[Characteristics of Harcum Junior College Students.]

Autor/in	Blai, Boris, Jr.
Institution	Harcum Junior Coll., Bryn Mawr, PA.
Titel	[Characteristics of Harcum Junior College Students.]
Quelle	(1969), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Dropout Rate; Dropout Research; Educational Objectives; Institutional Research; School Counseling; School Holding Power; Study Habits; Surveys; Two Year Colleges; Withdrawal (Education); Pennsylvania + Suchen Sie Ihr Suchwort? Educational objective; Bildungsziel; Erziehungsziel; Institutionelle Forschung; School counselling; Pädagogische Beratung; Study behavior; Study behaviour; Studienverhalten; Survey; Umfrage; Befragung; Kursabbruch
Abstract	Four studies conducted at Harcum College (Pennsylvania) in fall 1969 were presented. From a survey to determine students' reasons for attending Harcum, it was concluded that substantial numbers of students view their college education as a means of acquiring future direct, material rewards. A study on student attrition demonstrated the variety and complexity of factors, both situational and personal, associated with withdrawal from college. The results of a national study of retention and withdrawal patterns, a survey of "dropouts" from five selective women's colleges, and a study of Harcum students not returning for their second year were reviewed. The most frequently stated reason given by Harcum students was "transfer to a 4-year college." Another study to determine the national picture of eligible first-year students not returning for their second year surveyed 100 junior colleges. Results showed an average retention rate of 70%. There was, however, no consistent retention rate among institutions, either in terms of enrollment size, types of student body, or types of institutional control. An instrument that measures study habits, attitudes, and orientation was incorporated in the freshman battery of guidance tests and inventories. In comparison with a normative group of 3,054 freshmen from nine colleges, Harcum students fell at approximately the 50th percentile on each measure. Students scoring at, or below, the 25th percentile were given direction for developing better study habits. (MB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC