Degree

Doctor of Philosophy (PhD)

Department

Education

Document Type

Dissertation

Abstract

In this study, I investigated the impact of intrusive advising upon undergraduate student retention. Specifically, I sought to identify the background characteristics of at-risk students at the midterm point in a semester, and whether significant differences existed among students who were retained in comparison with those students who were not retained. In addition, I examined the extent to which intrusive advising interventions predicted student retention when controlling for student demographics. Although the intrusive advising interventions were not statistically significant in this model, several notable findings emerged regarding groups of at-risk students who were more or less likely to be retained in contrast to their respective comparison groups. For example, at-risk juniors and at-risk seniors were less likely to be retained in comparison with at-risk freshmen; at-risk Black students were less likely to be retained in contrast to their white counterparts; at-risk students who lived on campus, regardless of year classification, were more likely to be retained as compared to at-risk students who did not live on campus; and at-risk students who received Pell grants were more likely to be retained over those at-risk students who did not receive Pell grants. Future research opportunities include a broadening and strengthening of the definition of intrusive advising to explore at-risk students who sought out multiple advising interactions, as well as in-depth exploration of the aforementioned retention-based outcomes.

Committee Chair

Curry, Jennifer

DOI

10.31390/gradschool_dissertations.4992

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