Predicting transition and adjustment to college: biomedical and behavioral science aspirants’ and minority students’ first year of college

By Sylvia Hurtado, June C. Han, Victor B. Sáenz, Lorelle L. Espinosa, Nolan L. Cabrera, Oscar S. Cerna. 2007

326 citations recorded by the source corpus.

Subfields: Education, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/85518e623495161f4793387766368835fe5a1c6d

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Citations in the corpus

Factorial Structure and Invariance Analysis of the Sense of Belonging Scales (2010, background): “…literature suggests, SB represents an intermediate outcome of the college experience that mediates between a student’s status in college and retention or degree completion (Hurtado et al., 2007), it seems to follow that instruments measuring this construct be as carefully designed as possible.”
What matters in college for retaining aspiring scientists and engineers from underrepresented racial groups (2014, methodology): “In one longitudinal study of biomedical and behavioral science aspirants, Hurtado et al. (2007) examined the impact of college on two key outcomesin the first year of college, sense of belonging and academic adjustment.”
First-year university students’ academic success: the importance of academic adjustment (2018, background): “…that first-year students who maintained their secondary school GPA in the first year of higher education had better time management skills than those whose GPA would drop and Hurtado et al. (2007) found that students’ time management skills was a significant predictor of academic adjustment.”
Measuring Student Involvement: A Comparison of Classical Test Theory and Item Response Theory in the Construction of Scales from Student Surveys (2011, background): “Astin 1993b; Chang et al. 2004; Chang et al. 2008; CIRP 2006; Cole 2007; Franklin 1995; Hurtado et al. 2008; Hurtado et al. 2007; NSSE 2000, 2008; Sax 2008; Sax et al. 2005).”
Importance of Undergraduate Research for Minority Persistence and Achievement in Biology (2010, background): “may be particularly beneficial for underrepresented minorities by helping them to academically and socially integrate, find support systems, and secure a sense of belonging when students take “weeding out” courses in the sciences and face the harsh transition to college (Hurtado et al., 2007; Seymou”
A Qualitative Investigation of Factors Promoting the Retention and Persistence of Students of Color in STEM (2022, unknown): “Furthermore, support that students of color receive from peers, mentors, and faculty are critical to success in STEM education (Bonous-Hammarth, 2000; FriesBritt et al., 2010; Grandy, 1998; Hurtado et al., 2007; Seymour & Hewitt, 1997).”
Cohorts and Relatedness: Self-Determination Theory as an Explanation of How Learning Communities Affect Educational Outcomes (2011, result): “The relatedness results reported here are consistent with previous research on belongingness and student persistence (Bean 1980; Bean and Metzner 1985; Hausmann et al. 2007, 2009; Hurtado and Carter 1997; Hurtado et al. 2007 ).”
Social class differences in social integration among students in higher education: a meta-analysis and recommendations for future research. (2012, background): “The fourth category referred to subjective perceptions of belonging, social acceptance, and/or exclusion at the higher education institution (e.g., Hurtado & Carter, 1997; Hurtado et al., 2007; Langhout et al., 2009).”
Pipelines and Pathways: Women of Color in Undergraduate STEM Majors and the College Experiences That Contribute to Persistence (2011, background): “…conflict with collaboration and interpersonal relationship-building (Seymour & Hewitt, 1997), but perceptions of a highly competitive environment compound the adjustment that minority students must make in transitioning to the science environment in their first year of study (Hurtado et al., 2007).”