Implementing effective sociocultural integration strategies to decrease university student dropout rates

Abstract

This article analyzes the determinants of student dropout in an intercultural university in Peru during the period 2018-2023. Using a quantitative approach and a non-experimental design, binary logistic regression was applied to test the hypotheses. The results show that sociocultural factors have a significant impact on dropout, increasing the probability of dropout when sociocultural difficulties increase. Likewise, personality factors are also relevant, indicating that students with greater personality difficulties could receive additional support or have effective coping mechanisms, slightly reducing the probability of dropping out. In contrast, socioeconomic and academic factors did not show a significant relationship with student dropout. The Hosmer-Lemeshow test and Nagelkerke's R-squared suggest a good fit of the model, explaining a considerable part of the variability in attrition. It is recommended that universities develop support strategies focused on socio-cultural integration and personal development of students, in addition to continuing to investigate other educational contexts to evaluate the influence of socioeconomic and academic factors.