Promoting social well-being entails ensuring equal opportunities for students from diverse social backgrounds in higher education. Drawing on Tinto's Model of Student Motivation and Persistence, this study investigates how psychological constructs—self-efficacy, sense of belonging, perception of curricular relevance, quality of choice, and persistence intention—vary across groups distinguished by social origin. Data were collected from 367 undergraduate students enrolled in STEM programs at a public university in Brazil. principal component analysis and cluster analysis revealed four student profiles: on the edge of a precipice, underrepresented, workers, and privileged. These profiles, shaped by distinct social characteristics, differ in their psychological constructs’ levels and, consequently, persistence intention. While adaptation to institutional environment is key to persistence, social origin mediates both access to university and interpretation of institutional experiences. Findings underscore the importance of tailoring institutional policies to recognize and support diverse student profiles to promote equitable opportunities for success.
Ribeiro et al. (Wed,) studied this question.