The way that factors in the social environment regulate both the rates and differential modes of ... more The way that factors in the social environment regulate both the rates and differential modes of deviance among. various groups within the school is examined. Using Mertonian analysis,tthree premises are central to the study including: (1), pressureg to deviate occur when people are deprived of access to legitimate means to attain a desired goal; (2) differential rates of deviance among-groups are a function of the distribution of these pressures; and (3) four different .deviations to the pressures are possible including conformity, innovation, ritualism, retreatism, and rebellion. Applying Merton's model to school behavior, analysis _reveals that restriction of opportunity to achieve academic success is a major source of school deviance.. These pressures to deviate are strongest among-minority racial groups with; lower socioeconomic, , .rstatus. Response adaptions to this pressure are also patterned '.according to status. White, upper class students respond to th.e pressure with innovation, while lower socioeconomic status minority students despond with retreatism and rebellion.
Though I have been asked to speak about persistence, I will begin my comments this morning by foc... more Though I have been asked to speak about persistence, I will begin my comments this morning by focusing first on issues of access. Only then will I turn to persistence and policies to promote persistence. I do so because it is impossible, in my view, to separate out issues of access from those of persistence. While it is true that persistence is largely the result of what occurs to students following entry, it is also true that patterns of access also play an important, though indirect, role in shaping persistence. Moving Beyond Access: Recasting the Debate over Access As to the issue of access, the current debate over access policy needs to be recast. We have to move beyond thinking of access solely as enabling people to gain entry to higher education to seeing access as providing individuals realistic opportunities to earn a four-year college degree. What matters is not merely whether individuals are able to begin college, but whether they are able to finish college. 1
Journal of College Student Retention: Research, Theory & Practice, 2006
After reviewing the state of student retention research and practice, past and present, the autho... more After reviewing the state of student retention research and practice, past and present, the author looks to the future and identifies three areas of research and practice that call for further exploration. These concern issues of institutional action, program implementation, and the continuing challenge of promoting the success of low-income students.
The way that factors in the social environment regulate both the rates and differential modes of ... more The way that factors in the social environment regulate both the rates and differential modes of deviance among. various groups within the school is examined. Using Mertonian analysis,tthree premises are central to the study including: (1), pressureg to deviate occur when people are deprived of access to legitimate means to attain a desired goal; (2) differential rates of deviance among-groups are a function of the distribution of these pressures; and (3) four different .deviations to the pressures are possible including conformity, innovation, ritualism, retreatism, and rebellion. Applying Merton's model to school behavior, analysis _reveals that restriction of opportunity to achieve academic success is a major source of school deviance.. These pressures to deviate are strongest among-minority racial groups with; lower socioeconomic, , .rstatus. Response adaptions to this pressure are also patterned '.according to status. White, upper class students respond to th.e pressure with innovation, while lower socioeconomic status minority students despond with retreatism and rebellion.
The Feature for this issue—Reflections on Student Persistence—has been prepared by Professor Vinc... more The Feature for this issue—Reflections on Student Persistence—has been prepared by Professor Vincent Tinto, Distinguished University Professor Emeritus at Syracuse University, United States of America (USA) and a long-time friend and supporter of STARS. Vincent explores the case for motivation to be considered as a significant aspect of the tertiary student psyche by drawing on theoretical frameworks, research and practical experiences related to the issue. He synthesises this extensive, detailed, rich but often somewhat impenetrable data into a trilogy of clear and credible key dimensions of the motivation construct—student self-efficacy, sense of belonging and perceived value of the curriculum. This interpretation of the literature is a personal but informed reflection and is a timely piece which highlights the breadth and profundity of the presentations at this year’s conference in Adelaide, Australia where students in all their diversity are central to our focus on enhancing t...
The International Journal of the First Year in Higher Education, 2012
Higher Education by highlighting the importance of paying attention to students' experiences in t... more Higher Education by highlighting the importance of paying attention to students' experiences in the classroom. With the classroom experience of students in the United States college system firmly in mind, Tinto draws attention to what he calls the "attributes of effective classrooms". The classroom attributes he describes, such as clear expectations, timely support, feedback on assessment, engaging pedagogies and enhancing teaching skills, though drawn from the United States experience, are universal and as such are transferrable across national boundaries and applicable to higher education educators, leaders and policy makers globally. You can assess this universality by relating Tinto's criteria to your teaching environment.
Efforts on most campuses do not go far enough to promote student retention, especially for first-... more Efforts on most campuses do not go far enough to promote student retention, especially for first-year students. Add-on classes that are disconnected from one another cannot give students the cohesive environment they need to connect with faculty, staff, and other students. What are needed are learning environments, such as learning communities, that actively involve students, faculty members, and staff in shared learning activities.
Effective evaluation designs are marked by four distinct steps; Question Formation, Data Planning... more Effective evaluation designs are marked by four distinct steps; Question Formation, Data Planning, Data Collection, and Information Utilization. Each is comprised of a series of questions and related tasks that must be completed before proceeding to the next step in the evaluation process. The overall quality of an evaluation design depends on the quality of each step. No matter how sophisticated, no design is stronger than its weakest link.
