Persistence toward bachelor degree completion of students in Family and Consumer Sciences

College Student Journal, Sept, 2006 by Lee Blecher

This study utilized data from the NCES Beginning Postsecondary Students Longitudinal Study (BPS 96/01) to explore the 6-year persistence status of Family and Consumer Sciences (FCS) students seeking the bachelor's degree at four-year institutions irrespective of whether they had remained at their initial institution, transferred, temporarily stopped out, or departed from higher education altogether ("system persistence"). The results of the study revealed that (1) The variables gender, parents' income and education, educational aspiration, percent months enrolled full-time, and academic and social integration had the greatest degree of relationship to 6-year persistence of students in FCS (p < .001), and (2) Thirteen variables entered into a discriminant analysis could predict the persistence of FCS students toward degree completion at a level much greater than that afforded by chance alone. Recommendations are discussed.

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The benefits potentially obtained by an individual completing a bachelor's degree are noteworthy. The income of workers ages 25-34 who have completed a bachelor's degree are, on the average, much higher than the income of those with less education (Tinto, 1993; Wirt, et al., 2004). The benefits associated with bachelor's degree completion are most likely reaped by students irrespective of the enrollment path by which their degree was obtained. This longitudinal study relates to the persistence of students in the system of higher education as a whole ("system persistence"), as opposed to the retention of students in a specific institution. Whereas students departing from a given institution could be leaving education altogether (i.e., dropouts), they could also be headed to other potential fates such as transferring to a different institution (transfers), or just temporarily leaving to return to school at a later time (stopouts). Given that there has been an increased tendency toward non-traditional enrollment patterns, including multiple institution attendance, the need to further understand the successful persistence of students seeking postsecondary degrees via various paths has become vital (Adelman, 1999).

Although there is empirical data that compares degree completion rates with a variety of factors including demographics, background, scholastic ability, aspirations, institution type, school experiences, and GPA, there have been only a limited number of studies that have investigated factors related to persistence and degree completion that may be specific or unique based on a student's major. Results from these studies have begun to shed light on the subject, and one study found an interaction between students major and gender when students pursued a course of study that was considered nontraditional based on their gender (Leppel, 2001).

In an effort to meet the challenge of enhancing the current body of knowledge in retention and persistence, this longitudinal study focuses on students in Family and Consumer Sciences (FCS) as a distinct sub-group of the population. By way of background, Family and Consumer Sciences emerged as a distinct discipline when the parent professional organization changed its name from the American Home Economics Association to the American Association of Family and Consumer Sciences (American Vocational Association, 1995). Studying students in Family and Consumer Sciences offers a unique opportunity to focus on a major that traditionally has been dominated by females. Thus far, there have been no other studies that have investigated factors related to student persistence and degree completion in this population.

The increased understanding of the characteristics and behaviors of students who successfully transition through higher education toward degree completion can help administrators to develop more effective policies and intervention methods directed towards promoting the successful persistence toward bachelor degree completion of students in FCS programs.

Purpose of the Study

The purpose of this study was to examine the relationship of a variety of factors to the persistence toward bachelor degree completion of students in postsecondary FCS programs. To accomplish this goal, this study utilized the Beginning Postsecondary Student (1996/2001) longitudinal study data set from the National Center for Education Statistics (NCES), that followed a nationally representative sample of beginning postsecondary students for six academic years irrespective of whether they had remained at their initial institution, transferred, temporarily stopped out, or departed from higher education altogether ("system persistence"). The weighted sample of 9,939 FCS students derived from this data set included only those who had begun their postsecondary education at four-year institutions and had as their initial goal the completion of a bachelor's degree. For purposes of definition, "four-year institution" is used in this study to refer to any institution that grants at least baccalaureate degrees.