How Tinto’s Theory Differs for Asian and Non-Asian International Students: A Quantitative Study

  • Suzan Kommers University of Massachusetts Amherst, United States
  • Duy Pham University of Massachusetts Amherst, United States
Keywords: academic integration, persistence, social integration, undergraduate international students

Abstract

Literature suggests that international students from Asian countries might differ in the way they can be supported in their efforts towards completing their degree. Using the 2004/09 Beginning Postsecondary Students Longitudinal Study, the authors investigate how social and academic integration relate to the college persistence of Asian and non-Asian international undergraduate students at U.S. postsecondary institutions. Four logistic regression models revealed that Asian and non-Asian students differed in the way academic and social integration were related to persistence, depending on their year of undergraduate study. These findings signal the importance of year of study and cultural background in thinking about how to support student degree completion.

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Author Biographies

Suzan Kommers, University of Massachusetts Amherst, United States

SUZAN KOMMERS is a Ph.D. student in Higher Education. Her research interests are on the topic of international students, intercultural competence development and global learning.

Duy Pham, University of Massachusetts Amherst, United States

DUY PHAM is a Ph.D. student in Research in Educational Measurement and Psychometrics. His research interests include quantitative research, educational measurement and comparative education. 

Published
2016-10-01
How to Cite
Kommers, S., & Pham, D. (2016). How Tinto’s Theory Differs for Asian and Non-Asian International Students: A Quantitative Study. Journal of International Students, 6(4), 999-1014. Retrieved from https://www.ojed.org/index.php/jis/article/view/331
Section
Research Articles