Los estudiantes universitarios no tradicionales y el abandono de los estudios

Referencias bibliográficas

• Ariño, A. (Dir.) (2008). El ofi cio de estudiar en la Universidad: Compromisos fl exibles. València: Publicacions de la Universitat de València.
• Bean, J. P. y Metzner, B. S. (1985). A conceptual model of nontraditional undergraduate student attrition. Review of Educational Research, 55(4), 485-540. doi: 10.3102/00346543055004485
• Bean, J. P. y Vesper, N. (1990). Qualitative approaches to grounding theory in data: Using LISREL to develop a local model and theory of student attrition. En Annual meeting of the American Educational Research Association. Boston, Ma.
• Bozick, R. (2007). Making it through the fi rst year of college: The role of students’ economic resources, employment, and living arrangements. Sociology of Education, 80(3), 261-285. doi: 10.1177/003804070708000304
• Bozick, R. y DeLuca, S. (2005). Better late than never? Delayed enrollment in the high school to college transition. Social Forces, 84(1), 531-554. doi: 10.1353/ sof.2005.0089
• Cabrera, A. F., Castañeda, M. B., Nora, A. y Hengstler, D. (1992). The convergence between two theories of college persistence. The Journal of Higher Education, 63(2), 143-164. doi: 10.2307/1982157
• Carabaña, J. (2013). Crecimiento del bachillerato e igualdad desde los años ochenta. RASE: Revista de la Asociación de Sociología de la Educación, 6(1).
• Chickering, A. W. (1974). Commuting versus resident students: Overcoming the educational inequities of living off campus (The Jossey-Bass series in higher education). San Francisco: Jossey-Bass Inc Publishers.
• Choy, S. (2002). Nontraditional undergraduates: Findings from The Condition of Education 2002. National Center for Education Statistics, U.S. Department of Education. Washington, D.C.
• Daza, L. (2013). Capital social y aprendizaje en la universidad. Barcelona: Universitat de Barcelona.
• Daza, L. y Alcaide, V. (2013). Construcció d’una tipologia d’estudiants a les universitats de l’Àrea Metropolitana de Barcelona. En VI Congrés Català/Internacional de Sociologia. Perpignan.
• Elias, M. (2008). Los abandonos universitarios: Retos ante el Espacio Europeo de Educación Superior. Estudios sobre Educación, 15, 101-121.
• Elias, M., Masjuán, J. M. y Sánchez-Gelabert, A. (2012). Signs of reengagement? En M. Vukasović, P. Maassen, M. Nerland, B. Stensaker, R. Pinheiro y A. Vabø (Eds.), Effects of higher education reforms (pp. 21-42). Rotterdam: SensePublishers. doi: 10.1007/978-94-6209-016-3
• Fairchild, E. E. (2003). Multiple roles of adult learners. New Directions for Student Services, 2003(102), 11-16. doi: 10.1002/ss.84
• Forbus, P., Newbold, J. J. y Mehta, S. S. (2011). A study of non-traditional and traditional students in terms of their time management behaviors, stress factors, and coping strategies. Academy of Educational Leadership Journal, 15, 109.
• Goldrick-Rab, S., Harris, D. N. y Trostel, P. A. (2009). Why fi nancial aid matters (or does not) for college success: Toward a new interdisciplinary perspective. En J. C. Smart (Ed.), Higher Education: Handbook of Theory and Research (Vol. 24, pp. 1-45). London: Springer.
• González Monteagudo, J. (2010). Biografía, identidad y aprendizaje en estudiantes universitarios no tradicionales. Estudio de caso de una mujer trabajadora. Profesorado. Revista de Currículum y Formación de Profesorado, 14(3), 146-147.
• Horn, L. y Carroll, C. D. (1996). Nontraditional undergraduates: Trends in enrollment from 1986 to 1992 and persistence and attainment among 1989-90 beginning postsecondary students. Washington, D.C.: National Center for Education Statistics.
• Horn, L. y Carroll, C. D. (1998). Stopouts or stayouts?: undergraduates who leave college in their fi rst year. Washington, D.C.: National Center for Education Statistics.
