Student departure is a long-standing problem to colleges anduniversities. Approximately 45 percent of students enrolled intwo-year colleges depart during their first year, and approximatelyone out of four students departs from a four-year college oruniversity. The authors advance a serious revision of Tinto’spopular interactionalist theory to account for student departure, and they postulate a theory of student departure in commutercolleges and universities.
This volume delves into the literature to describe exemplarycampus-based programs designed to reduce student departure. Itemphasizes the importance of addressing student departure through amultidisciplinary approach, engaging the whole campus. It proposesnew models for nonresidential students and students from diversebackgrounds, and suggests directions for further research.
Academic and student affairs administrators seekingresearch-based approaches to understanding and reducing studentdeparture will profit from reading this volume. Scholars of thecollege student experience will also find it valuable in definingnew thrusts in research on the student departure process.
Table des matières
Foreword xi
The Ill-Structured Problem of College 01
Student Departure
Overview of the Volume 04
Intended Audience 05
Tinto’s Interactionalist Theory 07
Tinto’s Interactionalist Theory 07
An Empirical Assessment of Tinto 11
Propositions Receiving Strong Support 13
Explanations for Unanticipated Academic Integration Findings 18
Tinto’s Theory: Revise or Abandon? 20
Toward a Revision of Tinto’s Theory for Residential Colleges and Universities 21
Influences on Social Integration 21
Underlying Conceptual Orientation of the Six Influences 28
Tinto’s Theory Revisited in Residential Colleges and Universities 29
Understanding and Reducing College Student Departure 1
Implications for Racial or Ethnic Minority Students 32
Student Departure in Commuter Colleges and Universities 35
Sixteen Propositions: Elements of a Theory of Student Departure in Commuter Institutions 36
Formulating a Theory of Student Departure in Commuter Colleges and Universities 42
Exemplary Student Retention Programs 53
Sources of Retention Programs 53
Selecting Exemplary Retention Programs 54
Nine Exemplary Retention Programs 56
Reducing Institutional Rates of Departure 67
An Overarching Recommendation 67
Powerful Institutional Levers of Action 69
Residential Colleges and Universities 72
Commuter Colleges and Universities 74
Reducing the Departure of Racial or Ethnic Minority Students 77
Conclusions and Recommendations for Scholarship 79
Conclusions 79
Recommendations for Further Scholarship 81
Closing Thoughts 86
References 89
Name Index 99
Subject Index 103
A propos de l’auteur
John M. Braxton is professor of education in the Higher Education Leadership and Policy Program in the Department of Leadership, Policy, and Organizations at Peabody College, Vanderbilt University.
Amy S. Hirschy is a graduate student of higher education, a research assistant, and a peer mentor at Vanderbilt University, with thirteen years of prior experience as a student services administrator.
Shederick A. Mc Clendon is assistant professor of higher education administration in the Department of Education, Policy, Research, and Administration at the University of Massachusetts at Amherst.
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