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Dropout intent of students with disabilities
[journal article]
Abstract We examine the mechanisms explaining the dropout intentions of students with disabilities by integrating Tinto’s model of student integration, the student attrition model, the composite persistence model, and insights from social stratification research. The resulting theoretical model posits that n... view more
We examine the mechanisms explaining the dropout intentions of students with disabilities by integrating Tinto’s model of student integration, the student attrition model, the composite persistence model, and insights from social stratification research. The resulting theoretical model posits that not only students' academic and social integration, but also their private resources (financial, home learning, and personal resources) are crucial for academic success. Analysing data from a 2020 Germany-wide student survey, we find that students with disabilities are substantially more likely to intend to drop out of higher education than students without disabilities. Linear regressions and Kitagawa-Oaxaca-Blinder decompositions show that their lower academic integration and fewer personal resources are most relevant for explaining this difference, while their lower social integration, home learning, and financial resources play subordinate roles. Further analyses reveal that dropout intent is highest among students with psychic disabilities, followed by students with learning disabilities and students with physical disabilities. Regarding all three disability groups, less academic integration and fewer personal resources are most relevant for explaining their higher dropout intent (compared to students without disabilities). However, the disability groups differ regarding the importance of the different explanatory factors. Overall, our results highlight the importance of considering both students' integration into higher education and their private resources for understanding student-group-specific dropout intent.... view less
Keywords
studies (academic); university level of education; disability; abandonment of studies; social integration; socioeconomic factors; Federal Republic of Germany
Classification
University Education
Free Keywords
DZHW survey "Studying in Corona Times" (2020) (doi:10.21249/DZHW:sitco2020:1.0.0)
Document language
English
Publication Year
2023
Journal
Higher education : the international journal of higher education research (2023)
ISSN
1573-174X
Status
Published Version; peer reviewed
Licence
Creative Commons - Attribution-NonCommercial-ShareAlike 4.0
With the permission of the rights owner, this publication is under open access due to a (DFG-/German Research Foundation-funded) national or Alliance license.
FundingGefördert durch die Deutsche Forschungsgemeinschaft (DFG) - Projektnummer 470278283 / Funded by the German Research Foundation (DFG) - Project number 470278283