Chicano Students: Applying Tinto's and Astin's Theories.
Saved in:
| Title: | Chicano Students: Applying Tinto's and Astin's Theories. |
|---|---|
| Language: | English |
| Authors: | von Destinon, Mark |
| Peer Reviewed: | N |
| Page Count: | 43 |
| Publication Date: | 1988 |
| Document Type: | Information Analyses Speeches/Meeting Papers |
| Descriptors: | Academic Persistence, Behavior Theories, College Students, Dropouts, Higher Education, Mexican Americans, Models, School Holding Power, Spanish Americans, Student Attitudes, Student Attrition, Student Characteristics, Student College Relationship, Student Participation |
| Abstract: | Chicano student dropout and persistence is discussed in terms of the theories of Tinto and Astin on student integration and involvement. An overview of each theory is presented with references to Chicano student retention, and a review of the literature on Chicano students is provided. The studies reviewed here identified Chicano student characteristics corresponding closely to those variables influencing attrition that were hypothesized by Tinto. The literature does not provide a clear picture of how these forces combine. However, toward that end, a composite is provided of the social and academic integration factors that influence Chicano student persistence. Each topical area in the composite is followed by references to the studies illustrating its importance. The topical areas in the composite are: academic integration, academic preparation, support services, faculty/student interaction, social integration, commitments/expectations, family support, family attitude toward education, parents' education and income, finances, and gender differences. Contains 120 references. (KM) |
| Entry Date: | 1989 |
| Accession Number: | ED301129 |
| Database: | ERIC |
| Abstract: | Chicano student dropout and persistence is discussed in terms of the theories of Tinto and Astin on student integration and involvement. An overview of each theory is presented with references to Chicano student retention, and a review of the literature on Chicano students is provided. The studies reviewed here identified Chicano student characteristics corresponding closely to those variables influencing attrition that were hypothesized by Tinto. The literature does not provide a clear picture of how these forces combine. However, toward that end, a composite is provided of the social and academic integration factors that influence Chicano student persistence. Each topical area in the composite is followed by references to the studies illustrating its importance. The topical areas in the composite are: academic integration, academic preparation, support services, faculty/student interaction, social integration, commitments/expectations, family support, family attitude toward education, parents' education and income, finances, and gender differences. Contains 120 references. (KM) |
|---|
