Dropout from Higher Education: A theoretical synthesis of recent research
Vincent Tinto
Abstract
American society reflects considerable class immobility, much of which may be explained by the wide gaps in college completion rates between economically advantaged and disadvantaged groups of students. First, we discuss the factors that lead to unequal college completion rates and introduce assets as an explanation often ignored by stratification scholars. We then discuss how a legacy of wealth inequality has led to wealthy students having an advantage at the financial aid bargaining table over low-income and minority students. We conclude by discussing how asset-building policies such as children’s savings accounts offer a potential policy strategy to alter the distributional consequences of the current financial aid system and help level the playing field.
Keywords
Annotation
This paper is one of the first systematic attempts to explain student persistence in higher education. Drawing on theories of suicide and cost-benefit analysis, Tinto’s theory explains persistence as a function of the student’s perceived benefit in continuing to pursue their academic goals as well as the student’s commitment to the social life of the institution. These commitments are influenced by the student’s level of integration into the academic and social life of the institution as well as upon the student’s family background and other individual attributes.
While these ideas remain influential in the persistence literature, they are seen to overlook several important factors influencing non-traditional and distance learners. Most importantly, Tinto does not focus on external issues affecting a student’s life during their course of studies such as outside family or work commitments. This theory was further developed by Bean and Metzner (1985), Rovai (2002), and Park and Choi (2009).
APA Citation
Tinto, V. (1975). Dropout from higher education: A theoretical synthesis of recent research. Review of educational research, 45(1), 89-125.
About the Study
| Links to Article | http://www.jstor.org/stable/pdf/1170024.pdf?casa_token=CFYXwSW_YpUAAAAA:qiT4nrixtF6eiy5xJHkAlS7kDbjD_ELcMOyCZZbhmtkL7HdBD3ML7I9dWkprZbSBXUCEx8DfY51iNpiZbF8YBfNg8p1-9QoKykBaNR9FTqdaBIAK9Lw https://doi.org/10.3102/00346543045001089 |
| Mode | |
| Publication Type | Journal Article |
| In Publication | Review of Educational Research |
| Type of Research | Theoretical |
| Research Design | Not applicable |
| Intervention/Areas of Study | Advising and other institutional support, Student motivation, Student support |
| Level of Analysis | Student-level, Institutional-level |
| Specific Populations Examined | Graduates, Undergraduates, Underrepresented – general |
| Peer-Reviewed | Yes |
| Specific Institutional Characteristics of Interest | 4-year Institution, Associates-granting, Bachelors-granting, Masters-granting, Doctorate-granting |
| Specific Course or Program Characteristics | |
| Outcome Variables of Interest | Course completion, Degree attainment, Persistence, Retention |
| Student Sample Size | |
| Citing Articles | https://scholar.google.com/scholar?cites=6651141259990679725&as_sdt=5,50&sciodt=0,50&hl=en |
Back to Annotation Database