Success in higher education is typically measured by retention and graduation, and traditionally the students who are least likely to succeed are at-risk students, who are characterized by one or more of the following: being from underrepresented ethnicities and cultures, having low socioeconomic status, being educated in poorly funded primary and secondary education systems, being first-generation college students, or being otherwise marginalized in society. This study was designed to test how at-risk students differ from other students in terms of the strength of their academic identities using data from 87 students, comprised of two intact groups used as proxies for at-risk and advantaged students. Results indicated that at-risk students had stronger ethnic identities than advantaged students, but all participants had stronger academic identities than the other identities measured (i.e., ethnic, SES, and gender).
|Keywords:||Identity, Post-Secondary Education, Academic Success, Ethnicity, Socioeconomic Status|
Assistant Professor, Goodrich Scholarship Program, College of Public Affairs and Community Service, University of Nebraska, Omaha, Nebraska, USA
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