From "Financial Considerations" to "Poverty": Towards a Reconceptualisation of the Role of Finances in Higher Education Student Drop Out

Autor/in	Breier, Mignonne
Titel	From "Financial Considerations" to "Poverty": Towards a Reconceptualisation of the Role of Finances in Higher Education Student Drop Out
Quelle	In: Higher Education: The International Journal of Higher Education and Educational Planning, 60 (2010) 6, S.657-670 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1560
DOI	10.1007/s10734-010-9343-5
Schlagwörter	Foreign Countries; School Holding Power; Higher Education; School Schedules; Poverty; Academic Persistence; Educational Finance; Dropouts; Socioeconomic Status; Economically Disadvantaged; Models; Educational Environment; South Africa + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Schulzeiteinteilung; Armut; Bildungsfonds; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Socio-economic status; Sozioökonomischer Status; Analogiemodell; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	While the role of financial considerations in higher education student dropout is being recognized increasingly, the dominant international literature fails to reflect the extent of socio-economic deprivation among students in countries where many people live below the poverty datum line. This article draws on a study of student retention and graduate destination at seven HE institutions in South Africa, focusing on the University of the Western Cape which caters for a large proportion of impoverished students. The study found many students left before completing a qualification because they were too poor to stay. A model of student departure is presented which draws on the very influential work of Vincent Tinto but also allows for greater emphasis than he did on students' ability to pay (real or perceptual) and demarcates the times in the academic calendar when finances present their greatest challenge to retention. The model also invites consideration of the national and international factors which impact on the social/economic/political milieu in which students' persist-or-depart decisions are made. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10