Determinants of First-to-second Year Persistence for First-generation and Continuing-generation Students at Four-year Institutions PDF Download
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Author: Mandy Martin Lohfink
Publisher:
ISBN:
Category :
Languages : en
Pages : 884
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Author: Mandy Martin Lohfink
Publisher:
ISBN:
Category :
Languages : en
Pages : 884
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Author: Anne-Marie Nuñez
Publisher: DIANE Publishing
ISBN: 142892728X
Category : College attendance
Languages : en
Pages : 100
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Publisher:
ISBN:
Category : College student development programs
Languages : en
Pages : 412
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Category : Dissertations, Academic
Languages : en
Pages : 594
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Author: Jim Settle
Publisher:
ISBN:
Category : College dropouts
Languages : en
Pages : 214
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Estimating the persistence of first-time students from the first year to the second year of college is a growing social and financial concern for postsecondary education. Studying how socioeconomic status affects year-to-year persistence may help to identify and assist those students who had socioeconomic profiles most likely to indicate challenges to year-to-year persistence. This study used data from the Beginning Postsecondary Students Longitudinal Study (BPS:96/98). BPS is a nationally representative survey designed to provide additional information about the patterns of educational attainment and persistence for a subset of the more than 51,000 students included in the NPSAS:96 survey. This study used all students enrolled as first-time beginning students at two-year and four-year institutions. The purpose of this study was to develop and test a theoretical framework to describe the year-to-year persistence of beginning postsecondary education students at both two-year and four-year institutions. The preliminary model included 39 literature-based variables coded and grouped into seven factors: background, high school, college-entry, financial, social integration, academic integration, and college performance. The data were tested using descriptive statistics and logistic regression to determine the correct predictive percentage of the models for first-generation and continuing-generation students, only first-generation students, and only continuing-generation students at both two-year and four-year institutions. The tested models can be used as a method to identify students who may struggle with persistence decisions. Identification of students in need may help postsecondary educators to provide services and interventions that will facilitate the year-to-year persistence of these students. This model could be easily adapted to a specific institution, and the validity of the model assessed longitudinally with year-to-year persistence of the students. Social capital variables, particularly student integration to the collegiate environment, are strongly associated with persistence of first generation students at both types of institutions. Contact between the student and faculty member outside of the classroom environment is critical to the persistence of students. The student must match with the social and academic environment of the campus.
Author: Barbara Schneider
Publisher: Springer
ISBN: 3319766945
Category : Social Science
Languages : en
Pages : 614
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This handbook unifies access and opportunity, two key concepts of sociology of education, throughout its 25 chapters. It explores today’s populations rarely noticed, such as undocumented students, first generation college students, and LGBTQs; and emphasizing the intersectionality of gender, race, ethnicity and social class. Sociologists often center their work on the sources and consequences of inequality. This handbook, while reviewing many of these explanations, takes a different approach, concentrating instead on what needs to be accomplished to reduce inequality. A special section is devoted to new methodological work for studying social systems, including network analyses and school and teacher effects. Additionally, the book explores the changing landscape of higher education institutions, their respective populations, and how labor market opportunities are enhanced or impeded by differing postsecondary education pathways. Written by leading sociologists and rising stars in the field, each of the chapters is embedded in theory, but contemporary and futuristic in its implications. This Handbook serves as a blueprint for identifying new work for sociologists of education and other scholars and policymakers trying to understand many of the problems of inequality in education and what is needed to address them.
Author: John Russo
Publisher: Cornell University Press
ISBN: 1501718576
Category : Social Science
Languages : en
Pages : 291
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"We put the working class, in all its varieties, at the center of our work. The new working-class studies is not only about the labor movement, or about workers of any particular kind, or workers in any particular place—even in the workplace. Instead, we ask questions about how class works for people at work, at home, and in the community. We explore how class both unites and divides working-class people, which highlights the importance of understanding how class shapes and is shaped by race, gender, ethnicity, and place. We reflect on the common interests as well as the divisions between the most commonly imagined version of the working class—industrial, blue-collar workers—and workers in the 'new economy' whose work and personal lives seem, at first glance, to place them solidly in the middle class."—from the Introduction In John Russo and Sherry Lee Linkon's book, contributors trace the origins of the new working-class studies, explore how it is being developed both within and across fields, and identify key themes and issues. Historians, economists, geographers, sociologists, and scholars of literature and cultural studies introduce many and varied aspects of this emerging field. Throughout, they consider how the study of working-class life transforms traditional disciplines and stress the importance of popular and artistic representations of working-class life.
