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ERIC Number: ED501335
Record Type: Non-Journal
Publication Date: 2008-May
Pages: 24
Abstractor: Author
Reference Count: 17
An Exploration of Tinto's Integration Framework for Community College Students. CCRC Working Paper No. 12
Karp, Melinda Mechur; Hughes, Katherine L.; O'Gara, Lauren
Community College Research Center, Columbia University
Tinto's integration framework is often assumed to be inapplicable to the study of student persistence at community colleges because one of the linchpins of the framework, social integration, is considered unlikely to occur for students at these institutions. Community college students are thought to lack the time to participate in activities, such as clubs, that would facilitate social integration. Using in-depth interviews with students at two urban community colleges in the Northeast, we examine the ways that first-year community college students engage with their institutions. We find that the majority of them do develop attachments to their institutions. Moreover, this sense of attachment is related to their persistence in the second year of college. We also find that this integration is both academic and social. Contrary to findings from other studies that apply Tinto's framework, we find that these two forms of integration develop in concert for community college students. The same activities lead to both academic and social relatedness. This is particularly true for information networks that students develop in the classroom. (Contains 3 footnotes and 1 table.)
Community College Research Center. Available from: CCRC Publications. Teachers College, Columbia University, 525 West 120th Street Box 174, New York, NY 10027. Tel: 212-678-3091; Fax: 212-678-3699; e-mail:; Web site:
Publication Type: Reports - Descriptive
Education Level: Two Year Colleges
Audience: N/A
Language: English
Sponsor: Alfred P. Sloan Foundation
Authoring Institution: Columbia University, Community College Research Center