Testing Tinto: How Do Retention Theories Work for First-Generation, Working-Class Students?

By R. Longwell-Grice, Hope Longwell-Grice. 2008

140 citations recorded by the source corpus.

Subfields: Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/882a4fabade6e6f0455c89bcaf345d7a51163f0f

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Jillian Ives
2. Milagros Castillo-Montoya
3. Malcolm Tight

In Social Psychology

1. Jillian Ives
2. Milagros Castillo-Montoya
3. Malcolm Tight

Citations in the corpus

• Student retention and engagement in higher education (2020, background): “…greatest impact, and there have been many follow-up studies that have applied, modified or re-assessed it (e.g. Braxton, Milem, and Sullivan 2000; Kerby 2015; Longwell-Grice and Longwell-Grice 2008; Pascarella and Chapman 1983; Pascarella and Terenzini 1980; Terenzini, Lorang, and Pascarella 1981).”
• First-Generation College Students as Academic Learners: A Systematic Review (2020, methodology): “For example, Longwell-Grice and Longwell-Grice (2008) used Tinto’s theories on retention in a multiple case study of four first-generation, workingclass, white male first-semester college students, all of whom left after the first semester.”
• A Comprehensive Review of the Major Studies and Theoretical Models of Student Retention in Higher Education. (2016, unknown): “…Davies, Shevlin, & Bracken, 2000; Cabrera et al., 1992; Cabrera et al., 1993; Caison, 2007; Elkins, Braxton, & James, 2000; Liu & Liu, 2000; Longwell-Grice & Longwell-Grice, 2007; Mannan, 2001; McCubbin, 2003; Pascarella, Duby, & Iverson, 1983; Pascarella & Terenzini, 1979, 1980, 1983,…”