Abstract
The statistics show that minority Hungarians’ education and participation in higher education, lags far behind the majority of society in Central Europe. Furthermore, we also know that the smaller the community, the more educated they are. The explanation for this could be, those who are less educated are more prone to assimilate. As a result, the existential question from these minority groups comes down to the growth of their level of education, a condition of which is university students’ acquisition of diplomas. Those factors deserve more scrutiny, in their identification, that increase the chances of getting a diploma. The goal of our study is (1) to identify the students who are persistent and at risk of dropping out, (2) to define the risk factors, and (3) at the same time to uncover the protective/ supporting factors as well. The theoretical background for our research was constituted by the institutional integrational model. The database used for this study contains data collected during a survey of Hungarian students from four different countries in Central Europe (IESA 2015, N= 2017). We found from our research that though the effect of intergenerational connections among students at Central European minority schools proved significant, the effect of place of residence, of settlement type, and of relationships within the family was even stronger.
Highlights
The statistics still show that minority Hungarians’ education and participation in higher education, lags far behind the majority of society in Central Europe
We examined the judgment of the combined persistence indicators as items within student circles and statistically found many differences
In the acceptance of the later persistence indicator statements pertaining to self-efficacy, the students of the Vojvodina again take the lead, with the self-regulating and self-organizing abilities we detected in the Hungarian Highland (Slovakia) students being of the littlest measure
Summary
The statistics still show that minority Hungarians’ education and participation in higher education, lags far behind the majority of society in Central Europe. Literature puts them among the non-traditional students, for their appearance in higher education has drawn institutions into a new situation, since, for these students, the intellectual and gregarious environment falls far from such institutions, the classical collision of identifying with the middle class and the academic world. For this reason, there is a greater chance they will fail, edging them closer to dropout (Pusztai, 2011; Altbach, 2009). The goal of the current study is the identification of the minority students at risk of abandoning their studies and of those who are striving on, the definition of drop-out’s individual and institutional risk factors, and, parallel with this, the determination of the components
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