Literaturnachweis - Detailanzeige
| Autor/in | Falcone, Tara M. |
|---|---|
| Titel | Toward a New Model of Student Persistence in Higher Education |
| Quelle | (2011), (40 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Higher Education; Working Class; Socioeconomic Status; Educational Attainment; Academic Persistence; College Students; At Risk Students; Low Income Groups; First Generation College Students; Educational Theories; Evaluation Methods |
| Abstract | As a group, low-income, low-socioeconomic status, first-generation and working class students have lower persistence rates and educational attainment than their peers from higher- socioeconomic backgrounds. These gaps in college persistence and degree attainment have endured over the years with no evidence that they are diminishing in time. This is a significant problem in the field of higher education that has received little attention in the literature to date. In this work, relevant literature will be reviewed to create a new model of college student persistence specifically for low-income, low-socioeconomic status, first-generation and working class students. This new model combines Tinto's (1993) theory of institutional departure and Rendon's (1994, 2002) theory of validation with a Bourdieuian framework. The resulting model is a multi-theoretical framework that highlights structural factors and individual agency. It may be well suited for capturing the complexities of low-income, low-socioeconomic status, first- generation and working class students' postsecondary experiences. However, it is yet to be empirically tested. (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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