Predicting College Retention and Dropout: Sex and Disability

Autor/inn/en	Jorgensen, Shirley; Ferraro, Vittoria; Fichten, Catherine; Havel, Alice
Titel	Predicting College Retention and Dropout: Sex and Disability
Quelle	(2009), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	High School Students; Grades (Scholastic); Females; Graduation Rate; Dropouts; Disabilities; Communication Skills; Student Attrition; Gender Differences; Student Characteristics; Psychological Patterns; Social Influences; College Students; At Risk Students; Dropout Rate; Dropout Characteristics; Interpersonal Communication; Study Habits; Student Motivation; Discipline; Student Participation; Comparative Analysis; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Notenspiegel; Weibliches Geschlecht; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Handicap; Behinderung; Kommunikationsstil; Schülerbeurlaubung; Geschlechterkonflikt; Sozialer Einfluss; Collegestudent; Interpersonale Kommunikation; Study behavior; Study behaviour; Studienverhalten; Schulische Motivation; Disziplin; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Ausland; Kanada
Abstract	The relationship between student dropout and high school grades, demographic factors and psychosocial variables was examined for 40 682 full-time Dawson College students. Overall, low high school grades and older age were the best predictors of dropout. Male students, who generally had lower grades than females, were more likely to drop out than female students. In particular, male students with high school averages below 80% dropped out at substantially higher rates than females. Males also scored lower than females on questionnaire measures of academic communication skills, time spent on out-of-class study, motivation, discipline, following through on commitments and obligations, and involvement in the college community. Compared to students without disabilities, students with disabilities dropped out at lower rates between the first and third semesters, but at higher rates in later semesters. This resulted in similar dropout and graduation rates at the end of ten semesters. Students with disabilities scored lower than their nondisabled peers on measures of academic self-confidence and social connection, were more likely to report feeling alone and isolated, and were more likely to drop out because of a disability or health issue. Female students with disabilities were more likely to feel that their chosen occupation did not require further study. The results provide evidence that patterns of student attrition and the factors that influence these can vary between student sub-populations. Recommendations are made based on the findings. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10