The Relationship of Academic Integration to College Persistence for Female Military-Affiliated Students
Term of Award
Doctor of Education (Ed.D.)
Document Type and Release Option
Dissertation (open access)
Copyright Statement / License for Reuse
This work is licensed under a Creative Commons Attribution 4.0 License.
College of Education
Antonio P. Gutierrez de Blume
Committee Member 1
Elise J. Cain
Committee Member 2
Stefane D. Raulerson
Committee Member 3
Committee Member 3 Email
While the field of female military-affiliated student-specific research is growing, understanding the compounding challenges of these dynamic students through their different identities is necessary to support them in their academic endeavors. This quantitative study examined the relationship between academic integration and college persistence for female military-affiliated students at a four-year research institution. This study intended to understand the relationship between pre-entry attributes of female military-affiliated students and the likelihood of stop out and dropout. Having data from a diverse population of ages, branches, and ethnicities paints a picture detailing the many pre-entry attributes than can decrease the likelihood of persistence. Using Tinto’s (1993) Institutional Departure Model as the foundation for this study, predictors of academic coaching and tutoring influence of academic integration factors were identified, and pre-entry attributes influencing college persistence emerged. Findings from this study can inform faculty, staff, and administrators about the factors affecting stop out and dropout of this growing and underserved population and how to increase the likelihood of college completion.
Dean, Terezia A., "The Relationship of Academic Integration to College Persistence for Female Military-Affiliated Students" (2023). Electronic Theses and Dissertations. 2527.
Research Data and Supplementary Material
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