Abstract

The authors interviewed junior and senior Hispanic and Native American college students to refine the concept of academic integration in Tinto’s model of institutional departure. The findings suggest that the measurement of academic integration could be strengthened by including indicators that draw upon the substance and process of academic advisement as students experienced it.

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Additional Information

ISSN
1090-7009
Print ISSN
0162-5748
Pages
pp. 143-159
Launched on MUSE
2017-02-01
Open Access
No
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