An examination of perceived undergraduate student social support at a two-year institution in the United States southwest : a quantitative study.

There is a steady decline in Hispanic Serving Institution (HSI) graduation rates, especially from two-year institutions. These institutions have been an integral part of U.S. higher education system, and access for underrepresented groups has been a top priority in recent decades with the passing of specific legislation. Despite growing efforts to recruit and retain students, underrepresented groups' understanding perceived social support and the differences between ethnicity and gender have been overlooked in research. With approximately one-third of the undergraduate student population enrolling at two-year institutions, addressing the social support needs of students at these institutions must be a top priority. To address this issue, I examined perceived social support level differences among college students at a two-year HSI relative to ethnicity and gender. I applied Tinto's theory of student departure to frame this quantitative nonexperimental research study. Using a cross-sectional survey with the Social Provisions Scale and University Environment Scales, I examined if perceived social support varied between ethnicity and gender among undergraduate college students at a two-year institution in the southwestern United States. Using four independent samples t tests, the results in this study show statistically significant differences in social provision levels between female and non-female student groups. In addition, the results show a medium effect size, indicating practical significance specific to the gender-based sample. The results of the study also showed no statistically significant difference between social provision levels of ethnic student groups, along with no differences in perceived university environment support levels between gender and ethnic student groups. These results can contribute to a further understanding of how to best support students with specific focus on gender and ethnicity. This study demonstrates the importance of continued support that undergraduate students at two-year HSIs prefer in their college environments to ensure a sense of belonging and integration into the college setting.

Author dc:creator

• Brandel, Matthew, 1993-

Contributors dc:contributor

• Vaughn, Shelby Duncan.

• Social support.
• Community college.
• Two-year institutions.
• University environment scale.
• Social provisions scale.
• College students.
• Student gender.
• Student ethnicity.
• Hispanic serving institution.
• Underrepresented students.
• Retention.

Statement dc:rights

• Worldwide access
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Language dc:language

en

Handle dc:identifier.uri

https://hdl.handle.net/2104/13083

OAI identifier oai:identifier

oai:tdl-ir.tdl.org:2104/13083