A comparative study of international student engagement and success based on race/ethnicity, gender, and institutional type

University of Minnesota Ph.D. dissertation. August 2013. Major:Educational Policy and Administration. Advisors: Professors Rebecca Ropers-Huilman, Dr. Ernest Davenport. 1 computer file (PDF); xiii, 398 pages, appendices A-E.The study examined international students' engagement and success using NSSE 2007 data. The sample consisted of 1996 first years and 2158 seniors. These students were compared by race/ethnicity, gender, and institutional type. The study found that students' engagement differed by race/ethnicity as well as type of institution. The null hypotheses were rejected at p < .001. Blacks and Hispanics, more so than other racial/ethnic groups, exhibited different levels of success especially when using engagement and satisfaction as predictors. Males, more than females, were engaged in enriching educational experiences. Overall, institutions that are serious about improving international student success are encouraged to engage these students in meaningful on campus activities and cater to them as separate groups rather than a homogenous group