More than a quarter of the students who enter four-year
institutions and half of those who enter two-year schools depart at
the end of their first year. This phenomenon is known as the
""departure puzzle,"" and for years, the most important body of
work on student retention has come from sociologist Vincent Tinto.
In Reworking the Student Departure Puzzle, leading scholars of the
college student experience - including Tinto himself - reevaluate
Tinto's interactionalist perspective, which holds that students
unable to connect with either the academic or social subsystems of
their institutions are likely to leave. Recent critiques of this
theory have indicated the need for either its serious revision or
the development of a new theory altogether. The contributors to
this volume offer a variety of both theoretical and methodological
perspectives on student departure, with additional chapters
covering minority student retention, the link between college
choice and student persistence, and the effect of the classroom
experience on the student's choice. The recommendations made here
will not only reinvigorate research on this important topic but
will also lead administrators to better mana
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