Reasons to remain in college: a comparison of high school and college students

Abstract

Retaining students is a critical topic in higher education. A plethora of research has investigated demographic, age, life stage, ethnicity, and a host of other variables that influence retention. Colleges have responded to retention issues with a host of classes, workshops, and orientation or mentoring programs to aid student retention. Specifically, this study compares the retention concerns of high school students considering college vs the concerns of existing college students in a variety of degree programs to see if factors vary over time. Using a case study approach, the study found three key variables associated with retention problems. The discussion and conclusions identify ways for colleges to alter both marketing and assistance programs for both groups. Suggestions for replication and areas for future research as well as implications for policy directions are included.

Contrasting Faculty Quality Views and Practices over a Five‐year Interval

“…These strategies correspond to similar practices in universities in other countries. This is also advocated by Mayo et al (2004) as an appropriate student retention mechanism.…”

Physical education and sports students’ education quality satisfaction level

“…Palacio et al (25) conducted a study on Spanish university students; university image, its reputation, found to influence student satisfaction at a Spanish university. The results of a study conducted by Mayo et al (21) illustrated that conflicting family/work demands, financial issues and academic concerns were the factors identified by students as possible reasons for attrition. Navarro et al (24) examined Spanish university students for their satisfaction with educational offers made by the universities.…”

Looking for an ounce of prevention : the potential for diagnostic assessment in academic acculturation

“…Tinto (1975Tinto ( ,2002aTinto ( & 2002b has made considerable contributions to the large body of literature dedicated to student retention and the first year transition (see also Astin & Lee, 2003;Astin 1975;1993a;Wintre, Bowers, Gordner, & Lange, 2006;Scanlon, Rowling, & Weber, 2007;Wilson & Lizzio, 2008). Many studies have also sought to identify factors which may predict student retention, such as parents' education level, financial concerns, and participation in campus activities (see Fike & Fike, 2008;Mayo, Helms & Codjoe, 2004;Allen, Robbins, Casillas, & Oh, 2008;Astin & Lee, 2003;Braxton, Vesper, & Hossler, 1995;Chapman, & Pascarella, 1983). Even though much of the literature on die first year experience uses the teim transition, the term acculturation is more appropriate for this study because it encompasses the complex adaptation that students experience rather than a linear trajectory as they move from one learning context to another (which the term transition suggests).…”

“…(Hu & Kuh as cited in Krause & Coates, 2008, p. 493). Mayo, Helms, and Codjoe (2004) argue that a student's engagement in their academic institution through interaction with both their peers and their professors contributes to their success. This interaction, though, should not only be initiated by instructors: students themselves must make an effort to engage with others if they expect to succeed academically.…”

“…From the beginning of the semester, Anna worked hard to engage with her studies and with her peers (see Tinto, 2009Tinto, ,2002bNora, 2004;Mayo et al, 2004;Scanlon et al, 2007;Lawrence, 2005). Anna sought out support services both pre-emptively and as soon as she realized she did in fact need help.…”