{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/32054"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/32054","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"Academic and Social Integration by Level of Computer Use, Race, and Gender","abstract":"Extensive research is available about both academic and social integration among college students (Braxton & Hirschy, 2004; Dennis, 1998; Kuh, Kinzie, Schuh, & Whitt, 2005; Tinto, 1975 & 1987). As college students spend time and become more involved in the campus community, academic and social integration increases (Astin, 1977; 1985; Kuh, Schuh, Whitt, Andreas, Lyons, Strange, Krehbiel, & MacKay, 1991), which leads to student retention. There are differences, however, in academic and social integration by race and gender. Research also suggests that college students are spending more time on computers (Bugeja, 2006; Fallows, 2005; Gemmill & Peterson, 2006; Hawkins & Paris, 1997; Jones, 2002; Jones, 2003; Messineo & DeOllos, 2005; Rainie, Kaleoff, & Hess, 2002; Reisberg, 2000) though women and minority students still lag behind their peers when using a computer (Fallow, 2005; Hawkins & Paris, 1997; Messineo & DeOllos, 2005). Currently, however, there is no literature that examines the effects that computer use and race and computer use and gender may have on academic and social integration. The purpose of this study was to examine the relationship between academic and social integration by computer use and race and computer use and gender. Data from the College Student Experience Questionnaire (CSEQ) (Pace & Kuh, 1998) were employed to explore these issues. A dataset of 2,000 respondents that included representative numbers of the entire sample of men and women as well as Caucasians and respondents of other races was used. The respondents were categorized as low or high computer users based on responses to a series of items on the CSEQ. Other CSEQ items were used to assess respondents' academic and social integration. Results indicate that differences for academic and social integration exist by level of computer use. Overall, high computer users are more academically and socially integrated than low computer users. The results also indicate that academic integration does not differ by level of computer user and race or level of computer use and gender.","abstract_html":"Extensive research is available about both academic and social integration among college students (Braxton & Hirschy, 2004; Dennis, 1998; Kuh, Kinzie, Schuh, & Whitt, 2005; Tinto, 1975 & 1987). As college students spend time and become more involved in the campus community, academic and social integration increases (Astin, 1977; 1985; Kuh, Schuh, Whitt, Andreas, Lyons, Strange, Krehbiel, & MacKay, 1991), which leads to student retention. There are differences, however, in academic and social integration by race and gender. Research also suggests that college students are spending more time on computers (Bugeja, 2006; Fallows, 2005; Gemmill & Peterson, 2006; Hawkins & Paris, 1997; Jones, 2002; Jones, 2003; Messineo & DeOllos, 2005; Rainie, Kaleoff, & Hess, 2002; Reisberg, 2000) though women and minority students still lag behind their peers when using a computer (Fallow, 2005; Hawkins & Paris, 1997; Messineo & DeOllos, 2005). Currently, however, there is no literature that examines the effects that computer use and race and computer use and gender may have on academic and social integration. The purpose of this study was to examine the relationship between academic and social integration by computer use and race and computer use and gender. Data from the College Student Experience Questionnaire (CSEQ) (Pace & Kuh, 1998) were employed to explore these issues. A dataset of 2,000 respondents that included representative numbers of the entire sample of men and women as well as Caucasians and respondents of other races was used. The respondents were categorized as low or high computer users based on responses to a series of items on the CSEQ. Other CSEQ items were used to assess respondents' academic and social integration. Results indicate that differences for academic and social integration exist by level of computer use. Overall, high computer users are more academically and socially integrated than low computer users. The results also indicate that academic integration does not differ by level of computer user and race or level of computer use and gender.","abstract_has_math":false,"creators":["Albright, Kristin Marie"],"institution":"Virginia Tech","degree_name":"Master of Arts","degree_level":"masters","degree_discipline":"Educational Leadership and Policy Studies","degree_department":"Educational Leadership and Policy Studies","school":null,"contributors":[],"advisors":[],"committee_chairs":["Hirt, Joan B."],"committee_members":["Settle, Ted","Janosik, Steven M."],"year":2007,"date_issued":"2007-04-16","date_published":"2007-04-16","updated_at":"2026-07-22T22:20:41Z","subjects":["Social Integration","Academic Integration","Gender","Race","Computer Use"],"languages":[],"rights":["In Copyright"],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["etd-04302007-231146"],"render_values":[{"text":"etd-04302007-231146","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/10919/32054","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.committeechair","label":"Committee Chair","values":["Hirt, Joan B."]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Settle, Ted","Janosik, Steven M."]