ng PMP participants with matched non-participants. The results revealed that while a positive association was found for first-year students, this association was not found among transfer students. Moreover, PMP participation significantly improved the 4-year graduation rates of UR students, showcasing the program's potential to address equity gaps. The findings encourage further exploration into program design, mechanisms of action, and the expansion of PMP to reduce achievement disparities in higher education.

28:T467,

This phenomenological study explores how 10 African American doctoral students experience their same-race peers at a predominantly white institution in the Midwest United States. The study utilized collectivism as a conceptual framework to understand how intra-racial peer groups contribute to African American doctoral students’ success during their academic journey. Applying Seidman's three-step interview process, each participant engaged in three semi-structured 90-minute sessions spread over an academic year. The study found the role of African American intra-racial peers as instrumental in several areas: acting as role models, serving as a means to combat isolation, fostering academic achievement, and emphasizing communal needs over individual desires. The study provides implications for understanding the importance of collectivism in the retention and success of African American doctoral students in today's sociopolitical climate and underscores the necessity to cultivate more collectivist approaches to creating inclusive and supportive academic environments for African American graduate students.

29:T4e3,

This study examined the role of academic identity, degree commitment, and sense of purpose, self-reported at the start of university, in students’ progress toward obtaining a degree over 6 years. First-time, full-time freshman students (N = 421, response rate of 21.1%) at a public university in the southwestern United States, designated as a Hispanic Serving Institution and an Asian American and Native American Pacific Islander Serving Institution, completed self-reported measures in Fall 2017. Their degree attainment, retention, and grade point average (GPA) were tracked until Spring 2023. Findings showed that academic identity significantly predicted 4-year degree attainment and cumulative GPA in the first 3 years. Degree commitment significantly predicted degree attainment within 4 and 5 years, retention into the third through sixth years, and cumulative GPA in the first 3 years. Altruistic purpose significantly predicted second-year retention and cumulative GPA at the end of the first year. These findings highlight the need for programs that support college student retention and success by strengthening their academic identity, degree commitment, and sense of purpose, especially altruistic purpose.

2a:T471,

Gender-based violence (GBV) is a multilayered problem with well-established health and social consequences. Unique to undergraduate students are the impacts of GBV on their academics. Despite this reality, little is known about how students navigate their academic lives after experiencing GBV. The purpose of this cross-sectional, qualitative study was to explore how GBV impacted undergraduate students’ academics both immediately and over time. Seventeen undergraduate students were interviewed and identified both immediate (i.e., increased difficulty concentrating on schoolwork, avoidance of schoolwork/classes/campus, decreased academic achievement) and long-term (i.e., lower academic standing, crossroads and decisions, reclaiming academic careers) academic consequences of GBV. A timeline of academic impacts emerged providing insight into the trajectory and extent of the consequences that the continuum of violence has on students’ academics. As the crisis of GBV persists on university campuses, it is imperative that academic policies be revised to mitigate the consequences of violence on students’ academics.

2b:T518,

Self-regulated learning (S