The relationship between selected predictors and undergraduate Black college student persistence toward undergraduate degree completion

Monica Rochelle Galloway Burke


The purpose of this study was to determine if there were differences in persistence toward undergraduate degree completion among Black undergraduate students at predominantly White and predominantly Black institutions. In addition, the relationship between persistence and selected variables were associated with the Black students' academic and social integration, pre-entry attributes, institutional environment perception, post-entry attributes, and commitment levels. Data was collected from a stratified random sample of subjects which included Black undergraduate students at three predominantly White and two predominantly Black public institutions and one predominantly White and one predominantly Black four-year institutions of higher education in a southern state. Multiple linear regression analysis technique was used to analyze the data. The findings of this study include: (1) Black students who attended the predominantly Black institutions had a higher mean on persistence toward degree completion. (2) The relationship between persistence toward degree completion and the selected predictor variables presented a tendency of persistence to be affected by a combination of factors rather than by specified variables. (3) The Black students' personal and/or institutional commitment to persist toward degree attainment had a stronger impact on one's decision to persist than the other predictor variables tested. (4) The variables were highly correlated with each other. (5) The use of the other predictor variables could not independently explain undergraduate degree completion.