The Intersections of Living-Learning Programs and Social Identity as Factors of Academic Achievement and Intellectual Engagement
Abstract

Findings from this study show that living-learning (LL) programs at a research institution in the Midwest have a series of positive outcomes for both academic achievement and intellectual engagement. Controlling for past academic achievement, socioeconomic status, and demographic characteristics, LL programs are predictors, albeit small predictors, of students' academic achievement and intellectual engagement. In addition, specific academic and intellectual benefits of LL program participation for students of color, non-Christian, and gay, lesbian, and bisexual students are found.


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