Settling into Campus Life: Differences by Race/Ethnicity in College Involvement and Outcomes

By M. Fischer. 2007

587 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/516460d9f5bc24e7e2015b49677815909f012905

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Citations in the corpus

Constructive Criticism: The Role of Student-Faculty Interactions on African American and Hispanic Students' Educational Gains (2008, background): “High school GPA, however, is one of few precollege characteristics significantly related to students’ educational satisfaction (Fischer, 2007).”
Undergraduate Latina/o Students (2015, background): “Additionally, family income was shown to be positively related to both Latina/o students’ grades (Fisher, 2007) and decisions to persist in college (Otero et al.”
Color-Blind Racial Attitudes, Social Dominance Orientation, Racial- Ethnic Group Membership and College Students' Perceptions of Campus Climate (2008, unknown): “It has been demonstrated through past research that perceptions of campus climate vary as a function of racial-ethnic minority group status (e.g., Ancis et al., 2000; Fischer, 2007; Gloria et al., 2001; Helm et al., 1998; Johnson, 2003).”
Under-represented college students and extracurricular involvement: the effects of various student organizations on academic performance (2008, background): “A recent study by Fischer (2007) highlights the importance of student organizations on the academic performance of minority college students.”
Academic Success for STEM and Non-STEM Majors. (2010, unknown): “Previous research on background characteristics included gender (Astin, 1993; Leppel, 2002; Stage & Hossler, 1989), race/ethnicity (Fischer, 2007; Pascarella & Terenzini, 1983, 2005),”
Sense of Belonging and Persistence in White and African American First-Year Students (2009, background): “…educational outcomes such as GPA, satisfaction, commitment, and persistence (e.g., Bean 1980, 1985; Bennett and Okinaka 1990; Berger and Milem 1999; Eimers and Pike 1997; Einarson and Matier 2005; Fischer 2007; Mayo et al. 1995; Nettles et al. 1986; Nora et al. 1996; Suen 1983; Zea et al. 1997).”
Social class differences in social integration among students in higher education: a meta-analysis and recommendations for future research. (2012, background): “The first two categories distinguished between participation in formal and informal social activities (Eaton & Bean, 1995; Fischer, 2007, p. 136; Hurtado et al., 2007; Tinto, 1975, p. 107).”
Social Support and Success in Higher Education: The Influence of On-Campus Support on African American and Latino College Students (2013, background): “Several studies highlight the relationship between faculty support and academic measures for minority college students (Delucchi 1997; Dorsey & Jackson 1995; Fischer 2007; Gregory 2003; Kobrak 1992; Nagda et al. 1998; Santos & Reigadas 2002; Schneider & Ward 2003).”
From Theory to Action: Exploring the Institutional Conditions for Student Retention (2010, background): “It is therefore regrettable not only that the purchasing power of Pell Grants have, until just recently, declined over the past 30 years (Farrell, 2007; Fischer, 2007), but also that institutional aid has shifted away from need-based to more merit-based aid and away, by extension, from low-income st”
Importance of Undergraduate Research for Minority Persistence and Achievement in Biology (2010, background): “…positively influence retention since past research finds that involvement in formal campus activities during the first two years leads to greater academic success, college satisfaction levels, and retention rates among students of different racial/ethnic backgrounds and majors (Fischer, 2007).”
A longitudinal examination of the role of stereotype threat and racial climate on college outcomes for minorities at elite institutions (2010, background): “Campuses may also improve minority outcomes by making stronger efforts to encourage students become involved in campus life early on. In previous work with these data, I show that social integration into campus life is particularly important for minority students ( Fischer 2007 ).”
The Role of First-Semester GPA in Predicting Graduation Rates of Underrepresented Students (2016, background): “Racial minorities are overrepresented among low-income families and significant disparities by race and class have been noted in higher education (Attewell et al., 2011; Fisher, 2007).”
Race, Social Support and College Student Retention: A Case Study (2012, background): “Support from student groups, faculty, and other campus resources are signs that students are integrated into the college community and are thereby less likely to leave college (Fischer, 2007; Terenzini et al., 1994).”
College Residence and Academic Performance: Who Benefits From Living on Campus? (2010, background): “For instance, Black and Latino students interact with faculty more frequently than White students (Chang, 2005; Kuh & Hu, 2001), which is a strong predictor of better academic performance for minority students (Fischer, 2007; Mayo, Murguia, & Padilla, 1995).”
U.S. Military Veterans Transition to College: Combat, PTSD, and Alienation on Campus (2011, background): “Interventions that are especially helpful with diverse populations andmay benefit student veterans include student organizations that celebrate student diversity and academic and social support targeted at specific groups (Braxton, 2008; Fischer, 2008;Lau,2008;Lee,Olson,Locke,&Michelson,2009;Lundqui”
Predictors of Long-Term Enrollment and Degree Outcomes for Community College Students: Integrating Academic, Psychosocial, Socio-demographic, and Situational Factors (2010, background): “, 2006), social adjustment (Fischer, 2007), successful intelligence (Sternberg, 2006), and effort (Kress, 2006).”
The Contribution of Student Satisfaction to Persistence (2013, methodology): “In addition, higher overall satisfaction is significantly predictive of student persistence (Fischer, 2007).”