Editor's Commentary: Defining Retention

Seidman, Alan

doi:10.2190/t5ea-92j7-ampm-rdlk

Cited by 9 publications

(9 citation statements)

References 1 publication

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“…As a result, greater emphasis was placed on the role of institutions in students' decisions on whether to stay or leave (Spady 1971). Since then, several major theories/models have tried to explain student retention/attrition; Seidman (2005) provides a broad overview of as many as eight retention theories. Tinto's model paved the way for a sociological analysis of retention that has been popular for several decades (Noel-Levitz 2012), and it postulates that persistence occurs when students successfully integrate into the institution academically and socially.…”

Section: Retention Theoriesmentioning

confidence: 99%

Women’s interest development and motivations to persist as college students in STEM: a mixed methods analysis of views and voices from a Hispanic-Serving Institution

Talley

Ortiz

2017

IJ STEM Ed

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Background: The constructs of interest and motivation are often identified as factors that contribute to the persistence of undergraduate college women in physics, mathematics, engineering, engineering technology, and computer science. A review of the literature regarding interest development and motivation as related to women as science, technology, engineering and mathematics (STEM) learners in diverse communities is presented. The goal of this study was to gain a deeper understanding of the experiences women credited for influencing the development of their career interest goals and the sources of motivation they attribute to success in their academic course outcomes in their fields of study.

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Section: Retention Theoriesmentioning

confidence: 99%

Women’s interest development and motivations to persist as college students in STEM: a mixed methods analysis of views and voices from a Hispanic-Serving Institution

Talley

Ortiz

2017

IJ STEM Ed

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“…Colleges have also taken more holistic approaches, such as culturally engaging campus models, that foster a sense of community for students of color as a way of keeping students connected to the college campus (Museus et al, 2017;Strayhorn, 2018). These approaches extend Tinto's theoretical framework, which suggests that interaction between a student's demographic attributes and academic background and the higher education institution's formal and informal systems is crucial to whether a student persists with their education (Seidman, 2004). Much of the work around increasing college persistence has happened while students are enrolled in postsecondary institutions (Valentine et al, 2011).…”

Section: Factors Related To College Persistence For Students Of Color...mentioning

confidence: 97%

“…Building upon this framework, Astin (1999) postulated that students who are involved in college extracurricular activities are more likely to complete college. Seidman (2004) theorized that colleges need to intervene continuously in order to ensure student persistence and success. One of the reasons for the focus on persistence, as opposed to enrollment, is the aforementioned reality that while enrollment rates have increased, persistence and completion rates have stagnated.…”

Section: Literature Reviewmentioning

confidence: 99%

Early Birds: An Exploration of Early College Initiative High Schools in New York City and College Persistence

Britton

Symns

Paul

2020

Journal of College Student Retention: Research, Theory & Pr

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The Early College Initiative (ECI) high schools in New York City provide opportunities to take college-credit courses up to the equivalent of an associate’s degree while in high school. In this study, we measure the association between attending an ECI high school and college persistence. Our sample is the 3,271 students who graduated from New York City public high schools in the ECI network between Fall 2006 and Fall 2013 and enrolled in college. We use survival analysis to measure the relationship between demographic, academic, and behavioral risk factors and persistence of ECI graduates. We find that Black and Latinx students are as likely as White students to persist, when both high school achievement and behavioral factors, such as attendance, are taken into account. Differences in persistence do exist by gender with young women more likely to persist when compared with young men. This study provides empirical evidence that attending early college high schools has the potential to narrow racial and ethnic gaps in postsecondary outcomes.

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“…Although lateral transfer is of interest in its own right as researchers seek to understand students' varied patterns of enrollment, it also has important implications for educational policy. These implications arise from the fact that the single-college, first-time freshmen cohort study is the mainstay of institutional research, particularly research on community colleges (Dellow & Romano, 2002;Porter, 2000;Seidman, 2004). Although analyses of nationally representative data are becoming more common (e.g., Attewell, Lavin, Domina, & Levey, 2006), as are analyses of statewide data (e.g., Bahr, Bahr / College Hopping 273 2007), a large percentage of studies that focus on community colleges employ data collected in a single college (Bailey & Alfonso, 2005).…”

Section: Lateral Transfer and Educational Policymentioning

confidence: 99%

“…Of particular interest in measuring institutional performance is the rate of credential completion (Bailey et al, 2006;Dougherty & Hong, 2006), a measure on which community colleges often are judged to perform inadequately (Bailey & Alfonso, 2005;Bailey & Morest, 2006a;Seidman, 2004). As Adelman (1999) argued, "Degree completion is the true bottom line for college administrators, state legislators, parents, and most importantly, students-not retention to the second year, not persistence without a degree, but completion" (p. v).…”

Section: Lateral Transfer and Educational Policymentioning

confidence: 99%

College Hopping

Bahr

2009

Community College Review

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Lateral transfer (between community colleges) is second only to upward transfer (to a 4-year institution) among community college students' most common patterns of transfer. Yet, upward transfer is the focus of innumerable studies, while lateral transfer has received very little empirical attention. This study explores the occurrence and frequency of lateral transfer in California and its consequences for the measurement of one particular outcome, namely, completion of a credential. The results indicate that students transfer laterally quite frequently, leading to substantial undercounts in rates of credential completion when measured from the standpoint of a single community college or single district. Furthermore, the frequency of lateral transfer varies systematically with a number of student characteristics of recurrent interest in the literature, leading to exaggerated differences in the likelihood of credential completion between some groups of students and inaccurately attenuated differences between other groups, when measured under the single-college and single-district analytical frameworks.

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Editor's Commentary: Defining Retention

Cited by 9 publications

References 1 publication

Women’s interest development and motivations to persist as college students in STEM: a mixed methods analysis of views and voices from a Hispanic-Serving Institution

Women’s interest development and motivations to persist as college students in STEM: a mixed methods analysis of views and voices from a Hispanic-Serving Institution

Early Birds: An Exploration of Early College Initiative High Schools in New York City and College Persistence

College Hopping

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