Download or read book The Effect of Socioeconomic Status on Year to year Persistence of First generation and Continuing generation College Students at Two year and Four year Institutions written by Jim Settle and published by . This book was released on 2005 with total page 214 pages. Available in PDF, EPUB and Kindle. Book excerpt: Estimating the persistence of first-time students from the first year to the second year of college is a growing social and financial concern for postsecondary education. Studying how socioeconomic status affects year-to-year persistence may help to identify and assist those students who had socioeconomic profiles most likely to indicate challenges to year-to-year persistence. This study used data from the Beginning Postsecondary Students Longitudinal Study (BPS:96/98). BPS is a nationally representative survey designed to provide additional information about the patterns of educational attainment and persistence for a subset of the more than 51,000 students included in the NPSAS:96 survey. This study used all students enrolled as first-time beginning students at two-year and four-year institutions. The purpose of this study was to develop and test a theoretical framework to describe the year-to-year persistence of beginning postsecondary education students at both two-year and four-year institutions. The preliminary model included 39 literature-based variables coded and grouped into seven factors: background, high school, college-entry, financial, social integration, academic integration, and college performance. The data were tested using descriptive statistics and logistic regression to determine the correct predictive percentage of the models for first-generation and continuing-generation students, only first-generation students, and only continuing-generation students at both two-year and four-year institutions. The tested models can be used as a method to identify students who may struggle with persistence decisions. Identification of students in need may help postsecondary educators to provide services and interventions that will facilitate the year-to-year persistence of these students. This model could be easily adapted to a specific institution, and the validity of the model assessed longitudinally with year-to-year persistence of the students. Social capital variables, particularly student integration to the collegiate environment, are strongly associated with persistence of first generation students at both types of institutions. Contact between the student and faculty member outside of the classroom environment is critical to the persistence of students. The student must match with the social and academic environment of the campus.

Download or read book First generation Students written by Anne-Marie Nuñez and published by DIANE Publishing. This book was released on 1998 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Education Statistics Quarterly written by and published by . This book was released on 2003 with total page 172 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Dissertation Abstracts International written by and published by . This book was released on 2008 with total page 734 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book How College Affects Students written by Matthew J. Mayhew and published by John Wiley & Sons. This book was released on 2016-09-19 with total page 784 pages. Available in PDF, EPUB and Kindle. Book excerpt: The bestselling analysis of higher education's impact, updated with the latest data How College Affects Students synthesizes over 1,800 individual research investigations to provide a deeper understanding of how the undergraduate experience affects student populations. Volume 3 contains the findings accumulated between 2002 and 2013, covering diverse aspects of college impact, including cognitive and moral development, attitudes and values, psychosocial change, educational attainment, and the economic, career, and quality of life outcomes after college. Each chapter compares current findings with those of Volumes 1 and 2 (covering 1967 to 2001) and highlights the extent of agreement and disagreement in research findings over the past 45 years. The structure of each chapter allows readers to understand if and how college works and, of equal importance, for whom does it work. This book is an invaluable resource for administrators, faculty, policymakers, and student affairs practitioners, and provides key insight into the impact of their work. Higher education is under more intense scrutiny than ever before, and understanding its impact on students is critical for shaping the way forward. This book distills important research on a broad array of topics to provide a cohesive picture of student experiences and outcomes by: Reviewing a decade's worth of research; Comparing current findings with those of past decades; Examining a multifaceted analysis of higher education's impact; and Informing policy and practice with empirical evidence Amidst the current introspection and skepticism surrounding higher education, there is a massive body of research that must be synthesized to enhance understanding of college's effects. How College Affects Students compiles, organizes, and distills this information in one place, and makes it available to research and practitioner audiences; Volume 3 provides insight on the past decade, with the expert analysis characteristic of this seminal work.

