Early Predictors of Early Freshman Year Attrition in Female Hispanic Students Page: 57
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satisfaction levels of the remaining items were quite high, ranging from 3.51 to 4.80 for both
persisters and early drop outs. Developing close friendships was the item producing the most
positive response for both groups, while faculty being superior teachers was the least positive by
a substantial margin. Finding faculty to be superior teachers resulted in a low average, but it was
low with both persisters and early drop outs. Satisfaction with academic progress did not rate as
low as the superior faculty item with early drop outs; however, there was quite a difference
(0.92) in this item between persisters and early drop outs that might have played more of a roll in
who persisted or did not persist. The discrepancy between persisters and early drop outs was less
for Hispanic females (0.33) than for the all females (0.48) responses.
Summary of Early Experiences (FES II).: Hispanic Females
I have developed close friendships with other
Instructors here care about their students
I expect to be satisfied with my academic progress
at the end of the freshman year
The campus social life provides many
opportunities for participation for me
I am involved in campus activities through
attendance or participation
I have joined one or more campus organizations or
I have frequent contact with faculty
I have found most of the faculty to be superior
Note. n = number of student participants.
Early Drop Outs
N M SD
5 4.80 0.45
5 4.20 0.84
5 3.20 1.30
59 3.85 0.94 5 4.80 0.45
59 3.58 1.07 5 4.40 0.55
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Speed, Heather Faye. Early Predictors of Early Freshman Year Attrition in Female Hispanic Students, dissertation, August 2011; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc103396/m1/68/: accessed September 23, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .