Student Involvement & Academic Outcomes ― Implications for Diverse College Student Populations

Student Involvement and Academic Outcomes links student involvement to tangible academic outcomes (i.e., GPAs, retention rates, graduation rates). This is particularly important for diverse student populations (e.g., underrepresented minority, first-generation college, and low-income students) who now make up a significant portion (and will soon become the majority) of U.S. college students. The text is a valuable tool for higher education administrators, faculty, staff, graduate students, parents, students, and scholars alike. In addition, the volume is ideal for master’s and doctoral programs in higher education and student affairs-related fields and for courses that examine issues/experiences associated with diverse U.S. college students, student affairs intervention strategies, racial and ethnic diversity in higher education, and critical/contemporary issues in higher education.

Donald Mitchell Jr. (PhD, University of Minnesota – Twin Cities) is assistant professor of higher education at Grand Valley State University. His research explores the impact of race, gender, and identity intersections in higher education contexts.
Krista M. Soria (PhD, University of Minnesota – Twin Cities) is a research analyst at the University of Minnesota – Twin Cities. Her research examines the educational experiences and outcomes of first-generation, low-income, and working-class college students.
Elizabeth A. Daniele is a doctoral student in sociology at Syracuse University. Her research explores marked and unmarked cultures, Latinos in the United States, and racial identity development.
John A. Gipson is a doctoral student in educational psychology and recruitment specialist at Purdue University. His research examines the college experiences of African American students,
particularly high-achieving African Americans.