Download or read book Purposeful Persistence written by and published by . This book was released on 2009 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Undergraduate populations at colleges and universities have become increasingly diverse in recent years, and one of the greatest shifts has been the steadily increasing numbers of first generation college students (FGCS), students whose parents did not attend college. Studies of FGCS have concluded that retention is less likely for FGCS than continuing generation college students (CGCS). According to the literature, FGCS are more likely to be academically under prepared, come from low income and minority backgrounds, and be less engaged in the college experience than CGCS. In exercising this attention, many colleges and universities have developed retention strategies focusing on characteristics of FGCS that might put them at risk for not completing a degree. Initially, these contrasts between FGCS and CGCS were regarded widely as deficits of the first-generation population. In recent years, however, some institutions of higher education have shifted in their approach from an "individual deficit model" focused on the shortcomings of individual students to a deeper understanding of how institutional conditions encourage or discourage students from staying in school. This evolving emphasis includes a shift in responsibility for students' college going success -- from the individual to the institution. These contrasting and evolving ideas present a complex but incomplete picture of how colleges work or do not work for first-generation college students. This study explored the characteristics and perspectives of FGCS and the institutional conditions, policies and practices affecting first year persistence at a low persisting rural four-year university. I examined three broad questions: What are the critical characteristics of FGCS who persist past their first year at the University? What implications do these characteristics have for retaining FGCS beyond the first year of college at the institution? What implications do these attributes hold for other colleges and universities seeking to retain FGCS? Confounding results were found after analyzing demographic and academic data on FGCS; although similar to other FGCS in terms of at-risk characteristics, they were out-persisting and performing their CGCS peers. In order to understand this counterintuitive finding, institutional policies and practices were explored, and focus groups were conducted investigating the perceptions of FGCS towards college persistence. The findings suggest that the restricted focus on external attributes of students fall short in explaining FGCS persistence. This study illustrates that institutions of higher education can better support first generation college students if they make available the freedom for individuals to develop naturally, learn through experience, and engage in the formation of their purpose (based on Dewey's 1938 work). It is up to leaders in institutions of higher education and researchers to extend the focus and support beyond external attributes of first generation students and include a focus on internal characteristics, providing a more complete picture of how colleges work or do not work for them.

Download or read book The Role of Socioeconomic Status When Controlling for Academic Background in a Multinomial Logit Model of Six Year College Outcomes written by Leslie S. Stratton and published by . This book was released on 2011 with total page 30 pages. Available in PDF, EPUB and Kindle. Book excerpt: Socioeconomic status as measured by race, ethnicity, income, and parental education is highly associated with college degree receipt. It is difficult, however, to identify the separate effect of each of these measures given their substantial overlap, and it is difficult to statistically differentiate between the impact of academic background/ability and socioeconomic status as the former information is not always available. We use a national sample of first time undergraduates at 4 year institutions from the 1996-2001 Beginning Postsecondary Survey to shed light on these factors. As we observe that a substantial fraction (36%) of those who have not yet graduated are still actively enrolled at the six year mark, we examine not only graduation but also persistence, using a multinomial logit to model outcome. The results indicate that between 30 and 55% of the graduation rate differential observed for those from more disadvantaged backgrounds is attributable to differences in academic preparation/ability. Furthermore persistence and withdrawal represent statistically different outcomes. Hispanics appear on average to be less likely to have graduated after six years because they are substantially likely to still be enrolled, not because they are more likely to have given up. Conversely first generation college students appear to be at greater risk of dropping out. (Contains 4 tables and 2 footnotes.).

Download or read book Case Studies in Leadership and Adult Development written by Kristina N. LaVenia and published by Routledge. This book was released on 2021-12-19 with total page 215 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book serves as an instructional tool for development of skills related to the organizational leadership of adults. The text offers teaching cases that explicitly partner the leadership and adult development literature bases so readers can work to apply leadership for adult development to real-world scenarios. Case Studies in Leadership and Adult Development: Applying Theoretical Perspectives to Real World Challenges consists of 19 chapters, organized into three parts. Part I includes four chapters drawn from business and industry leaders' experiences encompassing cases from nonprofit, for-profit, and non-governmental agencies. Part II delves into three chapters that focus on the challenges of leading through crisis, including how the Coronavirus pandemic shapes decision making and impacts leadership in both K - 12 and higher education environments. Part III offers a comprehensive view of education through 12 chapters, four of which are drawn from higher education settings. Part III's balance includes cases from elementary, middle, and secondary schools and district-level leadership. Written for graduate level courses in adult education, each case focuses on at least one major theory from both the leadership and adult development domains. Including questions for discussion and reflection, the book allows students to explore the linkages between leadership theories and adult development theories within the context of real-world scenarios.

