Terry T. Ishitani

Studying Attrition and Degree Completion Behavior among First-Generation College Students in the United States

This study investigated attrition and degree completion behavior of first-generation college students. Based on the findings, first-generation students were at the highest risk of departure during the second year, followed by the first year. These students were also 51% less likely to graduate within 4 years than students with college-educated parents were.

A Longitudinal Approach to Assessing Attrition Behavior among First-Generation Students: Time-Varying Effects of Pre-College Characteristics.

Although going to college may be viewed as a rite of passage for many students, some groups of students often face unique challenges in their pursuit of a college degree. One group of students that we are trying to gain a better understanding of is “first-generation” students, those whose parents did not graduate from college. This article presents the results of a study that investigated longitudinal effects of being a first-generation student on attrition. Results indicated that first-generation students were more likely to depart than their counterparts over time. After controlling for factors such as race, gender, high school grade point average (GPA), and family income, the risk of attrition in the first year among first-generation students was 71% higher than that of students with two college-educated parents.

A Longitudinal Investigation of Dropout from College in the United States.

This study investigates the dropout behavior of college students in the United States. Previous attrition studies have typically focused on dropout at specific points in time, such as the first year of enrollment. In this study we examine the timing of dropout over a five-year period and find that factors that affect student dropout often have effects that change over time. For instance, the results demonstrate that students who receive financial aid generally have lower dropout rates than non-aided students. But of special interest is our findings that dropout rates vary depending on the amount and timing of student financial aid.

The Effects of Academic Programs and Institutional Characteristics on Postgraduate Civic Engagement Behavior.

While monetary benefits from higher education are extensive, there appears to be an absence of empirical evidence on how higher education contributes to civic engagement behavior after college. This study investigated the relationship between college characteristics of students completing a bachelor’s degree, such as academic programs and types of institutions, and their postgraduate civic engagement behavior. Coupled with hierarchical linear modeling, a sample of 2,443 college graduates drawn from a national database was used in this study. After controlling for collegiate volunteer behavior and other student demographic characteristics, study results suggest that students’ academic programs were found to significantly impact civic engagement after college.