Academic Commons

Reports

An Exploration of Tinto's Integration Framework for Community College Students

Karp, Melinda Jane Mechur; Hughes, Katherine Lee; O'Gara, Lauren

Tinto's integration framework is often assumed to be inapplicable to the study of student persistence at community colleges because one of the linchpins of the framework—social integration—is considered unlikely to occur for students at these institutions. Community college students are thought to lack the time to participate in activities, such as clubs, that would facilitate social integration. Using in-depth interviews with students at two urban community colleges in the Northeast, we examine the ways that first-year community college students engage with their institutions. We find that the majority of them do develop attachments to their institutions. Moreover, this sense of attachment is related to their persistence in the second year of college. We also find that this integration is both academic and social. Contrary to findings from other studies that apply Tinto's framework, we find that these two forms of integration develop in concert for community college students. The same activities lead to both academic and social relatedness. This is particularly true for information networks that students develop in the classroom.

Files

More About This Work

Academic Units
Community College Research Center
Publisher
Community College Research Center, Teachers College, Columbia University
Series
CCRC Working Paper, 12
Published Here
February 23, 2012
Academic Commons provides global access to research and scholarship produced at Columbia University, Barnard College, Teachers College, Union Theological Seminary and Jewish Theological Seminary. Academic Commons is managed by the Columbia University Libraries.