Early Predictors of Early Freshman Year Attrition in Female Hispanic Students Page: 61
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The biggest difference between expectation and experience for both Hispanic female persisters
and early drop outs was the item about finding faculty to be superior teachers, averaging 1.61
and 2.00, respectively. For early drop outs, satisfaction with their experiences was high with the
exception of having superior faculty (2.20) and academic progress (3.20).
On FES Part I the students overwhelmingly responded to expectations as strongly agree,
agree, or neutral. Well over half (65%) responded that they either agreed or strongly agreed with
the various expectation items (see Table 26). Regarding the students' actual experiences (FES
Part II), the results were similar. Eighty-three percent responded as neutral, agree, or strongly
agree with the satisfaction level of the items. Sixty-three percent agreed or strongly agreed for
their satisfaction level. Though more respondents agreed than strongly agreed, the largest
change (11.98%) between FES Part I (expectations) and FES Part II (experience) was the
category of strongly agree. Figure 2 provides a visual representation of these responses and how
they cluster toward providing positive feedback with agree and strongly agree responses.
FES I and HII Responses for All Females
1 - Strongly Disagree
2 - Disagree
3 - Neutral
4 - Agree
5 - Strongly Agree
FES I- Expectations
FES II- Experiences
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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/m1/72/: accessed December 11, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .