Informed by the Tinto's (1993) model of institutional departure and
Astin's (1993) input- environment-output model and concept of
involvement, this dissertation reports the findings of a secondary
data-analysis examining the degree attainment of undergraduates who
participated in a residentially-based Freshman Interest Group (FIG)
at a selective research institution in the Midwest. Using logistic
regression to control for the entering academic ability, ethnicity,
gender, initial academic major, and parental income of entering
first-time college students, the researcher found that students who
participated in a FIG were more likely to earn a baccalaureate
degree and graduate within 4 years. Furthermore, the effect size
associated with FIG participation was significantly greater for
lower income and lower ability students compared to the general
population. Based on these findings, the researcher suggested that
institutions would be well-served to create similar learning
environments for students who have historically been considered
"at-risk."
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