Running head: ARTICLE ANALYSIS 2 1
Article Analysis 2
Monica Tucker
Liberty University
ARTICLE ANAYLYSIS 2
Article Analysis 2
Purpose and Deficit
The purpose of the article by Tinto (1975) was review the developments between a
student and an institution of higher education that would cause the student to want to drop out.
Tinto (1975) asserted that while there was much research found on the subject of higher
education dropout, much of it failed to discern between the types of dropout behaviors. In
essence, Tinto argued that past research failed to delineate between students who dropped out
due to academic failure versus those who dropped out only temporarily or because they
transferred to another institution (Tinto, 1975, p. 89).
Durkheim’s Theory of Suicide
Tinto described Durkheim’s theory of suicide, which claims that suicide is more likely
when people do not feel as though they ‘fit in’ to society (Tinto, 1975). He asserted that, “when
one views the college as a social system with its own value and social structures, one can treat
dropout from that social system in a manner analogous to that of suicide” (p. 91). Tinto noted
that while Durkheim’s theory is wholly relevant holistically, it fails to recognize the distinct
reasons that would lead an individual to drop out of college. For example, institutional
commitment, educational expectations, goal commitment, and financial resources are a few of
the distinctions that Tinto mentioned that may sway a student to leave college. Additionally,
Tinto argued that Durkheim’s theory does not distinguish between individuals who may have
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embraced the social aspect of college, and because of their overactive social life, were otherwise
unable to keep up with the academic rigor (Tinto, 1975).
Domains
There were two domains within the college system for which Tinto explained were of
direct importance for an individual, and that would greatly influence persistence or attrition. He
described the two as being academic and social integration. Of the two, Tinto described
academic integration as the ability of the student to pass their coursework sufficiently in effort to
remain in good academic standing. The second domain; social integration; Tinto described as the
ability of the student to successfully take part in the social aspect of college life (Tinto, 1975).
However, Tinto reasoned that within each domain, there were specifics that would further affect
a student’s persistence or attrition.
Institutional Characteristics Associated with College Persistence
Tinto noted many institutional characteristics that would affect college persistence to
include academic and social integration, goal commitment and institutional commitment. Tinto
proposed that there were individual characteristics, past experiences and other personal attributes
that would largely affect a student’s integration into the college environment both academically
and socially (Tinto, 1975, p. 96).
Within the domains of academic and social integration, Tinto (1975) asserted that
“individuals enter institutions of higher education with a variety of attributes” (p. 94). These
attributes could include a person’s sex, race, ability, GPA, academic and social achievements, and
family backgrounds (Tinto, 1975). Furthermore, included within these areas are goal and
institutional commitments, which can then further be affected by peer and faculty interactions.
Tinto (1975) argued that “it is the individual’s integration into the academic and social systems
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of the college that most directly relates to his continuance in that college” (p. 96). Tinto also
proposed that the degree to which an individual is committed to their goal of college completion,
would greatly affect the outcome of persistence or drop out.
Central Argument
Tinto (1975) discovered that there were mainly two major domains that affect college
dropout, however, there were a variety of dropout behaviors that largely affected an individual’s
reason for dropping out of college. Additionally it can be noted that academic dismissal and
voluntary withdrawal are two that must be differentiated. Tinto further acclaimed that more
research should be done to look into dropout behaviors because of race, urban institutions,
student and faculty subcultures and persistence in college, and finally the longitudinal process of
dropout. Moreover, Tinto asserted that conceptual frameworks be explored through methodology
measures (Tinto, 1975).
Personal Reflection
Alongside the areas that Tinto used in his conceptual schema, I perceive that I would be
most affected by social integration because I am an online doctoral student. I, however was able
to do 3 intensive courses for my master’s degree at Liberty, which allowed me to experience
some of the social life of a college student at Liberty. I wasn’t able to build any relationship that
lasted outside of the week we spent in the classroom, I do live in the same city as Liberty so I
have been able to attend several football games and homecoming almost yearly. Additionally I
am concerned that I am not able to have the social life within my peers in the doctoral program at
Liberty. Institutionally, I chose Liberty because of its Christ-centered focus. I knew that I needed
that type of focus in my life to justify times when the academic rigor would cause me to miss
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time with my church and family. Persistence is what is going to keep me going in this program
and I have already taken the necessary steps to succeed in the program.
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References
Tinto, Vincent. (1975). Dropout from higher education: A theoretical synthesis of recent research.
Review of Educational Research, 45(1), pp. 89-125. Retrieved from https://www-jstor-
org.ezproxy.liberty.edu/stable/pdf/1170024.pdf?refreqid=excelsior
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