Social Aspect

Social integration is a critical piece to college student's retention and it includes

institutional factors. Being able to adapt socially can lead the students in improving the
quality of their college life, which may reside less in academics or economics, and more
with social acclimation. Studies show that students often drop out of college because
they do not feel socially integrated or can’t adapt as rapidly as other students. (Coleen
Kulkin, 2018).

Furthermore, according to Wilcox, et al. (2018) students who feel more socially
integrated are less likely to think about leaving university since friends provide direct
emotional support, equivalent to that provided by family relationships or influenced by
them.

The study of Vincent Tinto (2011) also paved the way for a sociological analysis
of retention and it’s about lessening the dropout rates. However, Tinto’s model focuses
largely on academic integration (sharing academic values) and social integration
(developing student and faculty friendships) to account for variations in attrition rates.
And he places more emphasis on social integration which pertains to the interaction
between individual and institutional factors and adds other theoretical perspectives,
such as Van Gennep’s (2008) rites of passage theory, suggesting that integration may
be facilitated by successful separation from family and high school associates. (p.8)

Another study of Braxton, Sullivan, & Johnson (2015, p.57) that social integration
positively influences commitment formed after enrolment and in turn, positively affects
persistence in college. Accordingly, in their study they include institutional practices that
could influence social integration and retention such as academic advising and
administrative policies and practices. In academic advising it is done by faculty
members, professional advisors, and students. A basic responsibility of academic
advisors is assisting the students. Some advisors may suggest or advice students
based on their formal or informal knowledge of the teaching prowess of faculty
members. There are some advisors urge the students to take enlightenment from
faculty members who receive high course ratings on organization and preparation and
instructional skill and clarity (Braxton, Bray, & Berger, 2015, p.58). In academic policies
and practices pertains to the development and implementation of policies and
procedures necessary for the functioning of a college or university that constitute one
role of the administration. Research shows that keeping students well informed of rules
and regulations exerts a positive influence on social integration (Berger & Braxton,
2001; Braxton & Brier, 2015, p.59).
Strayhorn (2018) viewed sense of belonging as relational to social integration
and explained how important it is to all human beings using Maslow’s hierarchy of
needs. He explained that all people share a strong need to belong. Therefore, sense of
belongingness of a college student must be met in order to achieve self-actualization,
which is the ultimate goal of higher-education to elevate retention. In certain contexts,
sense of belonging becomes very important when one is “a newcomer to an otherwise
established group”. He also stated that there are new and different ways of
belongingness experience by college students based on their social identity such as
race/ethnicity, gender, class, sexual orientation, and religion that often affect them in
which must be cleared for a successful outcome. Hence, sense of belonging influences
persistence intentions of college students (Hausmann, Schofield, & Woods, 2010).
Thus, he urged higher-education institutions to create campus environments that foster
sense of belonging so students feel connected with other students on campus. He
believes once students establish a positive relationship with others on campus, it will be
difficult for them to break it and may choose to continue their college career rather