Abstract

This article aims to contribute to the debate on retention in higher education from a conceptual discussion that privileges the two main theoretical models that deal with the subject. Vincent Tinto and Alain Coulon’s models deal with the processes of estrangement from the academic space, familiarization and subsequent involvement or integration, which are analyzed from different perspectives to explain, sociologically, how this process happens. We discuss the limitations and potential
of the models mentioned in order to support reflections and actions that consider the role of those involved in the process of retention in higher education.

Keywords: Retention. Higher education. Theoretical models. Sociology of education.