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<p>Guided by the Multicontextual Model for Diverse Learning Environments (Hurtado et al., 2012) and critical quantitative perspectives, this study investigates how structural and institutional factors influence students’ the amount of time it takes students to complete their degrees (time-to-degree; TTD) patterns in U.S. higher education, particularly for racially and socioeconomically marginalized students. Using data from the College and Beyond II (CBII) project, the study employs structural equation modeling (SEM) to analyze the associations of sense of belonging, course diversity, and external commitments on TTD. The study also disaggregates findings by racial identity, providing insights into how different racial groups experience and navigate higher education. The results highlight the complex interplay of institutional environments, socioeconomic factors, and student identities, revealing that diversity in course content and faculty relationships can impact student outcomes differently across racial groups. The study emphasizes the need for more nuanced approaches in higher education to address inequities and support timely completion, particularly for marginalized students.</p>

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Belonging and Balance: Institutional, Socioeconomic, and External Demands’ Impact on Racial Variation in Time-to-Degree Among College Completers

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年12月22日

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  • Amanda Davis Simpfenderfer,
  • Radomir Ray Mitic

摘要

Guided by the Multicontextual Model for Diverse Learning Environments (Hurtado et al., 2012) and critical quantitative perspectives, this study investigates how structural and institutional factors influence students’ the amount of time it takes students to complete their degrees (time-to-degree; TTD) patterns in U.S. higher education, particularly for racially and socioeconomically marginalized students. Using data from the College and Beyond II (CBII) project, the study employs structural equation modeling (SEM) to analyze the associations of sense of belonging, course diversity, and external commitments on TTD. The study also disaggregates findings by racial identity, providing insights into how different racial groups experience and navigate higher education. The results highlight the complex interplay of institutional environments, socioeconomic factors, and student identities, revealing that diversity in course content and faculty relationships can impact student outcomes differently across racial groups. The study emphasizes the need for more nuanced approaches in higher education to address inequities and support timely completion, particularly for marginalized students.