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• W171036190 abstract "The phenomenon of student attrition is an increasingly challenging problem confronting American higher education. Unfortunately, there exists virtually no consensus on root causes; and disagreements continue over what intervention strategies might help to reduce the rates with which young collegians abandon their studies and leave campus. Data were collected using a questionnaire from 273 college students. The questionnaire was designed to explore various experiences prior to and during the participants college experience. This paper evaluates the need for additional programs to promote retention by enhancing students' academic competence and self confidence. Additionally, the importance of a supportive, nurturing institutional environment is discussed. Introduction The national rate of student departure from public colleges and universities has remained constant, amounting to about 45% over the course of the last one hundred years (ACT, 2005; Tinto, 1982). Tinto (1982) reported that student attrition after the freshman year showed a national average of 19% for category one universities. Recently, the American College Testing (ACT) reported a dropout rate of 26.7% between the freshman-to-sophomore-year for all levels of colleges and universities (ACT, 2005). Why have these rates remained constant over such a long period of time? Tinto (1993) estimates that academic dismissals account for only 15 to 25% of departures from college. Why do so many college students depart voluntarily from their institutions? What accounts for student departure? If we are to understand this departure enigma, we have much to learn about colleges and universities as organizations, the college experience of students, and the interpretations students make of these experiences. Most importantly we need to ascertain how developmentally prepared these students are when they arrive on the college campus. Attrition Withdrawal decisions are complex, in part because they develop over time (Bean, 1990). The factors that converge to support students' remaining in college or which motivate them to leave take effect slowly. The assumption that attrition is a longitudinal process is extremely important, since if attrition were spontaneous intervention could not be planned and students who would benefit from such action could not be identified before they left (Bean, 1990). Since the decision to leave occurs over time, a college counselor has an opportunity to be proactive in reducing attrition. Some fairly consistent findings are that students leave college because they do not fit in socially, academically, or economically and they leave because the college was not a good match for their needs (Bean, 1985; Berger, 2001; Francis, Kelly & Bell, 1993; Pascarella & Terenzini, 1980; Tinto, 1975). Fitting in depends on the student, on the one hand, and the institution on the other--either can change to enhance the fit. A student's departure is the joint responsibility of the institution and the student. Institutions must be responsive to students' needs as these evolve over time (Bean, 1990; Berger, 2001). Interactionalist Theory for Attrition The retention enigma has been the object of speculative inquiry for over seventy years. Tinto (1975) reviewed the research literature on the attrition problem and criticized the lack of theoretical formulations to account for the dropout rate of college students. To remedy this deficit, Tinto (1975) proposed an interactionalist theory of college student departure. Of course, other economic, organizational, psychological, and sociological theoretical perspectives have been advanced to account for the departure enigma (Tinto 1982, 1993). Tinto's interactionalist theory, nevertheless, enjoys near paradigmatic stature in the study of college student departure. Tinto (1975) claims that students enter college with various individual characteristics that play a role in the college student departure process. …" @default.
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• W171036190 date "2007-12-01" @default.
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• W171036190 title "Strategies for Student Transition to College: A Proactive Approach." @default.
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