Abstract

The purpose of this study was to examine the environmental variables of faculty contact, peer interaction, and family encouragement with respect to community college students enrolled in Illinois Dental Assisting Programs, and to determine whether these three environmental variables predict persistence to graduation.

The survey research was cross-sectional and ex post facto. A simple random sample of 206 students was selected from the 450 students admitted into the Illinois Dental Assisting Programs during the academic years of 1993-94, 1994-95, and 1995-1996. The survey instrument was direct mailed to the students' homes. A 59% return was achieved. Analysis of the data were performed using descriptive, correlational, and discriminant analyses. Research question one pertained to characteristics of students who persisted to graduation compared to those who did not. Descriptive analysis and inferential analysis using independent t-tests and chi-square were used to analyze the background and academic variables. The analysis revealed that nongraduates and graduates differed significantly (p<.05) on the following variables: age, importance of program completion, enrollment status, hours employed, financial aid, college GPA, and English and math remedial courses.

Research question two pertained to relationships between faculty contact, peer interaction, and family encouragement with the nongraduates and graduates. Pearson product-moment correlation analysis revealed a positive relationship between the environmental variables and the following items: (a) faculty contact with students outside the classroom to discuss academic progress, class topics, nonschool/nonproblem issues, and to socialize with faculty members; (b) peer interaction in areas of studying together, talking about school or personal problems, and socializing outside of school; and (c) family encouragement to complete educational goals and continue in the Dental Assisting Program. Independent sample t-tests demonstrated a significant difference between nongraduates and graduates in the same areas.

Research question three pertained to the capacity of the environmental variables to predict graduates and nongraduates while examining the influence of the background and academic variables. A discriminant analysis was performed and the results indicated that the model correctly categorized the respondents into graduate and nongraduate groups with a high degree of accuracy.