Download or read book Determinants of First to second Year Persistence for First generation and Continuing generation Students at Four year Institutions written by Mandy Martin Lohfink and published by . This book was released on 2004 with total page 884 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Starting and Finishing written by Christian Michael Smith and published by . This book was released on 2020 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Two recurring findings at the intersection of social stratification and education research are (1) on the hopeful side, the power of a postsecondary education to dampen the influence of socioeconomic origins on socioeconomic destinations, and (2) the less sanguine finding that postsecondary participation and completion are distributed with massive inequality across socioeconomic origins. With the goal of finding ways to ameliorate this inequality, this dissertation comprises three studies that draw on substantive literature in social stratification and methodological literature in causal inference and effect heterogeneity. Each study assesses whether one idea for how to narrow socioeconomic inequality in postsecondary education holds up against empirical scrutiny. Chapter 2 Précis Studies in social stratification have used siblings as a tool to learn about the intergenerational transmission of advantage but less often have asked how siblings impact one another's life chances. I draw on social capital theory and hypothesize that, when youths attend college, they increase the probability that their siblings attend college. I further hypothesize that this effect is strongest among youths whose parents do not have college degrees. Findings from a U.S. national probability sample support both hypotheses. While it is possible that confounding factors drive the estimates, I conduct robustness checks that show confounding would need to be very atypically strong to invalidate a causal interpretation. The positive main effect suggests that an intragenerational transmission of educational advantage exists alongside the intergenerational transmission that receives more attention. Effect heterogeneity points to the potential redundancy of college-educated siblings' benefits when youths already receive similar benefits from college-educated parents. Chapter 3 Précis In 2015, Wisconsin began mandating that all 11th-grade students in public high schools take the ACT college entrance exam and the WorkKeys career readiness assessment. With a series of quasi-experimental analyses, we evaluate this policy. Applying an interrupted time series analysis, we estimate heterogeneous effects of the policy on four-year college attendance with joint respect to economic disadvantage status and propensity to take the ACT in the absence of the policy. We find that the policy has boosted four-year college attendance among economically disadvantaged students with middling propensities to take the ACT and among economically advantaged students with high propensities. Overall, the evidence suggests that the policy induced more economically advantaged students than economically disadvantaged students to attend a four-year college. A regression discontinuity design fails to find evidence that being deemed career-ready by one's WorkKeys scores affects one's probability of four-year college attendance, casting some doubt that the WorkKeys component of the policy played a significant role in the impacts of the policy on college attendance. The results tentatively suggest that students update their college attendance behavior based on new information about their college readiness but not based on new information about the immediate returns to forgoing college. Accordingly, the results lend qualified support to Bayesian learning theory. Chapter 4 Précis According to the theory of Effectively Maintained Inequality (EMI), children of economically advantaged parents not only enter each level of (post)secondary education at higher rates than do their less advantaged peers, but also enjoy educational opportunities at each level that position them more favorably to continue to the next level. Governments may play a role in facilitating or limiting EMI because they allocate appropriations to public universities; the more between-university variability in these funds, the more horizontal differences high-income students may exploit. I ask whether Wisconsin's unequal pattern of appropriations across its institutions of higher education exacerbates income-based disparities in college persistence. I test two hypotheses: (1) Economically advantaged students sort into the universities with greatest appropriations; (2) Appropriations promote first-to-second-year persistence. Evidence in favor of both hypotheses would support the claim that an unequal allocation of appropriations exacerbates college persistence disparities and, accordingly, suggest that unequal allocation facilitates EMI. Results support the first but not the second hypothesis. I then attempt to explain why appropriation appear to be independent of first-to-second-year persistence by examining whether changes in state appropriations were associated with changes in university expenditures that promote persistence. I find that academic support expenditures are most important for persistence in Wisconsin and that increases in state appropriations are not associated with increases in these expenditures. Taken together, the results do not present evidence that the Wisconsin state government can easily facilitate or limit EMI based on its allocation of state appropriations to universities.

