The Influence of Undergraduate Students' Engagement Practices and Their Institutional Environment on Academic Achievement

Abstract

This study examines relationships between students' demographic characteristics, campus engagement practices, institutional support, and grade point average (GPA) utilizing a social-ecological analytic framework. The study sample consisted of 355 freshmen and 315 seniors attending a historically Black institution (HBI). Engagement practices and institutional support were assessed using the National Survey of Student Engagement. Findings revealed significant associations between class status, mother's education, and GPA, but demographic factors, institutional support, and engagement practices did not predict academic achievement at the selected HBI. Parents' education was positively associated with students' extracurricular involvement. Practice and policy implications are discussed for social work professionals working in college settings.

KEYWORDS:

• Student engagement practices
• institutional environment
• academic achievement
• historically Black institution
• African Americans

Notes

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