied measurement modelfor each of the seven (7) factors • [Analysis: Confirmatory Factor Analysis & multiple group invariance analysis] • Q2, 2.1 Assessment of fit for hypothesized structural model regressing intent to persist on all variables/factors • [Analysis: SEM & multiple group invariance analysis] • Q3. Given a good fit for the global structural model, assess findings for 5 proposed directional hypotheses (Model Propositions) • [Analysis: Direct, Indirect, Total Effects on intent to persist for ALL Students, White, Latino/a, and Asian students] • Research Questions & Analysis

15. Research Questions & Methodology Tovar: Intent to Persist Model 5 Directional Hypotheses—RQ3: H1. Institutional commitment to students will exert a positive and direct effect on sense of belonging, mattering, involvement, goal commitment, and intent to persist. H2. Institutional commitment to students and interactions with racially/ethnically diverse peers will positively impact sense of belonging to the institution. By contrast, perceptions of a hostile campus climate will negatively impact sense of belonging. Sense of belonging will exert a direct and positive effect on intent to persist. H3. Institutional commitment to students and interactions with racially/ethnically diverse peers will positively impact students’ perceptions of mattering to the institution. By contrast, perceptions of a hostile campus climate will negatively impact mattering. Mattering, in turn will exert a direct positive effect on sense of belonging, involvement/engagement and socio-academic integrative experiences, and an indirect effect on intent to persist through sense of belonging, involvement/engagement and socio-academic integrative experiences. H4. Institutional commitment to students and perceptions of mattering to the college will positively impact students’ involvement/engagement. Involvement/ engagement will exert a positive and direct effect on sense of belonging, socio- academic integrative experiences, and on intent to persist. Involvement/ engagement will exert an indirect effect on persistence through socio-academic integrative experiences and goal commitment. H5. Perceptions of mattering to the college and involvement/engagement at the institution will positively impact socio- academic integrative experiences. Socio-academic integrative experiences will have a positive and direct effect on intent to persist, and an indirect effect mediated by goal commitment. • Research Questions & Analysis

16. Research Questions & Methodology Tovar: Intent to Persist Model • Model Specification & Hypothesis Testing: • Model testing via Structural Equation Modeling (AMOS) • Model Estimation: Maximum Likelihood • Multivariate non-normality: 2000 bootstrap sets • Use Bollen-Stine corrected chi-square • Model Fit: assess via various indices • Chi-square to degrees of freedom ratio (< 4.0) • CFI > .90-95; RMSEA < .06; SRMR < .10 • Model Respecification: • Evaluated standardized residuals, modification indices, expected parameter change statistic, cross-loading items • Simple structure highly desired • Model Specification & Assessment

17. Findings 4

18. Findings Tovar: Intent to Persist Model • Research Question 2—The Structural (Conceptual) Model: • Alternate respecified structural modelof best fit was derived • 14 of the original 36 hypothesized causal paths removed: non-significant regression weights; • 13 regression paths added to the model; • 2 cross-loading items were deleted; • Most significant path deletions from a theoretical perspective: • engagement/involvement  socio-academic integrative experiences • institutional commitment to students  goal commitment • socio-academic integrative experiences  goal commitment . • Findings—Research Question 2

19. Tovar: Intent to Persist Model Standardized coefficients for Respecified Structural Model on intent to persist: Model of best fit.

20. Findings Tovar: Intent to Persist Model • Research Question 2.1—Invariance of Respecified Structural Model 2: • Structural model was fully invariant for White, Latino/a, Asian students • Conclusion: • Respecified Structural Model is comparable across groups • Thus, the direct, indirect, and total effects for the model may be examined and compared across groups • Findings—Research Question 2.1

21. Findings Tovar: Intent to Persist Model • Intent to Persist—Total Effects (standardized) • Variance accounted for: ALL = 20%; White = 21%; Latino = 19%; Asian = 28% • Findings—Decomposition of Effects                  Direct Effects Indirect Effects  = n.s.

22. Findings Tovar: Intent to Persist Model • Perceptions of Mattering—Total Effects (standardized) • Variance accounted for: ALL = 48%; White = 48%; Latino = 54%; Asian = 49% • Findings—Decomposition of Effects Direct Effects Indirect Effects

23. Findings Tovar: Intent to Persist Model • Sense of Belonging—Total Effects (standardized) • Variance accounted for: ALL = 52%; White = 50%; Latino = 53%; Asian = 53% • Findings—Decomposition of Effects   Direct Effects Indirect Effects  = n.s.

24. Findings Tovar: Intent to Persist Model • Engagement/Involvement—Total Effects (standardized) • Variance accounted for: ALL = 24%; White = 29%; Latino = 29%; Asian = 11% • Findings—Decomposition of Effects Direct Effects Indirect Effects  = n.s.

25. Findings Tovar: Intent to Persist Model • Socio-Academic Integrative Experiences—Total Effects (standardized) • Variance accounted for: ALL = 46%; White = 45%; Latino = 49%; Asian = 41% • Findings—Decomposition of Effects  Direct Effects Indirect Effects  = n.s.

26. implications 5

27. Implications Tovar: Intent to Persist Model • Findings support and question theoretical assumptions: • Question assumptions that: • institutional commitment to students • socio-academic integration, and • sense of belonging • directly impact persistence(Caveat: This study focused on “intentions” to persist, not actual persistence) • Implications for Theory

28. Implications Tovar: Intent to Persist Model • The study showed there is a benefit to incorporating multiple constructs—that are often studied separately in college persistence studies—into a single conceptual framework. • Study lends support to the role of families and friends in promoting student success and persistence—no need for SEPARATION from former communities. • Engagement, institutional commitment to students, interactions with diverse peers, mattering/validation play crucial role in persistence. • Implications for Theory

29. Implications Tovar: Intent to Persist Model • Develop improved measures for engagement/involvement and socio-academic integrative experiences reflective of community colleges and of community college students. • Validity of the conceptual model should be studied with a variety of community colleges, especially since their educational missions and values differ. • Test the conceptual model by integrating longitudinal data, including actual persistence to degree completion indicatorsor progression milestones. • Multiple group invariance analyses for the underlying structural framework of the model for gender, socio-economic status, residency status, age, should be conducted. • Implications for Research

30. Implications Tovar: Intent to Persist Model • College transition support from family and friends exerted the highest impact on intent to persist for community college students. • Recommendation:Actively integrate specific ideas into college orientation programs, workshops, or in semi-formal family/friends mentoring/academic coaching programs on how family and friends can be involved in students’ education(with limitations) • Implications for Practice

31. Implications Tovar: Intent to Persist Model Family/Friends Involvement Examples • Implications for Practice

32. Implications Tovar: Intent to Persist Model • Since institutional commitment to students, mattering, and interactions with diverse peers play an important role in intermediate college outcomes, there exists an opportunity for community colleges to “exploit” the impact of these constructs in students’ academic lives. • Institute cost-neutral/inexpensive professional development activities designed to enhance non-cognitive factors with potential to increase persistence. • Implications for Practice

33. Implications Tovar: Intent to Persist Model • Question for You! • What low cost activity(ies) can your college implement fairly easily and across the board to address the following: • Increase student perceptions that your college is COMMITTED to student success (beyond what you say in your Mission/Vision). • Validate students and increase their sense of belonging to your college. • Implications for Practice

34. Questions