The goal of this study was to examine retention for first-year students who attended a large, public Hispanic Serving Institution (HSI). The study examined the extent that belonging influenced involvement and engagement, and the relationship to retention. This was in the context of COVID with the pandemic, social and political unrest, and an emergency remote format for teaching impacting student experiences. The conceptual framework was influenced by theories including validation, belonging, mattering, sociocultural engagement, natural growth, and community cultural wealth. The study included secondary data analysis from the Fall 2019 National Survey of Student Engagement and institutional data for grade point average, units attempted, units earned, and retention from fall to fall. Specifically, this study proposed that students with high levels of belonging more likely to become involved and engaged. The survey items for each of the factors were highly rated and correlated. However, these factors were not significant predictors of retention. Instead, high school GPA predicted cumulative GPA which predicted retention. For Hispanic/Latino students, an interaction between belonging and engagement did predict cumulative GPA, but not for Black/African American students. Combining descriptive and inferential statistics and disaggregating subgroups revealed that the most significant challenge and best lever for success was passing more classes. The study may provide useful information for HSI campuses toward resource allocation efforts for student support and retention.
","abstract_html":"<p>The goal of this study was to examine retention for first-year students who attended a large, public Hispanic Serving Institution (HSI). The study examined the extent that belonging influenced involvement and engagement, and the relationship to retention. This was in the context of COVID with the pandemic, social and political unrest, and an emergency remote format for teaching impacting student experiences. The conceptual framework was influenced by theories including validation, belonging, mattering, sociocultural engagement, natural growth, and community cultural wealth. The study included secondary data analysis from the Fall 2019 National Survey of Student Engagement and institutional data for grade point average, units attempted, units earned, and retention from fall to fall. Specifically, this study proposed that students with high levels of belonging more likely to become involved and engaged. The survey items for each of the factors were highly rated and correlated. However, these factors were not significant predictors of retention. Instead, high school GPA predicted cumulative GPA which predicted retention. For Hispanic/Latino students, an interaction between belonging and engagement did predict cumulative GPA, but not for Black/African American students. Combining descriptive and inferential statistics and disaggregating subgroups revealed that the most significant challenge and best lever for success was passing more classes. The study may provide useful information for HSI campuses toward resource allocation efforts for student support and retention.</p>","abstract_has_math":false,"creators":["Olschwang, Alana Joy"],"institution":null,"degree_name":"Education, PhD","degree_level":"Open Access Dissertation","degree_discipline":"School of Educational Studies","degree_department":null,"school":null,"contributors":["Linda Perkins","Gwen Garrison"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2021,"date_issued":"2021-01-01T08:00:00Z","date_published":"2021-01-01T08:00:00Z","updated_at":"2026-07-24T01:40:36Z","subjects":["Student success","Hispanic/Latino students","Black/African American students","retention","belonging","involvement","engagement","GPA","transition","sociocultural engagement","bandwidth recovery","COVID-19","validation","Educational Leadership","Higher Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarship.claremont.edu/cgu_etd/240","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Linda Perkins","Gwen Garrison"]},{"key":"dc:creator","label":"Author","values":["Olschwang, Alana Joy"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2024-01-04T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["School of Educational Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Open Access Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Education, PhD"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Student success","Hispanic/Latino students","Black/African American students","retention","belonging","involvement","engagement","GPA","transition","sociocultural engagement","bandwidth recovery","COVID-19","validation","Educational Leadership","Higher Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarship.claremont.edu/cgu_etd/240"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The goal of this study was to examine retention for first-year students who attended a large, public Hispanic Serving Institution (HSI). The study examined the extent that belonging influenced involvement and engagement, and the relationship to retention. This was in the context of COVID with the pandemic, social and political unrest, and an emergency remote format for teaching impacting student experiences. The conceptual framework was influenced by theories including validation, belonging, mattering, sociocultural engagement, natural growth, and community cultural wealth. The study included secondary data analysis from the Fall 2019 National Survey of Student Engagement and institutional data for grade point average, units attempted, units earned, and retention from fall to fall. Specifically, this study proposed that students with high levels of belonging more likely to become involved and engaged. The survey items for each of the factors were highly rated and correlated. However, these factors were not significant predictors of retention. Instead, high school GPA predicted cumulative GPA which predicted retention. For Hispanic/Latino students, an interaction between belonging and engagement did predict cumulative GPA, but not for Black/African American students. Combining descriptive and inferential statistics and disaggregating subgroups revealed that the most significant challenge and best lever for success was passing more classes. The study may provide useful information for HSI campuses toward resource allocation efforts for student support and retention.
"]},{"key":"dc:title","label":"Title","values":["Belonging in College: Engagement and Retention at a Hispanic Serving Institution"]}]}],"canonical_facts":{"dc:contributor":["Linda Perkins","Gwen Garrison"],"dc:creator":["Olschwang, Alana Joy"],"dc:date.available":["2024-01-04T08:00:00Z"],"dc:description.abstract":["The goal of this study was to examine retention for first-year students who attended a large, public Hispanic Serving Institution (HSI). The study examined the extent that belonging influenced involvement and engagement, and the relationship to retention. This was in the context of COVID with the pandemic, social and political unrest, and an emergency remote format for teaching impacting student experiences. The conceptual framework was influenced by theories including validation, belonging, mattering, sociocultural engagement, natural growth, and community cultural wealth. The study included secondary data analysis from the Fall 2019 National Survey of Student Engagement and institutional data for grade point average, units attempted, units earned, and retention from fall to fall. Specifically, this study proposed that students with high levels of belonging more likely to become involved and engaged. The survey items for each of the factors were highly rated and correlated. However, these factors were not significant predictors of retention. Instead, high school GPA predicted cumulative GPA which predicted retention. For Hispanic/Latino students, an interaction between belonging and engagement did predict cumulative GPA, but not for Black/African American students. Combining descriptive and inferential statistics and disaggregating subgroups revealed that the most significant challenge and best lever for success was passing more classes. The study may provide useful information for HSI campuses toward resource allocation efforts for student support and retention.
"],"dc:identifier":["https://scholarship.claremont.edu/cgu_etd/240"],"dc:subject":["Student success","Hispanic/Latino students","Black/African American students","retention","belonging","involvement","engagement","GPA","transition","sociocultural engagement","bandwidth recovery","COVID-19","validation","Educational Leadership","Higher Education"],"dc:title":["Belonging in College: Engagement and Retention at a Hispanic Serving Institution"],"thesis:degree_discipline":["School of Educational Studies"],"thesis:degree_level":["Open Access Dissertation"],"thesis:degree_name":["Education, PhD"]},"updated_at":"2026-07-24T01:40:36Z"}