Discrepancies About The Ages Of The Age Of Students

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The NCES, Braxton, O’Neal and Tinto’s and other researchers reflected gaps in their higher education research that was geared towards real access documents revealing the discrepancies about the ages of the students. The ages studied are between about 25 - to 29-year-olds as oppose to the real average postsecondary student enters college during the first year, between the ages of 18 to 21 years old. Therefore, to have valuable information on to prove resourceful and meaningful a fair basis of varying students should have been studied based on the following indicators- other than by sex and race/ethnicity.: (1) demographic context; (2) characteristics of schools; (3) student behaviors and after school activities; (4) academic preparation…show more content…
Out of forty of Braxton’s, only nineteen examined did not indicate a connection between persistence and academic integration. More strongly suggested is support for social inclusion as a predictor of persistence than for academic integration (Braxton, Sullivan, and Johnson, 1997), thus implicating that raising social inclusion will lead to a student’s greater institutional commitment, and so the more likelihood of grit to graduation. Additionally, a promising hypothesis is that a higher level of engagement towards the goal of graduation from college may compensate for a lower standard of commitment to a particular institution, and vice versa. While others, as well as Braxton, concluded that the operational definitions of academic and social integration are inadequate and methodologically flawed (Braxton and Lien 2000; Braxton, Sullivan, and Johnson). For instance, Tinto’s correct approach to academic integration may not be equally applicable to every student, nor does having the linkage between the stages of transition, separation, and incorporation been empirically verified (Nora 2001–02). Despite Braxton finding some support for the separation stage of the model, Dr. Amaury Nora hypothesized that because minority students drop out of college at any time, the stages are less recognizable in real-life settings then presented conceptually. The primary reason for the absence of empirical support for the academic integration
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