Drawing on studies funded by the Lumina Foundation, the nation’slargest private foundation focused solely on increasing Americans’success in higher education, the authors revise current theories ofcollege student departure, including Tinto’s, making the importantdistinction between residential and commuter colleges anduniversities, and thereby taking into account the role of theexternal environment and the characteristics of social communitiesin student departure and retention. A unique feature of theauthors’ approach is that they also consider the role that thevarious characteristics of different states play in degreecompletion and first-year persistence.
First-year college student retention and degree completion is amulti-layered, multi-dimensional problem, and the book’srecommendations for state- and institutional-level policy andpractice will help policy-makers and planners at all levels as wellas anyone concerned with institutional retention rates–andhelping students reach their maximum potential forsuccess–understand the complexities of the issue and developpolicies and initiatives to increase student persistence.
Table des matières
Preface ix
Acknowledgments xv
About the Authors xvii
1. Introduction: Rethinking College Student Retention 1
Part I Recommendations for Policy and Practice 9
2. State Policy and Student Success 11
3. Recommendations for Institutional Policy and Practice 35
Part II Theoretical and Research Context 69
4. Explaining College Student Persistence 71
5. The Revision of Tinto’s Theory for Residential Collegesand Universities 83
6. A Theory of Student Persistence in Commuter Colleges and Universities 109
7. Design of the Studies 133
Part III Key Factors in Student Persistence in Residentialand Commuter Colleges and Universities 161
8. Student Persistence in Residential Colleges and Universities163
9. Student Persistence in Commuter Colleges and Universities183
10. Conclusions and a Call for Further Research 205
Appendix A: Design of the Studies Tables 223
Appendix B: Technical Appendix for Statistical Procedures243
Appendix C: Multivariate Analyses Results Tables 253
References 265
Index 285
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. He is the editor of the Journal of College Student Development and a past president of the Association for the Study of Higher Education (ASHE).
William R. Doyle is associate professor of higher education and coordinator of the Higher Education Leadership Program at Vanderbilt University.
Harold V. Hartley III is senior vice president of the Council of Independent Colleges. His responsibilities includes oversight of CIC’s research and assessment and vocation initiatives.
Amy S. Hirschy is assistant professor at the University of Louisville with a joint appointment in the Department of Educational and Counseling Psychology, Counseling, and College Student Personnel and the Department of Educational Leadership, Foundations, and Human Resource Education.
Willis A. Jones is assistant professor of higher education at the University of Kentucky.
Michael K. Mc Lendon is professor of higher education policy and leadership and the associate dean at the Simmons School of Education and Human Development at Southern Methodist University.
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