our themes emerged from the study as the reasons for their attrition, namely, the prioritization of financial needs, unsatisfactory academic performance, personal emotional issues, and program issues. These findings confirm that in addition to financial support to cover tuition fees, there are additional considerations for donor agencies as well as higher education institutions, if low-income students are to be aptly supported, and the risk of attrition, mitigated.

28:T479,

Although college enrollment remains steady, rates of course reduction continue to rise. Most attrition research has focused on individual's precollege characteristics, but recent evidence shows that potentially traumatic events (PTEs) and/or mental health conditions are linked to college dropout. Although, little research has explored how the number of specific types of trauma exposures affects college retention. The present study examined how these types of traumatic exposures, mental health symptoms, and minority and employment status differentially relate to mental health and academic outcomes in Mississippi university samples (N = 1,831). Those who endorsed multiple PTE exposures showed the highest likelihood of considering reducing course load. Further, students with any PTE, and who also reported mental health symptoms, were within certain minority groups, and faced higher employment burdens were at a greater likelihood of considering course reduction. Recommendations include implementing evidence-based treatment protocols, utilizing trauma-informed programming, and reducing minority prejudice.

29:T4a0,

This study examined the impact of a National Science Foundation-funded support program for academically promising STEM students from low-income backgrounds. The program operates as a collaborative consortium, bringing together three public community colleges and one private university, to support the retention and graduation of program scholars. Using propensity score matching, we compared 169 program scholars to 169 matched non-scholars with similar demographic, academic, and financial characteristics (M_age= 24.82 years; 41% female; 60% students of color). Participation in the program was associated with favorable academic outcomes, with large to moderate effect sizes. Specifically, program scholars had significantly higher cumulative and STEM-specific grade point averages than their non-scholar counterparts. They also completed significantly more STEM courses and were less likely to withdraw from college than non-scholars. These findings underscore the potential of comprehensive and equity-oriented approaches to STEM education in facilitating academic success for STEM students, particularly those from low-income backgrounds.

2a:T42a,

Considering the positive association of a sense of belonging to educational outcomes and lack of Hmong American educational research, this study sought to explore their success stories, sense of belonging, and challenges they surmounted to complete college. Participants identified as Hmong, were 18 years or older, and obtained their bachelor's degree between 2020 and 2022 from a California State University or University of California. The research employed a sequential mixed methods design that included a survey and follow-up interviews. Utilizing grounded theoretical and constant comparative analysis, four interrelated domains of student support that helped to improve Hmong student retention and completion were found: self, relationships, academic and nonacademic. We call this a dynamic, ecological model of support. For successful students, as one domain lacked support, other domain(s) offered increased levels to compensate, increasing the likelihood of retention and completion. Implications for institutions of higher education are discussed.

2b:T450,

Psychological distress can influence a student's decision-making process regarding whether to persist in their academic journey. This study examined the influence of achievement goals and impos