Promoting Academic Persistence Among Racial/Ethnic Minority and European American Freshman and Sophomore Undergraduates: Implications for College Counselors
Version of Record online: 4 OCT 2013
© 2013 by the American Counseling Association. All rights reserved.
Journal of College Counseling
Volume 16, Issue 3, pages 198–212, October 2013
How to Cite
Rigali-Oiler, M. and Kurpius, S. R. (2013), Promoting Academic Persistence Among Racial/Ethnic Minority and European American Freshman and Sophomore Undergraduates: Implications for College Counselors. Jnl of College Counseling, 16: 198–212. doi: 10.1002/j.2161-1882.2013.00037.x
- Issue online: 4 OCT 2013
- Version of Record online: 4 OCT 2013
- Received 10/19/10; Revised 06/20/11; Accepted 01/30/12
- academic persistence;
- racial/ethnic identity;
- academic self-efficacy
Factors influencing persistence decisions among 346 racial/ethnic minority and 813 European American freshman and sophomore undergraduates were explored. Gender and racial/ethnic differences were found in centrality and public regard of racial/ethnic identity. Perceptions of the university environment and self-beliefs predicted persistence decisions for everyone. Suggestions for college counselors working with students exhibiting risk factors for academic persistence are presented.