The Relationship Between First-Generation Students' Grade Point Averages And Social And Academic Integration
Edwards, Darron La'Monte
This study examined the relationships between first generation college students’ grade point averages and social and academic integration in community colleges. The Institutional Integration Scale was used to measure relationships between grade point averages and social integration and academic integration among first generation college students. A demographic informational questionnaire was used to collect data related to students’ gender, age, ethnicity, degree program, enrollment status and martial status. This study was conducted at Coahoma Community College located in Clarksdale, Mississippi. The study was a quantitative study that consisted of 139 students enrolled during the fall semester at Coahoma Community College. The data were analyzed statistically focusing on the social and academic integration among first generation students and their grade point averages. The analysis revealed no relationship existed between grade point averages and social and academic integration scores. However, the study revealed significant correlations were found to exist between grade point averages and credit hour enrollment, total credits, family income and study time.