Type of Document	Dissertation
Author	Latham, Sarah Christina
URN	etd-03232004-181949
Title	Anticipatory Socialization and University Retention: An Analysis of the Effect of Enrollment at a Faith-Based Secondary School on the Progression of Students through a Faith-Based University
Degree	Doctor of Philosophy
Department	Public Administration and Policy, School of
Advisory Committee	Advisor Name Title Lance deHaven-Smith Committee Chair Carolyn Herrington Committee Member Frances Berry Committee Member Richard Feiock Committee Member
Keywords	Organizational Studies Anticipatory Socialization Education Retention
Date of Defense	2004-03-15
Availability	unrestricted
Abstract The retention and graduation of students is at the core of postsecondary education. This topic becomes increasingly relevant as tight budgets force state legislatures to seek increased accountability, and soaring tuition costs force students and parents to demand results for their investment. Numerous studies have been done exploring progression and the factors affecting it. However, few have framed the pursuit of a baccalaureate degree using the concept of anticipatory socialization. This study seeks to fill that void and link three fields of study: Organizational Theory, Anticipatory Socialization Theory, and Student Progression Research. A longitudinal cohort analysis was performed to assess the role of anticipatory socialization in increasing the likelihood of attainment of a baccalaureate degree. The anticipatory socialization mode of focus was attendance at a secondary faith-based institution as a socialization mechanism preparing students for attendance at a faith-based university. The hypothesis underlying the analysis suggested that students who are already socialized within a faith-based learning institution would exhibit higher graduation rates from a faith-based university, than students who graduated from non faith-based secondary institutions. Furthermore, using Tinto’s Stages of college student progression, it was argued that attrition rates would be higher for non-faith-based high school graduates during the freshmen year, when integration occurs. Finally, the subsequent enrollment of drop-out was examined in order to determine the types of institutions they subsequently transferred to. Logistic regression models confirmed the effect of faith-based secondary school enrollment and found that the stage of exit was different based on high school type. The significant factors affecting subsequent enrollment still require further research.
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