Reducing Attrition Rates for Maori Students

Abstract

In the multicultural milieu that makes up the landscape of higher education today, many students struggle in the traditional settings of western academe (Hart & Holton, 2001; Padron, 1992; Richardson & Skinner, 1992). Dropout rates are of great concern at postsecondary institutions around the world, and many factors impacting student retention have been investigated (Tinto, 1993). Although research regarding ethnicity and retention in higher education have rendered mixed results, characteristics that may be related to students from minority groups-such as being a first-generation college student (Richardson & Skinner, 1992), having poor academic preparation (Hoyt, 1998; Richardson & Skinner), or failing to be involved in campus social and intellectual life (Tinto, 1993)-have been shown to influence dropout behaviour. If access to higher education is to be truly open to students from all backgrounds and cultures, these students must be retained in order to succeed in their higher education endeavours.Dropout BehaviourResearch findings when the issue of race as a factor for student dropout is being investigated have shown considerable variation. Some studies (Dirkx & Jha, 1994; Matross & Huesman, 2002; Mohammadi, 1994 ; White, 1971) have found ethnicity to be a significant factor, with attrition rates for Black students to be about 10% higher than for White students. Matross and Huesman (2002) also found much higher dropout rates (20% greater) for Native Americans than for White students. On the other hand, Lee (1996), Tinto (1993), and Horn and Carroll (1999) found no statistically significant differences, and similarly Hoyt (1998) found similar dropout and success rates for students of colour compared to other ethnic groups.Such variations are not entirely unexpected. Students depart for a variety of reasons, and there are often a number of reasons that combine to cause a student to drop out. One study has noted an average of five reasons per student given as causes of student departures in a survey (Ogletree, 1992). Although some factors (financial stress, poor grades, and high fees) have been more commonly reported than others (Kent State University, 1993; Ogletree), no single factor could be identified as the reason for a departure. Ogletree notes that such complexity makes it difficult for institutions to plan remedial action. Sydow and Sandel (1996) have reported that their community college still had a high dropout rate even though few students cited financial difficulties as the reason for departure. Tinto (1993) has observed that sometimes when students give financial reasons as the cause for departure, these statements are being used as a socially acceptable excuse to hide other causes. Such findings demonstrate that, although ethnicity may be a factor contributing to student attrition, it does not have to be so. Therefore, it should be possible to provide strategies to ensure that students do have equal opportunities for success.Hoyt (1998) found that students of colour may experience racism from tutors and other students and may also have feelings of not being accepted as part of the full campus. Since his study also showed that a higher proportion of students of colour entered with low academic preparation, a racist reception resulted in the amplification of their fears. Low academic preparation is a major issue for minority students who are the first generation of tertiary students within a family (Richardson & Skinner, 1992). Researchers found that many first-generation tertiary students have to face ridicule and opposition from peers, who often tell them that their time and money are being wasted. These students frequently have time management problems as well, often further exacerbated by family needs such as demands to baby-sit younger siblings, and may not have the knowledge and experience to make full use of campus support programmes to overcome initial barriers (Padron, 1992; Richardson & Skinner, 1992). …