Assessing Tinto's Model of Institutional Departure Using American Indian and Alaskan Native Longitudinal Data. ASHE Annual Meeting Paper.

Autor/in	Pavel, D. Michael
Titel	Assessing Tinto's Model of Institutional Departure Using American Indian and Alaskan Native Longitudinal Data. ASHE Annual Meeting Paper.
Quelle	(1991), (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Persistence; Alaska Natives; American Indians; College Outcomes Assessment; Data Analysis; Dropout Research; Dropouts; Evaluation; Higher Education; Postsecondary Education; Research Design; Research Methodology; Statistical Analysis; Student Attrition; Withdrawal (Education) + Suchen Sie Ihr Suchwort? Inuit; American Indian; Indianer; Auswertung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Evaluierung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Post-secondary education; Tertiäre Bildung; Forschungsdesign; Research method; Forschungsmethode; Statistische Analyse; Schülerbeurlaubung; Kursabbruch
Abstract	This paper on postsecondary outcomes illustrates a technique to determine whether or not mainstream models are appropriate for predicting educational outcomes of American Indians (AIs) and Alaskan Native (ANs). It introduces a prominent statistical procedure to assess models with empirical data and shows how the results can have implications for theory, practice, and future research. The research design and assessment method involved a sample of 197 sophomores and 191 seniors from the High School and Beyond study conducted by the National Center for Education Statistics from 1980 to 1986. Theoretical implications and implications for practice based on the results of the assessment are discussed as well as implications for future research. The findings suggest that family background, postsecondary intentions (both prior to and during college), and formal and informal academic integration were central to postsecondary outcomes for both cohorts. In addition, important aspects of the Tinto model for the sophomore cohort included the effects of academic skills, personal abilities, and prior schooling on initial postsecondary intentions. For the senior cohort, initial postsecondary intentions and goal commitment were also important factors influencing academic integration. Contains 54 references. (GLR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC