Models of Minority College-Going and Retention: Cultural Integrity versus Cultural Suicide

Tierney, William G.

doi:10.2307/2668211

Cited by 220 publications

(217 citation statements)

References 17 publications

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“…High school dropout is not a mental illness, but it too can be thought of as a retreat in the face of stressful or defeating social situations, in a manner analogous to depression or, to take an extreme case, suicide (see Quiroga, Janosz, Bisset, & Morin, 2013;Taylor, Gooding, Wood, & Tarrier, 2011). Although analogies between dropout and mental illness and suicide should be used with caution (Tierney, 1999), it is interesting to note that Tinto's now classic model of student dropout drew heavily on Durkheim's theory of suicide, as Tinto viewed both as forms of voluntary withdrawal from one's community (Tinto, 1993). Perhaps more importantly, the relevance of the stress process model in education is also supported by studies showing that psychosocial stress influences learning and cognition (e.g., Blair & Raver, 2012;Evans & Schamberg, 2009;Quesada, Wiemers, Schoofs, & Wolf, 2012).…”

Section: The Stress Process As a New Angle To Look At Dropoutmentioning

confidence: 99%

Stressors and Turning Points in High School and Dropout

Dupéré

Leventhal

Dion

et al. 2015

Review of Educational Research

136

103

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High school dropout is commonly seen as the result of a long-term process of failure and disengagement. As useful as it is, this view has obscured the heterogeneity of pathways leading to dropout. Research suggests, for instance, that some students leave school not as a result of protracted difficulties but in response to situations that emerge late in their schooling careers, such as health problems or severe peer victimization. Conversely, others with a history of early difficulties persevere when their circumstances improve during high school. Thus, an adequate understanding of why and when students drop out requires a consideration of both long-term vulnerabilities and proximal disruptive events and contingencies. The goal of this review is to integrate long-term and immediate determinants of dropout by proposing a stress process, life course model of dropout. This model is also helpful for understanding how the determinants of dropout vary across socioeconomic conditions and geographical and historical contexts. There have been repeated calls in the scientific literature to consider high school dropout not as an event but as a process (see Christenson & Thurlow, 2004;Rumberger, 2011). In this view, dropout is the endpoint of a long trajectory of disengagement starting as soon as, and even before, children enter school. This long-term approach has led to breakthroughs in our understanding of the roots of dropout. Longitudinal studies spanning the first two decades of life have illuminated the role that early family circumstances and school experiences play in putting some children on a high-risk trajectory for dropout (e. Beechum, 2014). Understanding the causes of dropout among students who do not follow a clearly identified pathway out of school is necessary to tailor interventions to their needs (Feinstein & Peck, 2008). Among these dropouts, precipitating factors (i.e., situations emerging for high school students not long before the decision to dropout is made) could play an important role (e.g., see Bowers & Sprott, 2012b; America's Promise Alliance, 2014).In addition, even among students already considered at risk when they enter high school, there is considerable heterogeneity in terms of timing and outcomes, with some leaving school later than others and others unexpectedly graduating (Bowers, Sprott, & Taff, 2013;Vitaro, Larocque, Janosz, & Tremblay, 2001). This heterogeneity could be determined in part by circumstances emerging late in students' schooling careers. In fact, improved circumstances in adolescence can close wide achievement gaps established during the elementary school years (Dobbie & Fryer, 2011). Conversely, peak vulnerability could arise when early failure intersects with challenging circumstances in high school, such as when students are under important stress or are offered new opportunities incompatible with schooling (e.g., a full-time job). Attention to such precipitating factors among students following a recognizable long-term problematic path could contribute to a ...

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Section: The Stress Process As a New Angle To Look At Dropoutmentioning

confidence: 99%

Stressors and Turning Points in High School and Dropout

Dupéré

Leventhal

Dion

et al. 2015

Review of Educational Research

136

103

View full text Add to dashboard Cite

show abstract

“…Tierney (1992) argued that this transitional model, from which Tinto drew this concept of breaking away, is not applicable to minority college students because the model was intended to describe developmental progression within a culture rather than assimilation from one culture to another. Furthermore, given that minority students' cultural backgrounds often differ from the Eurocentric frameworks upon which the norms and values at predominantly White institutions (PWI) are based, Tierney (1999) argued that this aspect of Tinto's theory ignores bicultural integration, or the ability of minority students to succeed at college while being part of both the majority and minority cultures. Tinto (1998) later included stages of separation, transition, and incorporation indicating these factors played an integral role into why students leave college.…”

Section: Theoretical Modelmentioning

confidence: 99%

The Relationship Between a Retention Program and the Persistence and Graduation Rates of First-Generation Low-Income Students at an Urban, Public University

Sawyers¹

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“…It is especially important that American Indian students develop professional relationships with faculty and staff members willing to encourage them and help them realize that the demands of college are not antithetical to their tribal culture (Brown and Robinson Kurpius, 1997;Ortiz & HeavyRunner, 2003;Pavel & Padilla, 1993;Tierney, 1993Tierney, , 1995. If students feel that they do not have to hide or deny their cultural identity, they will be able to take advantage of the opportunities on campus and will graduate at higher rates (Tierney, 1999).…”

Section: Advisement and Mentoringmentioning

confidence: 99%

The Role of Academic Student Services in the Retention of American Indian Students at a Sub-Baccalaureate Technical College

Schmidtke

2017

Journal of Career and Technical Education

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Models of Minority College-Going and Retention: Cultural Integrity versus Cultural Suicide

Cited by 220 publications

References 17 publications

Stressors and Turning Points in High School and Dropout

Stressors and Turning Points in High School and Dropout

The Relationship Between a Retention Program and the Persistence and Graduation Rates of First-Generation Low-Income Students at an Urban, Public University

The Role of Academic Student Services in the Retention of American Indian Students at a Sub-Baccalaureate Technical College

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