Detailanzeige
Aufsatz (Zeitschrift) zugänglich unter
URN: urn:nbn:de:0111-pedocs-333220
DOI: 10.25656/01:33322; 10.1007/s10734-023-01111-y
URN: urn:nbn:de:0111-pedocs-333220
DOI: 10.25656/01:33322; 10.1007/s10734-023-01111-y
| Titel |
Dropout intent of students with disabilities |
|---|---|
| Autoren |
Rußmann, Mareike  ;
Netz, Nicolai  ;
Lörz, Markus |
| Originalveröffentlichung | Higher education 88 (2024) 1, S. 183-208  |
| Dokument | Volltext (627 KB) (formal überarbeitete Version) |
| Lizenz des Dokumentes |
|
| Schlagwörter (Deutsch) | Soziale Integration; Sozioökonomischer Faktor; Hochschulbildung; Studium; Student; Behinderung; Abbruch; Deutschland |
| Teildisziplin | Empirische Bildungsforschung Hochschulforschung und Hochschuldidaktik |
| Dokumentart | Aufsatz (Zeitschrift) |
| ISSN | 1573-174X; 0018-1560; 1573174X; 00181560 |
| Sprache | Englisch |
| Erscheinungsjahr | 2024 |
| Begutachtungsstatus | Peer-Review |
| Abstract (Englisch): | 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. |
| weitere Beiträge dieser Zeitschrift | Higher education Jahr: 2024 |
| Statistik |  Anzahl der Zugriffe auf dieses Dokument
|
| Prüfsummen | Prüfsummenvergleich als Unversehrtheitsnachweis |
| Eintrag erfolgte am | 10.06.2025 |
| Quellenangabe | Rußmann, Mareike; Netz, Nicolai; Lörz, Markus: Dropout intent of students with disabilities - In: Higher education 88 (2024) 1, S. 183-208 - URN: urn:nbn:de:0111-pedocs-333220 - DOI: 10.25656/01:33322; 10.1007/s10734-023-01111-y |
Inhalt auf sozialen Plattformen teilen
Teile diese Seite:
