Beyond Ability.

Autor/in	Cross, K. Patricia
Institution	California Univ., Berkeley. Center for Research and Development in Higher Education.
Titel	Beyond Ability.
Quelle	(1967), (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Community Colleges; Dropouts; Family Environment; Higher Education; Motivation; Objectives; Parent Background; Persistence; Special Programs; Students; Values + Suchen Sie Ihr Suchwort? Community college; Community College; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Familienmilieu; Hochschulbildung; Hochschulsystem; Hochschulwesen; psychologische; Motivation (psychologisch); Goal definition; Zielsetzung; Elternhaus; Ausdauer; Sonderpädagogische Förderung; Student; Schüler; Schülerin; Studentin; Wertbegriff
Abstract	Although many economic barriers to higher education in the US have been removed, many potential college students lack the will to seek a college degree. The 4-year Trent-Medsker study of some 10,000 high school graduates found that nearly 40% of the students able to enter college didn't and over 50% who did later withdraw and did not return during the study period. Of the students who started college, most entered local institutions, changed colleges at least once, and did not graduate within 4 years. Motivation to enter or persist seems to be most influenced by father's occupation, mother's education, general parental encouragement and cultural enrichment in the home. Dropouts and nonattenders saw the value of a college education in terms of vocational training and rejected ideological exploration whereas graduates viewed their education as the gaining of knowledge and appreciation of ideas and were inclined toward abstract, reflective thought. Programs are needed to develop these intellectual goals where they are lacking. To break some cycles of indifference to education, universities need not expend vast resources for there are potential students in the backyard of almost every college. To motivate bright students to enter or persist in college, either the students must learn to value a traditional education or colleges will have to become more relevant for more students. The provision of local colleges tuned to the needs of the community and attempts to strengthen the WILL for college are both fruitful means for bringing about universal higher education. (JS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01