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Social Psychology to the Rescue

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Submitted By Brittbak
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Brittany Coleman
PSY-311-601
December 13, 2015
Social Psychology to the Rescue, College Student Dropout Rates I. Literature Review One growing concern for colleges and universities across the United States is college student dropout rates. According to College Atlas, 70% of Americans will study at a 4-year college, but less than two-thirds will graduate. About 40% of full-time students attending a 4-year institution in the United States complete a bachelor’s degree within 4 years, while around 58.6 % of students earn theirs within 6 years. Among research and findings pertaining to college student dropout rates, social, psychological, and economic factors tend to be the main causes of such a high percentage of college student dropouts. In the article titled, College Student Retention: An Exploration of the Relationship between Self-Efficacy Beliefs and Purpose in Life among College Students, DeWitz, Woosley, and Walsh believed that high school GPA, support, motivation, and coping strategies were all predictors of college student persistence. When a college student does not master these areas, then this could lead to them possibly dropping out. The article goes on to explain that student with low high school GPA’s tend to have a more difficult time meeting the academic requirements compared to a college student who had a relatively higher high school GPA. This could possibly require the student to put more time into their academics and therefore put a hold on developing social relationships. Support, another area DeWitz, Walsh, and Woosley believe helps the average college student stay persistent in college, is another important aspect. Support can come from different places such as from the faulty, family, and friends/colleagues. Lack of support can make one feel isolated and not important. When a college student has motivation, then they have the drive to set and meet certain goals. Having goals can make the academic path clearer, and provide a better transition into college. Lastly, coping strategies were a great predictor of persistence in college. Coping strategies help form the college students’ independence as well as transition to college. In Astin’s article, Personal and Environmental Factors associated with College Dropouts among High Aptitude Students, he conducted a 4 year longitudinal study among 6,660 high aptitude students from the 1957 National Merit Scholarship competition. The students completed a mail in survey in the year 1957 which was their freshman year, and then another follow-up survey during the year 1961, which was their expected graduation year. A dropout was considered if the student answered on their follow-up survey they were not attending a college or university, or had not completed their course work. The results of the survey showed that students who dropped out possessed self-centered, aloof, assertive, and impulsive personality traits. They also came from lower socioeconomic backgrounds, had lower ranks in high school, had initially planned to get a degree lower than a bachelor’s degree, and applied to fewer scholarships compared to college students who did not drop out. One interesting result of the survey showed that a female student had a higher chance of dropping out of college when she attended a college with a relatively high male population. According to Raye’s article, Why We Quit, many researchers have come to believe that a failed attempt of transitioning from high school to college is the main reason why most college students leave without finishing. Riley expresses the importance of assessing academic, personal, and social strengths before entering college to increase the chances of choosing a college or university that best suits the individual. A solution to prevent college student dropouts would be to provide a comfortable support system to help ease their transition from high school to college. One main point that is seen within all the articles provided is the failure to transition from high school to college as being a strong reason for college student dropout. According to the articles, a lack of social relationships, low grades, and diminished confidence in oneself has a very negative effect on college students. This negativity can get so severe making them feel as though dropping out is the only solution. But if there was a support group to provide them with pointers, advice, encouragement, academic help, social help, or just someone they can relate to, I truly believe the transition from high school to college would improve. In the classroom, it is proven that the self-fulfilling prophecy can occur among teachers and students. The students that teachers expect to do well actually improve within time. But what about the other students, the ones who struggle academically? Those are the ones who are likely to dropout. The teachers do not expect them to do well and therefore might overlook them, not giving them the motivation to do better. But with a support group, they will receive all the motivation and support they need. II. Community Outreach Proposal
As of now, the average graduation rate of colleges and universities in America is around 40%. That means that the college student dropout rate is extremely high. Most students drop out their freshman year and others go for a couple more years and then fail to complete their degree. Stephen F. Austin State University’s retention rate as of now is at 70%, which is barley at average. To prevent college student dropouts at Stephen F. Austin State University, I propose a support system program called “Someone to Lean On”.
“Someone to Lean On” is a program that provides support services for college students who are having trouble transitioning into college. I believe a failed transition and support systems is one of the main reason why many students decide to drop out. Students tend to fail in transitioning because of lack of social relationships, low grades, and diminished confidence. By providing a comfortable support system, this could help improve these factors. Fundamental attribution error is one element that makes creating a social relationship so hard for students. We tend to only look at others actions and assume it’s because of a certain way they are instead of trying to dig a little deeper and think about the external factors. Or we tend to experience the self-fulfilling prophecy of rejection and assume that someone does not like or accept us so we in return do not like or accept them. “Someone to Lean One” will provide social tips and exercises to help college students become more comfortable in social situations. This support system will also connect students with other students who are suffering socially, providing them with someone to relate to. Until the student is comfortable with reaching out socially, they can have a personal mentor they can confide in. Most students who have low grades in classes, do not have good studying habits and techniques, have trouble with scheduling, and are ashamed to ask for help with their studies. “Someone to Lean On” will provide help with scheduling, have study tips, and help students get in contact with tutors and S.I. sessions. Encouragement, advice, and just someone to talk to about everyday life will be provided to help improve self-efficacy beliefs in each student so they can build confidence in order to take control over their own motivation, behavior, and social environment. Those who are involved with “Someone to Lean On” will be mostly college student looking to help make a difference in the lives of others by helping them transition and feel confident as a college student. Students will have to be interviewed and will be accepted on the criteria such as community involvement, organizations, academic achievements, and goals and aspirations. Those accepted as part of “Someone to Lean On” will be assigned to certain areas within the support system such as mentor, academic solution help, social leader, advice specialist, schedule planner, or buddy system coordinator. They will also be responsible for a two-week report log. There will be a meeting among the workers in the group. During the meeting each person will present their report log on students who they have met with and helped. They will also provide their own insights and comments on if they think the support system is helping them and what we need to do as a whole to improve. College students who participate in the program will be required to report at the end of the month for an evaluation. This evaluation will contain a series of questions pertaining to the area of which they are getting help for. It will be based on a scale on 1 to 10 on how they feel “Someone to Lean On” is helping them. It will also assess behavior and outlook changes. Participants will be required to turn in an academic report sheet signed by each of their professors as well so their grades can be monitored. There will also be an opportunity for them to anonymously submit their own feedback on how we can do better and what different types of programs and activities they would like to see offered. “Someone to Lean On” would be a great support system program to help individuals transition into college as well as learn and gain certain skills and attributes that will help them in their daily lives. I believe addressing the transitioning aspect will help greatly in diminishing the college student dropout rate at Stephen F. Austin State University.

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