The Role of Social Support Network in College Persistence among Freshman Students

Abstract

This study examined the role of social support networks in student persistence among residential and commuter students at an urban technical arts college for a 12-week duration. Fifteen commuter students and 25 residential students completed the study. The research methodology was social network analysis. Findings indicate that commuter students are less likely to persist in their college studies, students residing in student housing facilities experience significant and abrupt changes in social network density. However, residential students who reported making greater numbers of new friends with connections to the school also reported attaining personal and academic goals at a rate significantly greater than other subjects. The article concludes with a discussion about the role and importance of a socially connected academic community to learning and persistence.

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