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In this 1994 classic work on student retention, Vincent Tinto synthesizes far-ranging research on student attrition and on actions institutions can and should take to reduce it. The key to effective retention, Tinto demonstrates, is in a strong commitment to quality education and the building of a strong sense of inclusive educational and social community on campus. He applies his theory of student departure to the experiences of minority, adult, and graduate students, and to the situation facing commuting institutions and two-year colleges. Especially critical to Tinto's model is the central importance of the classroom experience and the role of multiple college communities.

Tabla de contenidos provista por Syndetics

• Preface to the Second Edition
• Acknowledgments
• 1 Introduction
• The Dimensions and Consequences of Student Departure from Higher Education
• The Limits of Our Understanding of Student Departure
• The Goals and Structure of the Book
• 2 The Scope and Patterning of Student Departure from Higher Education
• The Entry of Individuals into Higher Education
• The Scope of Departure from Higher Education Group Differences in Rates of Degree Completion Concluding Observations
• 3 Roots of Individual Departure from Institutions of Higher Education Sorting through Past Research on Student Departure
• Individual Roots of Student Departure Interactional Roots of Institutional
• Departure External Communities and Withdrawal from College Finances and College Persistence
• Involvement, Learning, and Leaving Individual and Institutional Variations in the Process of Student
• Departure Concluding Observations
• 4 A Theory of Individual Departure from Institutions of Higher Education
• Past Theories of Student Departure Studies of Departure in Other School Settings Stages in the Process of Departure from Institutions of Higher Education
• Suicide and the Study of Departure from Higher Education Toward a Theory of Institutional Departure from Higher Education
• A Longitudinal Model of Departure from Institutions of Higher Education Linking Learning and Leaving
• The Educational Character of Student Leaving
• A Model of Institutional Departure: Some Observations
• 5 The Dimensions of Institutional Action Defining "Dropout" from Higher Education
• The Principles of Effective Retention
• The Principles of Effective Implementation What Works in Retaining Students
• Retention Policies for Different Students Retention Policies for Different Institutions Concluding Observations
• 6 Conclusions Educational Communities and the Character of Institutional Commitment Educational Mission and Institutional Commitment
• The Paradox of Institutional Commitment and the Limits of Institutional
• Action Educational Excellence, Retention, and Student Involvement in Learning Leaving College and Other Forms of Departure A Concluding Observation
• Appendix A The Assessment of Student Departure from Institutions of Higher Education
• Appendix B Toward a Theory of Doctoral Persistence
• Notes
• References
• Index

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Library Journal Review

The College Board recently released its annual summary of college enrollment statistics, which shows that approximately 58 percent of graduating high school seniors attend some type of post-secondary institution. Of this number, roughly 55 percent will drop out before completing a degree program. Tinto, professor of sociology and education at Syracuse University, focuses on what can be done to reverse the trend. He emphasizes concern for the education of the student and full integration of the student in the social and intellectual life of the institution. This perceptive, well-researched book does an exceptional job of blending theory with practical suggestions and makes an important contribution to the literature of higher education. Highly recommended. Richard H. Quay, Miami Univ. Libs., Oxford, Ohio (c) Copyright 2010. Library Journals LLC, a wholly owned subsidiary of Media Source, Inc. No redistribution permitted.

CHOICE Review

Based on recent studies on why students leave college and on pertinent sociological/psychological theory, Tinto's book advances our knowledge about why students leave college. It offers a model of institutional action focused on beginning the task of retention in light of educational mission (not on retention), helping students integrate into the college's communities, and stresses that colleges must reach out to students ``beyond the formal domains of college life.'' Student desire to leave a college usually says as much about the college as about the student; leaving is a reflexive matter, not a unilateral process by a student. Without doubt, this book is the best-thought-out, systematic, and most helpful study of college departure yet published. It offers specific strategies and rationales for program implementation and confirms the value of assessment of attrition. Good notes; helpful bibliography; useful index. Recommended for institutions with higher education programs and any libraries collecting studies of higher education. For graduate students and postsecondary institutional administrators.-C.B. Darrell, Kentucky Wesleyan College

Notas de autor provistas por Syndetics

Vincent Tinto , Distinguished Professor of Education at Syracuse University, is coauthor of Where Colleges Are and Who Attends: Effects of Accessibility on College Attendance (1972).