Motivational Factors Underlying College Students' Decisions to Resume Their Educational Pursuits in the Aftermath of Hurricane Katrina

This study explored college student persistence at a historically Black university affected by Hurricane Katrina. Predictor variables including sex, residence status, Pell Grant status, campus housing status, college grade point average, attendance before Hurricane Katrina, and attendance at the university by parents or another close relative were used to predict educational aspirations, campus environment, and financial aid eligibility status as the reasons college students continued their education after Hurricane Katrina. ********** College student retention and persistence are among the most salient issues in higher education. Although more students, especially minorities, are enrolling in college than ever before (Seidman, 2005), retaining those students until they earn a bachelor's degree has been a challenge for many institutions. There are more students who leave their postsecondary institution before earning a college degree than there are students who remain at their institution to complete their degree (Tinto, 1993). Postsecondary institutions are being held accountable for their retention and graduation rates; however, the factors that contribute to college student persistence need to be further explored (Titus, 2004). Many variables affect college student persistence, including educational aspirations, campus environment, college grade point average (GPA), campus housing status, and financial aid eligibility status (Astin, 1982; Fleming, Howard, Perkins, & Pesta, 2005; Pascarella & Terenzini, 2005; St. John, Paulsen, & Carter, 2005). Astin found that minority students were more likely to persist toward degree completion when they possessed high levels of educational aspirations. Fleming et al. found that students are more likely to earn a college degree when they are comfortable with the academic and social systems of the college environment. Tinto's (1993) Student Integration Model reveals that persistence is related to the match between a student's academic ability and motivation and the university's academic and social characteristics (Cabrera, Castaneda, Nora, & Hengstler, 1992). GPA is also significant; according to Pascarella and Terenzini, students' grades are responsible for the largest contribution to college student persistence and degree completion. In a study related to on-campus housing, Astin found that, for minority students, living away from home while attending college is positively related to college student persistence. In a recent study, St. John et al. found that minority students who chose to attend their university because of the financial aid availability were more likely than were other students to persist toward degree completion. Although college student persistence is a complex process that has been the focus of considerable research, there is a dearth of research on minority college student persistence in the aftermath of a major crisis. The current study investigated motivational factors (educational aspirations, campus environment, and financial aid eligibility status) underlying students' decisions to continue their postsecondary education at one historically Black university in New Orleans in the aftermath of Hurricane Katrina. On August 29, 2005, Hurricane Katrina wreaked havoc on the city of New Orleans. Several levees were breached, flooding 80% of the city, and many homes and businesses were completely destroyed. Colleges and universities experienced tremendous losses, as well. With their campuses severely damaged and their students and faculty displaced across the nation, postsecondary institutions in New Orleans were in a state of devastation and disarray. Significant declines in student enrollment and reductions in faculty and staff plagued the higher education system after the storm. Among the colleges and universities in New Orleans, Southern University at New Orleans (SUNO) faced perhaps the direst circumstances. …