| This study investigated the relationship between academic and social integration on the academic performance of first-generation first-year students. Furthermore, this study examined if race, gender, or socioeconomic status moderate the relationship between academic and social integration and their academic performance. This study additionally developed a set of four academic and social integration profiles to investigate if there were differences among the profiles with respect to academic performance. Despite the recognition that first-generation students are at greater risk of academic failure than their peers, little attention has been given to what supports are most beneficial to particular subgroups of this population. Influenced by Abes, Jones, and McEwen's (2007) model of the multiple dimension of identity and using the framework of college impact models guided by the early work of Astin's (1977) input-environment-outcome model (1977), Pascarella's model for assessing change (1985), and Tinto's theory of student departure (1993), this study used students' self-identified demographics and perceptions of their social and academic integration to better understand what influences their academic success. This in turn allows for a more strategic allocation of resources for approaches that promote retention, persistence, and ultimately graduation for first-generation students entering higher education.;Archival data from MAP-Works survey (EBI, 2014) collected from 1,204 students in the fall 2013 were examined for patterns of influence on first-semester grade point average. Block-step multiple regression and t tests were used on the sample to discover multiple findings. The results confirmed academic preparation, socioeconomic status, financial stress, race, social integration, and academic integration significantly influence academic performance. Academic and social integration scores were mapped on a matrix to create four profiles that further revealed the adverse impact of high social integration on academic performance particularly when considering gender. The results of this study support the need to consider complex student identities in program design and development, the urgency to engage students in early academic integration strategies, and the need to create strong collaborative partnerships to promote social integration strategies. |