},{"key":"dc:contributor.department","label":"Department","values":["Educational Leadership and Policy Studies"]},{"key":"dc:creator","label":"Author","values":["Albright, Kristin Marie"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2014-03-14T20:34:38Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2014-03-14T20:34:38Z","2007-06-27"]},{"key":"dc:date.issued","label":"Date","values":["2007-04-16"]},{"key":"dc:publisher","label":"Institution","values":["Virginia Tech"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership and Policy Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Virginia Polytechnic Institute and State University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Social Integration","Academic Integration","Gender","Race","Computer Use"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["In Copyright"]},{"key":"dc:rights.uri","label":"Rights URI","values":["http://rightsstatements.org/vocab/InC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["etd-04302007-231146"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10919/32054"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Extensive research is available about both academic and social integration among college students (Braxton & Hirschy, 2004; Dennis, 1998; Kuh, Kinzie, Schuh, & Whitt, 2005; Tinto, 1975 & 1987). As college students spend time and become more involved in the campus community, academic and social integration increases (Astin, 1977; 1985; Kuh, Schuh, Whitt, Andreas, Lyons, Strange, Krehbiel, & MacKay, 1991), which leads to student retention. There are differences, however, in academic and social integration by race and gender. Research also suggests that college students are spending more time on computers (Bugeja, 2006; Fallows, 2005; Gemmill & Peterson, 2006; Hawkins & Paris, 1997; Jones, 2002; Jones, 2003; Messineo & DeOllos, 2005; Rainie, Kaleoff, & Hess, 2002; Reisberg, 2000) though women and minority students still lag behind their peers when using a computer (Fallow, 2005; Hawkins & Paris, 1997; Messineo & DeOllos, 2005). Currently, however, there is no literature that examines the effects that computer use and race and computer use and gender may have on academic and social integration. The purpose of this study was to examine the relationship between academic and social integration by computer use and race and computer use and gender. Data from the College Student Experience Questionnaire (CSEQ) (Pace & Kuh, 1998) were employed to explore these issues. A dataset of 2,000 respondents that included representative numbers of the entire sample of men and women as well as Caucasians and respondents of other races was used. The respondents were categorized as low or high computer users based on responses to a series of items on the CSEQ. Other CSEQ items were used to assess respondents' academic and social integration. Results indicate that differences for academic and social integration exist by level of computer use. Overall, high computer users are more academically and socially integrated than low computer users. The results also indicate that academic integration does not differ by level of computer user and race or level of computer use and gender."]},{"key":"dc:description.degree","label":"Dc Description Degree","values":["Master of Arts"]},{"key":"dc:title","label":"Title","values":["Academic and Social Integration by Level of Computer Use, Race, and Gender"]}]}],"canonical_facts":{"dc:contributor.committeechair":["Hirt, Joan B."],"dc:contributor.committeemember":["Settle, Ted","Janosik, Steven M."],"dc:contributor.department":["Educational Leadership and Policy Studies"],"dc:creator":["Albright, Kristin Marie"],"dc:date.accessioned":["2014-03-14T20:34:38Z"],"dc:date.available":["2014-03-14T20:34:38Z","2007-06-27"],"dc:date.issued":["2007-04-16"],"dc:description.abstract":["Extensive research is available about both academic and social integration among college students (Braxton & Hirschy, 2004; Dennis, 1998; Kuh, Kinzie, Schuh, & Whitt, 2005; Tinto, 1975 & 1987). As college students spend time and become more involved in the campus community, academic and social integration increases (Astin, 1977; 1985; Kuh, Schuh, Whitt, Andreas, Lyons, Strange, Krehbiel, & MacKay, 1991), which leads to student retention. There are differences, however, in academic and social integration by race and gender. Research also suggests that college students are spending more time on computers (Bugeja, 2006; Fallows, 2005; Gemmill & Peterson, 2006; Hawkins & Paris, 1997; Jones, 2002; Jones, 2003; Messineo & DeOllos, 2005; Rainie, Kaleoff, & Hess, 2002; Reisberg, 2000) though women and minority students still lag behind their peers when using a computer (Fallow, 2005; Hawkins & Paris, 1997; Messineo & DeOllos, 2005). Currently, however, there is no literature that examines the effects that computer use and race and computer use and gender may have on academic and social integration. The purpose of this study was to examine the relationship between academic and social integration by computer use and race and computer use and gender. Data from the College Student Experience Questionnaire (CSEQ) (Pace & Kuh, 1998) were employed to explore these issues. A dataset of 2,000 respondents that included representative numbers of the entire sample of men and women as well as Caucasians and respondents of other races was used. The respondents were categorized as low or high computer users based on responses to a series of items on the CSEQ. Other CSEQ items were used to assess respondents' academic and social integration. Results indicate that differences for academic and social integration exist by level of computer use. Overall, high computer users are more academically and socially integrated than low computer users. The results also indicate that academic integration does not differ by level of computer user and race or level of computer use and gender."],"dc:description.degree":["Master of Arts"],"dc:identifier.other":["etd-04302007-231146"],"dc:identifier.uri":["http://hdl.handle.net/10919/32054"],"dc:publisher":["Virginia Tech"],"dc:rights":["In Copyright"],"dc:rights.uri":["http://rightsstatements.org/vocab/InC/1.0/"],"dc:subject":["Social Integration","Academic Integration","Gender","Race","Computer Use"],"dc:title":["Academic and Social Integration by Level of Computer Use, Race, and Gender"],"dc:type":["Thesis"],"thesis:degree_discipline":["Educational Leadership and Policy Studies"],"thesis:degree_level":["masters"],"thesis:degree_name":["Master of Arts"],"thesis:institution_name":["Virginia Polytechnic Institute and State University"]},"updated_at":"2026-07-22T22:20:41Z"}