The applicability of the Tinto Model of Student Departure to at risk college students.

摘要

This study used action research methodology to explore the perceptions of academically "at risk" college students at a small college in the Northeast during their first year of college within the theoretical framework of the Tinto Model of Student Departure. Ten "at risk" students were interviewed individually and in focus groups at multiple points throughout their first year of college to discover in their own words the challenges they encountered as they attempted to become academically and socially integrated into the culture of the college. Six college administrators responsible for student retention at the college were also interviewed at multiple points throughout the year on their perceptions of the major issues facing academically "at risk" students.;One of the major findings of the study was that the initial high levels of expectations and motivation on the part of the first-year students in the study were insufficient to ensure academic success. Another finding was that the willingness and commitment of these students to reach their academic goals was weakened throughout the first year by several academic frustrations they reported at college including poor teaching, boring classes and boring remedial tutorial labs. Several students reported that they were unable to successfully handle both the freedom of campus life and the academic discipline required for self-directed study. Students reported that their choice of student friendships impacted their social transition to college both positively and negatively. The students also reported that they had very little interaction with their professors outside of class.;Recommendations for policy, practice and educational leadership included establishing collaborations with high schools to work on bridging the existing differences in academic expectations between high schools and colleges. Colleges should consider developing "student friendly" course loads during the first semester of college to help to retain academically "at" risk students. Colleges should carefully evaluate the effectiveness of their remedial efforts. Colleges might also consider designing and implementing organizational structures to foster more faculty-student interactions outside of class. The development of learning communities on campus with required study periods may also increase the persistence rated of academically at risk students.