Who Leaves Science? The First Year Experience at York University.

Autor/in	Grayson, J. Paul
Institution	York Univ., Toronto (Ontario). Inst. for Social Research.
Titel	Who Leaves Science? The First Year Experience at York University.
Quelle	(1994), (39 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	1-55014-228-3
Schlagwörter	Academic Persistence; College Freshmen; Enrollment Influences; Foreign Countries; Grade Point Average; Grades (Scholastic); Higher Education; Majors (Students); Sciences; Student Attitudes; Student Characteristics; Student Educational Objectives; Canada + Suchen Sie Ihr Suchwort? Studienanfänger; Ausland; Notenspiegel; Hochschulbildung; Hochschulsystem; Hochschulwesen; Science; Wissenschaft; Schülerverhalten; Kanada
Abstract	This study examined student departure rates from the Faculty of Pure and Applied Science at York University in Ontario (Canada) using Tinto's (1987) model of student departure. Student records from 1992-93 were used to obtain data on grades in the final year of high school, sex, language status, and amount of student financial awards received; first-year grade point average and enrollment status after the first year were obtained from 1993-94 records. A total of 141 students also completed surveys regarding academic goals and attitudes. It was found that 78 percent of the students re-enrolled in the sciences for their second year, 5 percent enrolled in other faculties at the university, and 17 percent left the university for destinations unknown. In general, those who remained in the sciences had higher grade 13 and first year marks than those leaving the university; however, students leaving the sciences for other university faculties had higher grade 13 and first-year marks than those remaining in the sciences. Enrollment status in the second year could not be related to pre-entry characteristics or initial goals and commitments of students. An appendix explains the model of student departure. (Contains 28 references.) (MDM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC