Abstract

This study explored persistence for four groups of traditional-age (18–24) first-year students in an urban community college: native students, native students with immigrant parents, U.S. high-schooled immigrant students, and foreign high-schooled immigrant students. Earning a high school diploma and pre-college preparation (either high school grade point average or basic skills proficiency) contributed positively to persistence for all four student groups. Foreign high-schooled immigrant students needed the most remediation but persisted more strongly and attained higher grades, suggesting the value of support for access to higher education for immigrants.

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Additional Information

ISSN
1090-7009
Print ISSN
0162-5748
Pages
pp. 321-352
Launched on MUSE
2009-03-08
Open Access
No
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