Volume 41, Issue 3

Nonreturning students are comprised of several student subpopulations including drop-outs, stop-outs, opt-outs, and transfer-outs. All too often these students groups are not differentiated in retention studies. The current study profiles these student subpopulations, each with varied reasons for discontinuing their studies, and examines the implications of these differences for campus retention strategies.

This study examined the impact of background, aspirations, achievement, college experiences, and price on the persistence of first-generation (F-gen) and continuing generation (C-gen) college students at 4-year institutions using the National Postsecondary Student Aid Study of 1995–96 (n = 24,262). We found differences between the two groups on the effect size for almost all of the significant variables. F-gen students were more sensitive to financial aid and averse to student loans than their peers. However, even variables such as high income, high test score, and high grade point average, which similar studies have found to be significant and positively associated with persistence, did not influence the persistence of F-gen students in this study.

Results of a research study to determine the extent to which presidents of 4-year institutions with Senior Student Affairs Officer (SSAO) experience share the leadership characteristics of effective presidents as defined by earlier research are reported. Based on analysis of the data using t test and ANOVA statistical procedures, it is concluded that these presidents do report having the characteristics of effective presidents. With two exceptions, all significant differences found indicate these presidents identify to an even stronger degree with the idealized leadership characteristics than do effective presidents. Further, within this specific group of presidents, significant differences in leadership characteristics were found based on both size and control of institutions. It is anticipated that the results of this research will strengthen the manner in which presidential candidates from the nontraditional pathway of a SSAO are perceived, as well as encourage those student affairs professionals with presidential aspirations.

Using correct statistical concepts is an important component when conducting quantitative research. Ideas such as power, effect size, and confidence intervals need to be addressed appropriately every time a research study is initiated. The intent of this review of the literature is to reacquaint faculty, practitioners, and graduate students with scholarly information pertaining to these important concepts to facilitate improved implementation of quantitative research designs. Practical cases are interwoven within the review to furnish examples of concept importance, and a meta-analysis of concept usage found in articles published in the NASPA Journal is provided as a measure for implications.

This study examines campus-wide orientation practices for graduate students that are offered at colleges and universities throughout the United States. While orientation plays a vital role in the socialization of graduate students, there is little understanding as to the specific practices that occur on the various campuses. To address this, all United States member institutions of the Council of Graduate Schools were surveyed. With a response rate of 43%, this study addresses general institutional information (e.g., the Carnegie classification, number of graduate students enrolled), the means by which incoming students are notified of orientation and when this occurs, sources of funding, formats of the programs, and the specific activities offered during the various academic terms. Results indicate that while practices vary greatly in many areas, there are also practices that are common among many institutions. This study concludes with a summary of the findings and recommendations for future research.

This article reports on the findings of a study of campus based women’s centers in the United States during academic year 1999–2000. The study’s purpose was to create a benchmark of the current structure of women’s centers as well as their administrative and programmatic practices. The research was based on a survey of 75 women’s centers housed in both private and public 4-year colleges and universities. Responses to the portions of the survey questions devoted to women’s centers’ structure, administration, and resources are summarized; and specific data related to center budgets and salaries of center directors are documented. Themes related to the survey respondents’ perception of administrative obstacles are also reported.

As the student center movement—to upgrade, expand, or acquire a new facility—continues in the new millennium, metropolitan institutions, in particular, are finding that their unique circumstances often challenge their ability to keep pace with their nonmetropolitan counterparts. This research presents the results of a study of the role of student fees in funding student center renovation and expansion projects. Findings suggest some differences between metropolitan and nonmetropolitan universities in the planned pace of renovations, although the funding approaches and practices among these types of institutions are not significantly different.

The purpose of this qualitative study was to consider “friendsickness” as experienced by 96 entering college students. As defined here, friendsickness is a challenge new students experience when they leave their established network of friends and begin college. Journal entries written by new students in first-year seminars were examined and analyzed using a phenomenological framework. Results showed that many first-semester students enrolled in firstyear seminars delayed making new friends at college, whereas second semester students in first-year seminars embraced their new college friendships. The second finding was that journal writing appeared to help students explore and understand their issue of friendsickness.

In a study of 2,991 college students, researchers found significant differences between Latino and non-Latino students using MANOVA and chi-square statistics. Latino students were more likely to embrace diversity than non- Latino students, and were more likely to be concerned about financing their college educations. In addition, they were more likely than non-Latino students to work while in college. Finally, there were differences in the perception of the likely causes of departure between Latino and non-Latino students. Latino students were more likely to believe they would leave school because of a lack of finances, and because of a perceived lack of academic ability. The authors discuss how these differences in attitudes about diversity, and differences in academic preparation and financial situations, affect Latino students. They then ask the question: How can student affairs professionals lessen the combined burdens of minority status stress, finances, and college adjustment for Latino students?

College students face a myriad of pressures and challenges in the academic environment as they seek to maintain optimal performance or even to remain in the academic program. In 2002, it was reported that more than 30% of first-year students did not return for their second year of college (Smith), and only 40% are reported to actually compete their degree and graduate (Newby, 2002). This information suggests that either due to problems with integration or other difficulties encountered in the social or academic culture of the institution, a significant proportion of college students fail to attain an acceptable level of academic achievement and ultimately withdraw (Pascarella & Terenzini, 1991). The better we understand the factors that contribute to academic success, the greater the potential for positive and timely intervention to