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West Ashley Library
9 a.m. - 7 p.m.
Phone: (843) 766-6635
Folly Beach Library
9 a.m. - 5:30 p.m.
Phone: (843) 588-2001
Edgar Allan Poe/Sullivan's Island Library
Closed for renovations
Phone: (843) 883-3914
Wando Mount Pleasant Library
9 a.m. - 8 p.m.
Phone: (843) 805-6888
Village Library
9 a.m. - 6 p.m.
Phone: (843) 884-9741
St. Paul's/Hollywood Library
9 a.m. - 8 p.m.
Phone: (843) 889-3300
Otranto Road Library
9 a.m. - 8 p.m.
Phone: (843) 572-4094
Mt. Pleasant Library
9 a.m. - 8 p.m.
Phone: (843) 849-6161
McClellanville Library
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Keith Summey North Charleston Library
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John's Island Library
9 a.m. - 8 p.m.
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Hurd/St. Andrews Library
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Miss Jane's Building (Edisto Library Temporary Location)
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Dorchester Road Library
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John L. Dart Library
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Phone: (843) 722-7550
Baxter-Patrick James Island
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Phone: (843) 795-6679
Main Library
9 a.m. - 8 p.m.
Phone: (843) 805-6930
Bees Ferry West Ashley Library
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Phone: (843) 805-6892
Mobile Library
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Phone: (843) 805-6909
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Centering the Marginalized: The Impact of the Pandemic on Online Student Retention
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- Author(s): Brown, Joshua Travis; Kush, Joseph M.; Volk, Frederick A.
- Language:
English- Source:
Journal of Student Financial Aid. May 2022 51(1).- Publication Date:
2022- Document Type:
Journal Articles
Reports - Research - Language:
- Additional Information
- Availability: Center for Economic Education at the University of Louisville. Porter Building, 1905 South 1st Street, Louisville, Ky, 40292. e-mail: [email protected]; Web site: https://ir.library.louisville.edu/jsfa/
- Peer Reviewed: Y
- Source: 26
- Education Level: Higher Education
Postsecondary Education - Subject Terms:
- ISSN: 0884-9153
- Abstract: During the pandemic, much of the focus of administrators and scholars has been on its impact on residential students and the sudden shift to online instruction. While justified, researchers have yet to focus on online students--who often represent marginalized communities in higher education--to ask whether they were impacted by factors related to the pandemic other than the modality shift. In this study, we examined how the first-year retention of online students was affected during the pandemic, and whether it differed from first-year residential students who transitioned online. We examined records of two student cohorts (Fall 2017 and Fall 2019) from a university to determine each cohort's retention rate by modality. Holding other relevant factors constant, we found the COVID cohort of students were less likely to persist to the following Fall regardless of modality, although residential students were still much more likely to be retained overall. However, Black and Hispanic students were less likely to be retained across both modalities, and even Black residential students were more vulnerable to not returning than their White counterparts, suggesting that racial inequalities persist across learning modalities. We conclude by suggesting how one retention tool--financial aid--could be used to address the particular needs of online students to improve their retention.
- Abstract: As Provided
- Publication Date: 2022
- Accession Number: EJ1344865
- Availability:
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