ERIC Number: ED281592
Record Type: RIE
Publication Date: 1987-Apr
Reference Count: 0
Retention of Adult Women Students in the Community College: Research Findings from Exceptional Case Studies.
A study was conducted to determine which variables influence "high risk" women students to persist to graduation from a community college and which variables influence "low risk" women students to drop out of college. The study involved in-depth qualitative interviews with 17 returning adult women over 24 years of age. Study findings supported Tinto's model of student retention which stresses the importance of academic and social integration into college for students' college success. However, study findings suggested a reevaluation of the definitions of academic and social integration, arguing that: (1) academic integration should not necessarily be defined as good grades, as many institutional persisters were satisfied to receive a B or C in light of their "role overloads," while system leavers often had excellent grades and high expectations of themselves; (2) academic integration had more relevance for the cases studied in terms of study habits, learning processes, and the relationship between school and home life; (3) persisters had more formal and informal contact with faculty, viewing both types of relationships as part of their academic growth; (4) social integration for persisters did not necessarily mean participating in peer group activities or social events on campus--rather it involved positive contact with other students in the classroom or between classes; and (5) system leavers made fewer friends and avoided participation in peer group classroom activities or study groups between classes. (AYC)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, April 20-24, 1987).