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Classrooms as Communities: Exploring the Educational Character of Student Persistence

Vincent Tinto
The Journal of Higher Education
Vol. 68, No. 6 (Nov. - Dec., 1997), pp. 599-623
DOI: 10.2307/2959965
Stable URL: http://www.jstor.org/stable/2959965
Page Count: 25
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Classrooms as Communities: Exploring the Educational Character of Student Persistence
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Abstract

Data from a study of a learning community program in an urban community college are used to explore the educational character of student persistence. Analyses reveal that classroom activities influence student persistence by changing the way students and faculty interact within and beyond the classroom setting. Implications for current theories of persistence are discussed and a modified theory proposed.

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