Download or read book The Role of Social Capital in Human Capital Investment written by Todd Andrew Berry and published by . This book was released on 2008 with total page 264 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Exploring the Relationship Between College Student Engagement Socioeconomic Status and Persistence written by Paul Shepherd and published by . This book was released on 2017 with total page 133 pages. Available in PDF, EPUB and Kindle. Book excerpt: Completion of a baccalaureate degree is positively associated with economic independence and upward mobility in an increasingly competitive world. Student success, through persistence to graduation, is a central goal for institutions of higher education, but only a fraction of students who begin college will graduate with a degree. Despite decades of exploration, student retention hovers at a consistent percentage, leaving the goal of degree completion unattained for many college students. Research shows college retention and degree completion vary across different sociodemographic characteristics such as race, ethnicity, socioeconomic status, and first-generation status. Research also indicates student engagement in educationally purposeful activity, both inside and outside of the classroom, increases the likelihood of student success across sociodemographic lines. Foundational theory as well as historic and contemporary research provides promising direction for higher education faculty, staff, and administrators to create institution specific plans to increase the chances of student success by increasing student retention in college through improved student engagement (Kinzie & Kuh, 2004). The present study seeks to explore the relationship between college student engagement, socioeconomic status, and persistence. National Survey of Student Engagement (NSSE) data is used to measure student engagement behaviors among first year college students at a small public residential university in the upper-Midwest. Parent income is used to define socioeconomic status and is matched with student engagement scores defined by the NSSE. Institutional data is used to determine the persistence behaviors of the students participating in this study. Results indicate a small positive relationship between student engagement and persistence suggesting high levels of student engagement increases the likelihood of persistence. No relationship is found between parent income and persistence or parent income and student engagement, suggesting parent income alone may not sufficiently explain socioeconomic differences in student engagement and persistence. Exploring these relationships assist faculty, staff, and administrators develop specific interventions to increase student engagement in experiences shown to improve the likelihood of persistence to degree completion.

Download or read book Second Year College Experiences that Affect Persistence and Attrition for First Generation and Continuing Generation Students at Small Private Institutions written by Angela Brown Taylor and published by . This book was released on 2012 with total page 348 pages. Available in PDF, EPUB and Kindle. Book excerpt: The persistence and attrition of second year college students is a growing concern of colleges and universities as second year college students face some of the greatest challenges (Gahagan & Hunter, 2006; Lemons & Richmond, 1987; Morgan & Davis, 1981; Wilder, 1993). This study examined the factors that predict second year student persistence for students who have enrolled at private institutions in the state of Kentucky. This study reviewed those pre-entry variables that predict persistence beyond the second year. Students were surveyed (during the end of) their fourth semester in college. Spady's (1970b) model of student dropout and Tinto's (1975) model of student departure served as the theoretical foundation for this study. The participants in this study consisted of full-time, second year students who were completing their fourth semester of academic work. This research was a quantitative predictive study that used data collected by administering the Sophomore Experiences Survey via the Internet. This predictive study examined the relationship between predictor variables including pre-college characteristics, scores on the Thriving Quotient in the Sophomore Experiences Survey, and campus experiences and perceptions and the criterion variables of the student's intent to re-enroll after their fourth semester of their second year and intent to graduate from college. Hierarchical logistic regression was used to measure the predictive nature and magnitude of the relationship between the variables in the first five research questions. The sixth and seventh research questions constituted a comparative study. Cross tabulations and chi-square statistics were used to address each of these questions.