• Justice, E. M. y Dornan, T. M. (2001). Metacognitive differences between traditional-age and nontraditional-age college students. Adult Education Quarterly, 51(3), 236-249. doi: 10.1177/074171360105100305
• Laing, C. y Robinson, A. (2003). The withdrawal of non-traditional students: developing an explanatory model. Journal of Further and Higher Education, 27(2), 175-185. doi: 10.1080/0309877032000065190
• Lassibille, G. (2011). Student progress in higher education: What we have learned from large-scale studies. The Open Education Journal, 4, 1-8.
• Lassibille, G. y Navarro Gómez, L. (2009). Tracking students’ progress through the Spanish university school sector. Higher Education, 58(6), 821-839. doi: 10.1007/s10734-009-9227-8
• Mcinnis, C. (2002). Signs of disengagement? En J. Enders y O. Fulton (Eds.), Higher education in a globalising world (pp. 175-189). Netherlands: Kluwer Academic Publishers.
• Metcalf, H. (2003). Increasing inequality in higher education: The role of term-time working. Oxford Review of Education, 29(3), 315-329. doi: 10.1080/03054980307447
• Metzner, B. S. y Bean, J. P. (1987). The estimation of a conceptual model of nontraditional undergraduate student attrition. Research in Higher Education, 27(1), 15-38. doi: 10.1007/BF00992303
• Milesi, C. (2010). Do all roads lead to Rome? Effect of educational trajectories on educational transitions. Research in Social Stratifi cation and Mobility, 28(1), 23-44.
• Moreno Mínguez, A., López Peláez, A. y Segado Sánchez-Cabezudo, S. (2012). La transición de los jóvenes a la vida adulta. Crisis económica y emancipación tardía (Moreno Mín.). Barcelona: Obra Social “la Caixa”.
• O’Toole, D. M., Stratton, L. S. y Wetzel, J. N. (2003). A longitudinal analysis of the frequency of part-time enrollment and the persistence of students who enroll part time. Research in Higher Education, 44(5), 519-537. doi: 10.1023/A:1025491208661
• Ozga, J. y Sukhnandan, L. (1998). Undergraduate non-completion: Developing an explanatory model. Higher Education Quarterly, 52(3), 316-333. doi: 10.1111/1468-2273.00100
• Pascarella, E. T. (1980). Student-faculty informal contact and college outcomes. Review of Educational Research, 50(4), 545-595. doi: 10.3102/00346543050004545
• Pascarella, E. T. y Terenzini, P. T. (2005). How college affects students: a third decade of research. The JosseyBass higher and adult education series (Vol. 2, p. 848). San Francisco: Jossey-Bass Inc Publishers.
• Pfeffer, F. T. y Goldrick-Rab, S. (2011). Unequal pathways through American Universities.
• Reay, D. (2008). Class, authenticity and the transition to higher education for mature students. The Sociological Review, 50(3), 398-418. doi: 10.1111/1467954X.00389
• Riggert, S. C., Boyle, M., Petrosko, J. M., Ash, D. y Rude-Parkins, C. (2006). Student employment and higher education: Empiricism and contradiction. Review of Educational Research, 76(1), 63-92. doi: 10.3102/00346543076001063
• Robinson, R. A. (2005). Pathways in context : Background characteristics and demographics in student progression through higher education. (Ph.D. thesis). Australia: University of Sydney.
• Rootman, I. (1972). Voluntary withdrawal from a total adult socializing organization: A model. Sociology of Education, 45(3), 258-270.
• Soler, I. (2013). Los estudiantes universitarios. Perfi les y modalidades de vinculación con el estudio en la universidad española. Universitat de València.
• Staff, J. y Mortimer, J. T. (2007). Education and work strategies from adolescence to early adulthood: Consequences for educational attainment. Social Forces, 85, 1169-1194.
• Tannock, S. y Flocks, S. (2003). “I know what it’s like to struggle”: The working lives of young students in an urban community college. Labor Studies Journal, 28(1), 1-30. doi: 10.1353/lab.2003.0028
• Vickers, M., Lamb, S. P. y Hinkley, J. (2003). Student workers in high school and beyond : the effects of part-time employment on participation in education, training and work. Research Report Number 30 (Vol. LSAY Resea, p. 35). Australian Council for Educational Research.