Author: Wesley R. Habley
Publisher: John Wiley & Sons
ISBN: 1118234847
Category : Education
Languages : en
Pages : 513
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INCREASING PERSISTENCE "Of all the books addressing the puzzle of student success and persistence, I found this one to be the most helpful and believe it will be extremely useful to faculty and staff attempting to promote student success. The authors solidly ground their work in empirical research, and do a brilliant job providing both an overview of the relevant literature as well as research-based recommendations for intervention." GAIL HACKETT, PH.D., provost and executive vice chancellor for academic affairs; professor, counseling and educational psychology, University of Missouri, Kansas City Research indicates that approximately forty percent of all college students never earn a degree anywhere, any time in their lives. This fact has not changed since the middle of the 20th century. Written for practitioners and those who lead retention and persistence initiatives at both the institutional and public policy levels, Increasing Persistence offers a compendium on college student persistence that integrates concept, theory, and research with successful practice. It is anchored by the ACT's What Works in Student Retention (WWISR) survey of 1,100 colleges and universities, an important resource that contains insights on the causes of attrition and identifies retention interventions that are most likely to enhance student persistence.?? The authors focus on three essential conditions for student success: students must learn; students must be motivated, committed, engaged, and self-regulating; and students must connect with educational programs consistent with their interests and abilities. The authors offer a detailed discussion of the four interventions that research shows are the most effective for helping students persist and succeed: assessment and course placement, developmental education initiatives, academic advising, and student transition programming. Finally, they urge broadening the current retention construct, providing guidance to policy makers, campus leaders, and individuals on the contributions they can make to student success.
Author:
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Category :
Languages : en
Pages :
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Undergraduate populations at colleges and universities have become increasingly diverse in recent years, and one of the greatest shifts has been the steadily increasing numbers of first generation college students (FGCS), students whose parents did not attend college. Studies of FGCS have concluded that retention is less likely for FGCS than continuing generation college students (CGCS). According to the literature, FGCS are more likely to be academically under prepared, come from low income and minority backgrounds, and be less engaged in the college experience than CGCS. In exercising this attention, many colleges and universities have developed retention strategies focusing on characteristics of FGCS that might put them at risk for not completing a degree. Initially, these contrasts between FGCS and CGCS were regarded widely as deficits of the first-generation population. In recent years, however, some institutions of higher education have shifted in their approach from an "individual deficit model" focused on the shortcomings of individual students to a deeper understanding of how institutional conditions encourage or discourage students from staying in school. This evolving emphasis includes a shift in responsibility for students' college going success -- from the individual to the institution. These contrasting and evolving ideas present a complex but incomplete picture of how colleges work or do not work for first-generation college students. This study explored the characteristics and perspectives of FGCS and the institutional conditions, policies and practices affecting first year persistence at a low persisting rural four-year university. I examined three broad questions: What are the critical characteristics of FGCS who persist past their first year at the University? What implications do these characteristics have for retaining FGCS beyond the first year of college at the institution? What implications do these attributes hold for other colleges and universities seeking to retain FGCS? Confounding results were found after analyzing demographic and academic data on FGCS; although similar to other FGCS in terms of at-risk characteristics, they were out-persisting and performing their CGCS peers. In order to understand this counterintuitive finding, institutional policies and practices were explored, and focus groups were conducted investigating the perceptions of FGCS towards college persistence. The findings suggest that the restricted focus on external attributes of students fall short in explaining FGCS persistence. This study illustrates that institutions of higher education can better support first generation college students if they make available the freedom for individuals to develop naturally, learn through experience, and engage in the formation of their purpose (based on Dewey's 1938 work). It is up to leaders in institutions of higher education and researchers to extend the focus and support beyond external attributes of first generation students and include a focus on internal characteristics, providing a more complete picture of how colleges work or do not work for them.
Author: Bob Stremba
Publisher: Human Kinetics
ISBN: 0736071261
Category : Education
Languages : en
Pages : 410
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Book Description
Written for instructors who want their classroom experience to be as involving as the field, Teaching Adventure Education Theory offers activities instructors can use to help students make the connections between theory and practice. Top educators provide lesson plans that cover adventure theory, philosophy, history, and conceptual models.
