ERIC Number: EJ792212
Record Type: Journal
Publication Date: 2008
Reference Count: 28
Testing Tinto: How Do Retention Theories Work for First-Generation, Working-Class Students?
Longwell-Grice, Rob; Longwell-Grice, Hope
Journal of College Student Retention: Research, Theory & Practice, v9 n4 p407-420 2007-2008
This article presents results of a multiple case study involving four first-generation, working-class, white male college freshmen who discuss their perceptions of faculty support. These perceptions are analyzed using Tinto's theories of student retention, specifically as they relate to faculty-student interaction. The study found that first-generation, working-class students are intimidated by the idea of seeking out faculty for support, resulting in a lack of support from their faculty. Since Tinto's theories find a strong link between faculty support and student retention, this study suggests that colleges need to be more strategic and systematic in finding ways to develop faculty-student interactions for first-generation, working-class college students.
Descriptors: First Generation College Students, College Freshmen, Working Class, Case Studies, School Holding Power, Males, Teacher Attitudes, Teacher Student Relationship, College Faculty
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A