Table 3.
HGLM models for full sample and black student sub-sample
| Variable | Full sample
|
Black student sub-sample
|
||||
|---|---|---|---|---|---|---|
| Log odds | SE | Odds ratio | Log odds | SE | Odds ratio | |
| Student-level fixed effects | ||||||
| Background characteristics | ||||||
| Female (male reference group) | 0.17 | 0.20 | 1.18 | 0.56 | 0.38 | 1.75 |
| Latina/o | 0.00 | 0.19 | 1.00 | |||
| Black | −0.43 | 0.20 | 0.65* | |||
| Asian American | −0.34 | 0.26 | 0.71 | |||
| American Indian (White reference group) | 0.09 | 0.34 | 1.10 | |||
| Mother’s education | 0.00 | 0.03 | 1.00 | 0.07 | 0.08 | 1.07 |
| High school GPA | 0.02 | 0.07 | 1.02 | 0.02 | 0.13 | 1.03 |
| Plan to live on campus | 0.23 | 0.10 | 1.26* | 0.24 | 0.20 | 1.28 |
| Years of high school math | 0.00 | 0.12 | 1.00 | 0.13 | 0.28 | 1.14 |
| Years of high school science | 0.07 | 0.08 | 1.08 | −0.13 | 0.13 | 0.88 |
| Participated in high school summer research program | 0.20 | 0.17 | 1.22 | 0.25 | 0.35 | 1.29 |
| Goal commitment, psychological sense of integration, and campus perceptions | ||||||
| Success at managing the academic environment | −0.06 | 0.16 | 0.94 | −0.04 | 0.31 | 0.96 |
| Sense of belonging | −0.12 | 0.18 | 0.89 | 0.21 | 0.26 | 1.24 |
| Social self-concept | 0.22 | 0.09 | 1.24 | 0.39 | 0.19 | 1.48** |
| Academic self-concept | −0.06 | 0.13 | 0.95 | −0.59 | 0.28 | 0.56 |
| Belief that students are treated like numbers | −0.11 | 0.08 | 0.90 | 0.11 | 0.22 | 1.12 |
| Belief that faculty are interested in students | −0.11 | 0.10 | 0.90 | −0.27 | 0.17 | 0.77 |
| Aspire for master’s degree | 0.41 | 0.33 | 1.45 | 1.06 | 1.10 | 2.90 |
| Aspire for Ph.D. | 0.23 | 0.32 | 1.26 | 1.77 | 1.14 | 5.84 |
| Aspire for M.D./D.D.S/D.D.O | 0.13 | 0.32 | 1.14 | 1.71 | 1.23 | 5.53 |
| Aspire for other professional degree | 0.12 | 0.52 | 1.13 | 0.15 | 1.40 | 1.16 |
| College experiences and social networks | ||||||
| Interact with academic advisors | 0.04 | 0.07 | 1.04 | 0.07 | 0.16 | 1.08 |
| Interact with graduate students/TAs | 0.00 | 0.05 | 1.00 | 0.20 | 0.11 | 1.22 |
| Enrolled in honors course | 0.06 | 0.19 | 1.06 | −0.05 | 0.41 | 0.95 |
| Participated in learning community | 0.30 | 0.27 | 1.34 | 1.28 | 0.62 | 3.60* |
| Enrolled in first-year experience course | 0.49 | 0.13 | 1.62*** | 0.50 | 0.38 | 1.65 |
| Joined a pre-professional/departmental club | 0.60 | 0.13 | 1.82*** | 0.16 | 0.32 | 1.17 |
| Participated in minority academic enrichment program | 0.29 | 0.17 | 1.34 | 0.81 | 0.29 | 2.25 |
| Frequency: received advice from juniors and seniors | 0.18 | 0.08 | 1.20* | 0.10 | 0.15 | 1.11** |
| Frequency: received advice from freshmen | 0.05 | 0.07 | 1.05 | −0.04 | 0.16 | 0.96 |
| Frequency: discussed academics outside of class | 0.24 | 0.12 | 1.27 | 0.40 | 0.20 | 1.49 |
| Frequency: experienced positive cross-racial interactions | 0.00 | 0.08 | 1.00 | 0.02 | 0.13 | 1.02* |
| Frequency: student–faculty interactions | 0.08 | 0.03 | 1.08* | 0.08 | 0.08 | 1.08 |
| Worked on campus for pay | 0.13 | 0.15 | 1.13 | 0.47 | 0.32 | 1.60 |
| Worked off campus for pay | 0.29 | 0.17 | 1.33 | 0.25 | 0.36 | 1.28 |
| Environmental pull | ||||||
| Belief that family supports student in college | 0.08 | 0.08 | 1.08 | 0.08 | 0.15 | 1.08 |
| Extent of financial concerns | −0.03 | 0.11 | 0.97 | −0.47 | 0.17 | 0.62* |
| Belief that family responsibilities interfere with college | 0.17 | 0.08 | 1.18* | 0.19 | 0.13 | 1.21 |
| Institution fixed effects | ||||||
| Institutional characteristics | ||||||
| Private (public reference group) | −0.08 | 0.24 | 0.92 | 0.27 | 0.53 | 1.30 |
| College (university reference group) | 0.04 | 0.27 | 1.04 | −0.22 | 0.69 | 0.80 |
| Selectivity | 0.00 | 0.00 | 1.00 | −0.01 | 0.00 | 1.00 |
| HBCU | 0.19 | 0.38 | 1.20 | −0.19 | 0.61 | 0.83 |
| HSI | −0.19 | 0.42 | 0.83 | |||
| Institutional size | 0.27 | 0.14 | 1.31* | −0.04 | 0.33 | 0.97 |
| Institutional revenue per full-time equivalent student | 0.37 | 0.28 | 1.45 | 0.62 | 0.53 | 1.86 |
| Offer health science research to freshmen | 0.49 | 0.17 | 1.64** | 1.46 | 0.35 | 4.31* |
| Random effects (variance component) | 0.25*** | 0.86*** | ||||
| Chi-square | 189.63*** | 103.63*** | ||||
| Intercept reliability | 0.30 | 0.35 | ||||
| Explained variance | 0.07 | 0.14 | ||||
Note. The full sample includes 3,095 students at 129 institutions. The sub-sample of Black students includes 868 students at 67 institutions