Download or read book An Analysis of the Persistence of First generation College Students at Four year Institutions written by Christine M. Rethlake and published by . This book was released on 2007 with total page 324 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Factors that Relate to the Persistence of First generation Undergraduate Students in a Public University written by Shoba Anne Thachil and published by . This book was released on 2013 with total page 266 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined factors that relate to the persistence of first-generation undergraduate students in a 4-year public university in the Southeastern United States. Results were analyzed from a 2011 two-part survey: CARES-I (College Assessment of Readiness for Entering Students-Intent) and CARES-A (College Assessment of Readiness for Entering Students-Actual/Achieved. Semistructured interviews were conducted with first-generation undergraduate persisters, administrators, and professors. There was no statistically significant difference in persistence between continuing-generation and first-generation students. None of the factors, with the exception of performance goals on CARES A, were found to relate to persistence. Significant positive correlations were found between persistence and residential status, a learning strategies course, gender, high school GPA, and first semester in college GPA. The learning communities program was not found to significantly relate to persistence. The CARES surveys were found to be weak for predicting persistence. There was no significant interaction between any of the factors, persistence, and first-generation and continuing-generation, except for performance goals on CARES I and self-efficacy on CARES A. Findings from the interviews indicated that self-efficacy was highly important to graduation. The students had clear academic and professional, learning, monetary, and social outcome expectations. Student performance goals varied in amount of time, use of learning strategies, and organizational tools. Of the organizational variables, academic and social integration positively impacted persistence. However, the participants wished to have had higher grades as freshmen, found the STEM courses tough, had no informal interaction with administrators or professors, and did not use office hours enough. Students spoke positively of institutional programs, clubs, services, and organizations such as Supplemental Instruction (SI), the Math Lab, and Writing Center. Administrators and professors expressed a need for more information and responsiveness to persistence factors. Persistence was not impeded by family, friends, or work, whereas financial issues were prevalent. Although demographic variables did not negatively impact persistence, exo and macrosystem factors beyond the doors of the university emerged. Recommendations and options are provided for further research and for the university to improve persistence.

Download or read book The Role of Socioeconomic Status in College Choice written by Megan Courington Welborn and published by . This book was released on 2020 with total page 178 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation aims to gain a better understanding of how socioeconomic status influences college choice of first generation college students. Three overarching goals guide the research inquiry: To gain knowledge of how the college search process differs for first generation college students; to better understand how financial factors, such as socioeconomic status, influence the eventual college choice of first generation college students; and to apply knowledge and ℗Ơunderstanding of the college search and selection process for first generation college students with the intent of providing support, opportunities, resources, and programming for this student population they might not otherwise receive. This dissertation is guided by four research questions: What perceptions do traditional first generation college students at The University of Alabama have about the role or purpose of higher education; What perceptions do traditional first generation college students at The University of Alabama have about the influence of socioeconomic status - as defined by the combination of the parent/guardian's education, income, and occupation - in their decision to pursue higher education; What perceptions do traditional first generation college students at The University of Alabama have about the role of socioeconomic status in navigating their college search and selection process; and What perceptions do traditional first generation college students at The University of Alabama have about the role socioeconomic status played in their ultimate college choice? This research is grounded in Hossler and Gallagher's (1987) Three-Phase Model of College Choice by evaluating the first generation college students' choice through three distinct phases (predisposition, search, and choice).

Download or read book The First Generation Student Experience written by Jeff Davis and published by Taylor & Francis. This book was released on 2023-07-03 with total page 221 pages. Available in PDF, EPUB and Kindle. Book excerpt: Co-published with More first-generation students are attending college than ever before, and policy makers agree that increasing their participation in higher education is a matter of priority. Despite this, there is no agreed definition about the term, few institutions can quantify how many first-generation students are enrolled, or mistakenly conflate them with low-income students, and many important dimensions to the first-generation student experience remain poorly documented. Few institutions have in place a clear, well-articulated practice for assisting first-generation students to succeed. Given that first-generation students comprise over 40% of incoming freshmen, increasing their retention and graduation rates can dramatically increase an institution’s overall retention and graduation rates, and enhance its image and desirability. It is clearly in every institution’s self-interest to ensure its first-generation students succeed, to identify and count them, and understand how to support them. This book provides high-level administrators with a plan of action for deans to create the awareness necessary for meaningful long-term change, sets out a campus acclimation process, and provides guidelines for the necessary support structures.At the heart of the book are 14 first-person narratives – by first-generation students spanning freshman to graduate years – that help the reader get to grips with the variety of ethnic and economic categories to which they belong. The book concludes by defining 14 key issues that institutions need to address, and offers a course of action for addressing them. This book is intended for everyone who serves these students – faculty, academic advisors, counselors, student affairs professionals, admissions officers, and administrators – and offers a set of best practices for how two- and four-year institutions can improve the success of their first-generation student populations.An ACPA Publication