A Conceptual Model of Nontraditional Undergraduate Student Attrition

Bean, John P.; Metzner, Barbara S.

doi:10.3102/00346543055004485

Cited by 1,127 publications

(1,502 citation statements)

References 55 publications

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“…Integration has been subject to critique, given its focus on traditional age student populations, its lack of attention to racial and ethnic differences, and the prescriptive aspect of the model (e.g., Bean & Metzner, 1985;Rendon, Jalomo, & Nora, 2000;Tierney, 2000). For students who are not traditional in terms of race/ethnicity, age, and full time enrollment status, the assumption is that in order to succeed in college (i.e., to persist) students must become integrated into the college environment by abandoning their history, heritage, and outside interests.…”

Section: Integrationmentioning

confidence: 99%

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A Tangled Web of Terms: The Overlap and Unique Contribution of Involvement, Engagement, and Integration to Understanding College Student Success

Wolf‐Wendel¹,

Ward²,

Kinzie³

2009

csd

279

193

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Section: Integrationmentioning

confidence: 99%

“…This critique has prompted challenges to all three concepts. Specifically, a critique of involvement and engagement is that they are more applicable constructs for full time, traditional age, and residential students (Bean & Metzner, 1985). Kuh responded to this critique:…”

Section: Current Concerns and Implications For The Futurementioning

confidence: 99%

A Tangled Web of Terms: The Overlap and Unique Contribution of Involvement, Engagement, and Integration to Understanding College Student Success

Wolf‐Wendel¹,

Ward²,

Kinzie³

2009

csd

279

193

View full text Add to dashboard Cite

“…Bean (1980), Bean and Metzner, (1985), Murtaugh, Burns andSchuster (1999), andHarmston (2004) among others have discussed the importance of college GPA in the attrition decision.…”

Section: A Human Capital Model Of Attritionmentioning

confidence: 99%

Are the Factors Affecting Dropout Behavior Related to Initial Enrollment Intensity for College Undergraduates?

2006

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. The Institute for the Study of Labor (IZA) in Bonn is a local and virtual international research center and a place of communication between science, politics and business. IZA is an independent nonprofit company supported by Deutsche Post World Net. The center is associated with the University of Bonn and offers a stimulating research environment through its research networks, research support, and visitors and doctoral programs. IZA engages in (i) original and internationally competitive research in all fields of labor economics, (ii) development of policy concepts, and (iii) dissemination of research results and concepts to the interested public. Terms of use: Documents in D I S C U S S I O N P A P E R S E R I E SIZA Discussion Papers often represent preliminary work and are circulated to encourage discussion.Citation of such a paper should account for its provisional character. A revised version may be available directly from the author. We use data from the 1990/94 Beginning Post-Secondary Survey to determine whether the factors associated with long-term attrition from higher education differ for students who initially enrolled part-time as compared to for students who initially enrolled full-time. Using a two-stage sequential decision model to analyze the initial enrollment intensity decision jointly with attrition, we find no evidence of correlation in the unobservables that necessitates joint estimation, but substantial evidence that the factors associated with attrition differ by initial enrollment status. The timing of initial enrollment, academic performance, parental education, household characteristics, and economic factors had a substantially greater impact on those initially enrolled full-time, while racial and ethnic characteristics had a greater impact on those initially enrolled part-time. The results of our study suggest that separate specifications are necessary to identify at-risk full-time as compared with at-risk part-time students.JEL Classification: I21

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“…For higher education, there is a long research tradition investigating this phenomenon. Such research foci has included: student involvement and academic success (Astin 1984), sociological underpinnings and student retention (Spady 1970), as well as the perceived utility of attending college for non-traditional students (Bean and Metzner 1985). However, the vast research in the past 40 years has been influenced by the work of Tinto.…”

Section: Introductionmentioning

confidence: 99%

Academic Fatalism: Applying Durkheim’s Fatalistic Suicide Typology to Student Drop-Out and the Climate of Higher Education

Godor

2016

Interchange

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Student drop-out remains a critical issue facing educational professionals. For higher education, the vast research in the past 40 years has been influenced by the work of Tinto and his model of student persistence. In this model are several elements that have proven to sharpen the focus of student drop-out research such as the concept of integration. The philosophical foundation for these concepts stems from Durkheim's work on suicide. Specifically, Tinto's employs Durkheim's ''egotistical'' suicide type as an analogy for student departure while attributing students' departure as a decision to separate themselves from the academic community. However; assigning causation of student departure to students' decisions stands in stark contrast to the theoretical underpinnings of Durkheim's work. Durkheim believed that certain social tendencies cause suicides. If student drop-out is to be typified by a certain Durkheimian suicide ''type,'' then specific social facts must exist in those societies. In this article, student departure in higher education will be examined using Durkheim's theory of suicide complemented with Bourdieu's theory of symbolic violence. Egotistical suicide will then be re-examined as an analogy for student departure and the Durkheimian suicide ''fatalistic'' will be presented as suitable analogy for student departure.

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A Conceptual Model of Nontraditional Undergraduate Student Attrition

Cited by 1,127 publications

References 55 publications

A Tangled Web of Terms: The Overlap and Unique Contribution of Involvement, Engagement, and Integration to Understanding College Student Success

A Tangled Web of Terms: The Overlap and Unique Contribution of Involvement, Engagement, and Integration to Understanding College Student Success

Are the Factors Affecting Dropout Behavior Related to Initial Enrollment Intensity for College Undergraduates?

Academic Fatalism: Applying Durkheim’s Fatalistic Suicide Typology to Student Drop-Out and the Climate of Higher Education

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