Date Approved

5-3-2024

Embargo Period

5-3-2024

Document Type

Thesis

Degree Name

Master of Arts (M.A.) in Higher Education

Department

Educational Leadership, Administration, and Research

College

College of Education

Advisor

Stephanie Lezotte, Ph.D.

Committee Member 1

Andrew Tinnin, Ed.D.

Committee Member 2

Tyrone McCombs, Ph.D.

Keywords

Commuter Student; Involvement; Persistence; Social Integration

Subject(s)

Commuting college students; Educational attainment

Disciplines

Education | Higher Education

Abstract

The purpose of this study is to quantitatively examine the ways in which social integration impacts student persistence in the commuter student population on the Glassboro campus at Rowan University. Additionally, this study examines the levels of social engagement in the commuter student population and in what ways is their engagement impacted. The sample consisted of 159 participants who commute to Rowan University’s main campus who are enrolled as undergraduate students. Participants were surveyed utilizing a Qualtrics survey that was distributed to students starting in December of 2023 and ending in February 2023. The survey consisted of questions about the population’s demographics, levels of actual engagement versus desired engagement, challenges that impact their ability to get involved, and events that contribute to their persistence to continue at Rowan University. The survey data was then analyzed to better understand commuter students’ social engagement and well as what areas of social engagement contribute the most to their persistence. The results indicate that aside from peer interactions, social integration has little impact on commuter students’ overall persistence. The research suggests that there is a need to create alternative opportunities to increase commuter student engagement as well as explore what other areas outside of social integration contribute to commuter student persistence to help support their success.

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