New York College Learning Skills Association

RTDE Issue Contents

Research and Teaching
in Developmental Education

Volume 15, Issue 2, Spring 1999

Impact of the Hidden Curriculum and Student Resistance on Attrition in Developmental Education Courses
By Linda M. Gubbe, The University of Toledo Community and Technical College

Abstract

In-class attrition has increased at a Midwest urban community and technical college. Where attrition rates of 15-20% in developmental education courses were common a decade ago, attrition rates as high as 40-50% are often now the norm. To determine why students were departing classes during the term, college faculty formed a task force and administered an attrition survey. A recent article by this authors colleagues addressed the survey findings and examined the literature, which included two major themes of attrition: 1) quality of student-faculty/staff interactions and 2) the degree of integration within the institution. To better understand institutional integration and interaction, a second survey was given to 51 developmental education students which focused upon students perceptions of high school and college educational experiences. Demographic information was also collected since social class and race impact integration and interaction. (While gender may also affect retention, it was not examined in this analysis.) Possible cultural causes for attrition are speculated using the survey results and literature regarding the hidden curriculum and resistance theory. Recommendations for retention are also suggested.