Unlocking the path to success : exploring Vincent Tinto’s theory of student persistence for the historically underrepresented students in higher education
Title
Unlocking the path to success : exploring Vincent Tinto’s theory of student persistence for the historically underrepresented students in higher education
Creator
Davis, Taiyani
Description
Davis, Taiyani
This case study examined if Tinto’s theory of student persistence is applicable to retention of historically underrepresented students at one institution of higher education. This research identified possible ways educators can assist in increasing retention and persistence rates for historically underrepresented students pursuing higher education and how universities can offer historically underrepresented students the resources they need to feel they are a part of campus culture and a part of the story of the campus community. Historically underrepresented students are graduating at lower rates than their White counterparts. Tinto’s theory of student persistence emphasizes that a strong sense of self-efficacy, a sense of belonging, and a student’s perceived view of the value of the curriculum are critical factors in student persistence and retention.
Structured interviews were completed with seven participants. The analysis showed a strong connection between Tinto’s three factors and positive retention rates amongst historically underrepresented students but does not consider how this impacts student happiness as they are pursuing their bachelor’s degree. I concluded that Tinto’s theory is applicable to improving retention rates of historically underrepresented students at predominantly White institutions, yet faculty and institutions must also focus on student’s happiness to ensure a student’s positive experience while pursuing the bachelor’s degree.
This case study examined if Tinto’s theory of student persistence is applicable to retention of historically underrepresented students at one institution of higher education. This research identified possible ways educators can assist in increasing retention and persistence rates for historically underrepresented students pursuing higher education and how universities can offer historically underrepresented students the resources they need to feel they are a part of campus culture and a part of the story of the campus community. Historically underrepresented students are graduating at lower rates than their White counterparts. Tinto’s theory of student persistence emphasizes that a strong sense of self-efficacy, a sense of belonging, and a student’s perceived view of the value of the curriculum are critical factors in student persistence and retention.
Structured interviews were completed with seven participants. The analysis showed a strong connection between Tinto’s three factors and positive retention rates amongst historically underrepresented students but does not consider how this impacts student happiness as they are pursuing their bachelor’s degree. I concluded that Tinto’s theory is applicable to improving retention rates of historically underrepresented students at predominantly White institutions, yet faculty and institutions must also focus on student’s happiness to ensure a student’s positive experience while pursuing the bachelor’s degree.
Date
2023
Publisher
Alverno College
Extent
90 pages
Language
English
Format
PDF
Type
Text
Dissertation
Subject
College dropouts--Prevention
Academic achievement
Minority college students
Happiness
Retention
Persistence
Historically underrepresented students
Predominantly White institution (PWI)
Rights
These materials may be used by individuals and libraries for personal use, research, teaching (including distribution to classes), or for any fair use as defined by U.S. Copyright Law.
Collection
Citation
Davis, Taiyani, “Unlocking the path to success : exploring Vincent Tinto’s theory of student persistence for the historically underrepresented students in higher education,” Alverno College Library Digital Commons, accessed May 15, 2024, https://alverno.omeka.net/items/show/890.