About Campus: Enriching the Student Learning Experience, 1997
One of the most important steps colleges and universities can take in becoming learning organizat... more One of the most important steps colleges and universities can take in becoming learning organizations is to reorganize their educational activities to encourage shared, connected learning experiences.
Journal of College Student Retention: Research, Theory & Practice, 2015
For years, our prevailing view of student retention has been shaped by theories that view student... more For years, our prevailing view of student retention has been shaped by theories that view student retention through the lens of institutional action and ask what institutions can do to retain their students. Students, however, do not seek to be retained. They seek to persist. The two perspectives, though necessarily related, are not the same. Their interests are different. While the institution’s interest is to increase the proportion of their students who graduate from the institution, the student’s interest is to complete a degree often without regard to the institution in which it is earned. Although there has been much written from the former point of view, much less has been written from the latter. This article seeks to address this imbalance by laying out a conceptual model of student institutional persistence as seen through the eyes of students. Having done so, the article asks what such a model implies about institutional action to promote student persistence.
... In the process we have stated the view that effective retention and the involvement of indivi... more ... In the process we have stated the view that effective retention and the involvement of individ-uals in the social and intellectual life of the college are one and the same. It is not a singular process but is marked by distinct stages not unlike those first described by Van Gennep in ...
Trinta anos de experiência na tentativa de incrementar a permanência dos estudantes nos Estados U... more Trinta anos de experiência na tentativa de incrementar a permanência dos estudantes nos Estados Unidos ensinou-nos algumas lições no que respeita aos aspectos essenciais de políticas e de práticas de sucesso. Entre outras coisas, aprendemos que para que os esforços sejam bem sucedidos é preciso que as universidades façam mais do que simplesmente criar serviços. Devem estabelecer-se nas universidades condições que permitam aos estudantes encontrar suporte académico e social, obter retro-informação sobre o seu trabalho e envolverem-se activamente com outros estudantes. Em nenhum outro local das universidades o envolvimento é mais importante do que nas salas de aula e nos laboratórios, os locais, talvez os únicos locais, onde os estudantes se conhecem uns aos outros e se implicam com a Faculdade na aprendizagem. Uma estratégia, cada vez mais aceite, que promove tal envolvimento são as comunidades de aprendizagem e a pedagogia colaborativa que lhes subjaz. Em conclusão, argumenta-se que...
The way that factors in the social environment regulate both the rates and differential modes of ... more The way that factors in the social environment regulate both the rates and differential modes of deviance among. various groups within the school is examined. Using Mertonian analysis,tthree premises are central to the study including: (1), pressureg to deviate occur when people are deprived of access to legitimate means to attain a desired goal; (2) differential rates of deviance among-groups are a function of the distribution of these pressures; and (3) four different .deviations to the pressures are possible including conformity, innovation, ritualism, retreatism, and rebellion. Applying Merton's model to school behavior, analysis _reveals that restriction of opportunity to achieve academic success is a major source of school deviance.. These pressures to deviate are strongest among-minority racial groups with; lower socioeconomic, , .rstatus. Response adaptions to this pressure are also patterned '.according to status. White, upper class students respond to th.e pressure with innovation, while lower socioeconomic status minority students despond with retreatism and rebellion.
Though I have been asked to speak about persistence, I will begin my comments this morning by foc... more Though I have been asked to speak about persistence, I will begin my comments this morning by focusing first on issues of access. Only then will I turn to persistence and policies to promote persistence. I do so because it is impossible, in my view, to separate out issues of access from those of persistence. While it is true that persistence is largely the result of what occurs to students following entry, it is also true that patterns of access also play an important, though indirect, role in shaping persistence. Moving Beyond Access: Recasting the Debate over Access As to the issue of access, the current debate over access policy needs to be recast. We have to move beyond thinking of access solely as enabling people to gain entry to higher education to seeing access as providing individuals realistic opportunities to earn a four-year college degree. What matters is not merely whether individuals are able to begin college, but whether they are able to finish college. 1
Journal of College Student Retention: Research, Theory & Practice, 2006
After reviewing the state of student retention research and practice, past and present, the autho... more After reviewing the state of student retention research and practice, past and present, the author looks to the future and identifies three areas of research and practice that call for further exploration. These concern issues of institutional action, program implementation, and the continuing challenge of promoting the success of low-income students.
The way that factors in the social environment regulate both the rates and differential modes of ... more The way that factors in the social environment regulate both the rates and differential modes of deviance among. various groups within the school is examined. Using Mertonian analysis,tthree premises are central to the study including: (1), pressureg to deviate occur when people are deprived of access to legitimate means to attain a desired goal; (2) differential rates of deviance among-groups are a function of the distribution of these pressures; and (3) four different .deviations to the pressures are possible including conformity, innovation, ritualism, retreatism, and rebellion. Applying Merton's model to school behavior, analysis _reveals that restriction of opportunity to achieve academic success is a major source of school deviance.. These pressures to deviate are strongest among-minority racial groups with; lower socioeconomic, , .rstatus. Response adaptions to this pressure are also patterned '.according to status. White, upper class students respond to th.e pressure with innovation, while lower socioeconomic status minority students despond with retreatism and rebellion.
