College Impact and Retention Theory
Research on college impact and retention theory has been conducted for over seventy years (Braxton, 2000). However, the greatest progress has taken place in the last three decades, with the promulgation of Tinto’s Internationalist Theory (1975). Researchers have conducted studies using economics (Cabrera, Stampen, & Hansen, 1990; St. John & Noell, 1989), organizational (Bean 1980, 1982), psychological (Brower 1992; Stage 1989), and sociological (Rootman, 1972) theoretical perspectives. Nevertheless, it was Tinto’s internationalist theory of college student departure that had the greatest influence on how we view retention theory (Braxton, Hirschy, &McClendon, 2004). The testing of Tinto’s theory resulted …show more content…
Tinto agreed with Spady’s model that the more academically and socially involved students are on campus, the more likely they are to be retained (Andres & Carpenter, 1997; Desjardins, Kim, Rzonca, 2003; Valentine et al., 2011). Tinto suggested that various individual characteristics (e.g. family background, individual attributes, and precollege schooling experiences) that students exhibit as they enter college directly influence their decision to persist or leave college. Furthermore, he suggested that academic and social integration influence student’s ensuing commitment to the institution and persistence to graduation (Tinto 1975, …show more content…
We know that access to and success in college as well as transferring from one institution to another are the product of a complex set of factors, some of which can be traced back to the eighth grade, while others pertain to the institutional environment (Belcher, Micheal, & Hagedorn, 2002; Braxton 2000; Cabrera & La Nasa 2001; Hossler, Schmitt, & Vesper, 1999; McDonough, 1997; Paulsen & St. John, 2002; Tinto,
Research on college impact and retention theory has been conducted for over seventy years (Braxton, 2000). However, the greatest progress has taken place in the last three decades, with the promulgation of Tinto’s Internationalist Theory (1975). Researchers have conducted studies using economics (Cabrera, Stampen, & Hansen, 1990; St. John & Noell, 1989), organizational (Bean 1980, 1982), psychological (Brower 1992; Stage 1989), and sociological (Rootman, 1972) theoretical perspectives. Nevertheless, it was Tinto’s internationalist theory of college student departure that had the greatest influence on how we view retention theory (Braxton, Hirschy, &McClendon, 2004). The testing of Tinto’s theory resulted …show more content…
Tinto agreed with Spady’s model that the more academically and socially involved students are on campus, the more likely they are to be retained (Andres & Carpenter, 1997; Desjardins, Kim, Rzonca, 2003; Valentine et al., 2011). Tinto suggested that various individual characteristics (e.g. family background, individual attributes, and precollege schooling experiences) that students exhibit as they enter college directly influence their decision to persist or leave college. Furthermore, he suggested that academic and social integration influence student’s ensuing commitment to the institution and persistence to graduation (Tinto 1975, …show more content…
We know that access to and success in college as well as transferring from one institution to another are the product of a complex set of factors, some of which can be traced back to the eighth grade, while others pertain to the institutional environment (Belcher, Micheal, & Hagedorn, 2002; Braxton 2000; Cabrera & La Nasa 2001; Hossler, Schmitt, & Vesper, 1999; McDonough, 1997; Paulsen & St. John, 2002; Tinto,