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Models of Minority College-Going and Retention: Cultural Integrity versus Cultural Suicide

William G. Tierney
The Journal of Negro Education
Vol. 68, No. 1, Preparing Students for the New Millenium: Exploring Factors That Contribute to the Successful Education of African American Students (Winter, 1999), pp. 80-91
DOI: 10.2307/2668211
Stable URL: http://www.jstor.org/stable/2668211
Page Count: 12
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Models of Minority College-Going and Retention: Cultural Integrity versus Cultural Suicide
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Abstract

This article maintains that Tinto's theory of college student retention misses the mark for minority students. With its implicit suggestions that such students must assimilate into the cultural mainstream and abandon their ethnic identities to succeed on predominantly White campuses, Tinto's framework is faulted not only for overlooking the history of ethnic oppression and discrimination in the U.S. but also for being theoretically flawed. An alternate model based on cultural integrity and Bourdieu's notions of cultural capital and habitus is delineated. A program that instills these qualities in inner-city Black and Hispanic adolescents as they prepare for college is described.

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