The Feature for this issue—Reflections on Student Persistence—has been prepared by Professor Vinc... more The Feature for this issue—Reflections on Student Persistence—has been prepared by Professor Vincent Tinto, Distinguished University Professor Emeritus at Syracuse University, United States of America (USA) and a long-time friend and supporter of STARS. Vincent explores the case for motivation to be considered as a significant aspect of the tertiary student psyche by drawing on theoretical frameworks, research and practical experiences related to the issue. He synthesises this extensive, detailed, rich but often somewhat impenetrable data into a trilogy of clear and credible key dimensions of the motivation construct—student self-efficacy, sense of belonging and perceived value of the curriculum. This interpretation of the literature is a personal but informed reflection and is a timely piece which highlights the breadth and profundity of the presentations at this year’s conference in Adelaide, Australia where students in all their diversity are central to our focus on enhancing t...
The International Journal of the First Year in Higher Education, 2012
Higher Education by highlighting the importance of paying attention to students' experiences in t... more Higher Education by highlighting the importance of paying attention to students' experiences in the classroom. With the classroom experience of students in the United States college system firmly in mind, Tinto draws attention to what he calls the "attributes of effective classrooms". The classroom attributes he describes, such as clear expectations, timely support, feedback on assessment, engaging pedagogies and enhancing teaching skills, though drawn from the United States experience, are universal and as such are transferrable across national boundaries and applicable to higher education educators, leaders and policy makers globally. You can assess this universality by relating Tinto's criteria to your teaching environment.
Efforts on most campuses do not go far enough to promote student retention, especially for first-... more Efforts on most campuses do not go far enough to promote student retention, especially for first-year students. Add-on classes that are disconnected from one another cannot give students the cohesive environment they need to connect with faculty, staff, and other students. What are needed are learning environments, such as learning communities, that actively involve students, faculty members, and staff in shared learning activities.
Effective evaluation designs are marked by four distinct steps; Question Formation, Data Planning... more Effective evaluation designs are marked by four distinct steps; Question Formation, Data Planning, Data Collection, and Information Utilization. Each is comprised of a series of questions and related tasks that must be completed before proceeding to the next step in the evaluation process. The overall quality of an evaluation design depends on the quality of each step. No matter how sophisticated, no design is stronger than its weakest link.
About Campus: Enriching the Student Learning Experience, 1997
One of the most important steps colleges and universities can take in becoming learning organizat... more One of the most important steps colleges and universities can take in becoming learning organizations is to reorganize their educational activities to encourage shared, connected learning experiences.
Journal of College Student Retention: Research, Theory & Practice, 2015
For years, our prevailing view of student retention has been shaped by theories that view student... more For years, our prevailing view of student retention has been shaped by theories that view student retention through the lens of institutional action and ask what institutions can do to retain their students. Students, however, do not seek to be retained. They seek to persist. The two perspectives, though necessarily related, are not the same. Their interests are different. While the institution’s interest is to increase the proportion of their students who graduate from the institution, the student’s interest is to complete a degree often without regard to the institution in which it is earned. Although there has been much written from the former point of view, much less has been written from the latter. This article seeks to address this imbalance by laying out a conceptual model of student institutional persistence as seen through the eyes of students. Having done so, the article asks what such a model implies about institutional action to promote student persistence.
... In the process we have stated the view that effective retention and the involvement of indivi... more ... In the process we have stated the view that effective retention and the involvement of individ-uals in the social and intellectual life of the college are one and the same. It is not a singular process but is marked by distinct stages not unlike those first described by Van Gennep in ...
Trinta anos de experiência na tentativa de incrementar a permanência dos estudantes nos Estados U... more Trinta anos de experiência na tentativa de incrementar a permanência dos estudantes nos Estados Unidos ensinou-nos algumas lições no que respeita aos aspectos essenciais de políticas e de práticas de sucesso. Entre outras coisas, aprendemos que para que os esforços sejam bem sucedidos é preciso que as universidades façam mais do que simplesmente criar serviços. Devem estabelecer-se nas universidades condições que permitam aos estudantes encontrar suporte académico e social, obter retro-informação sobre o seu trabalho e envolverem-se activamente com outros estudantes. Em nenhum outro local das universidades o envolvimento é mais importante do que nas salas de aula e nos laboratórios, os locais, talvez os únicos locais, onde os estudantes se conhecem uns aos outros e se implicam com a Faculdade na aprendizagem. Uma estratégia, cada vez mais aceite, que promove tal envolvimento são as comunidades de aprendizagem e a pedagogia colaborativa que lhes subjaz. Em conclusão, argumenta-se que...
Uploads
Papers by Vincent Tinto