Download or read book The Relationship of Lower Division College Students Socioeconomic Level written by Madeline C. Schwaid and published by . This book was released on 1975 with total page 326 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Relationship of Socioeconomic Status of Freshman College Students to Their Attitudes Toward Drinking written by Kambiz Nasser and published by . This book was released on 1965 with total page 220 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 The Relationship Between Psychosocial Development and Socioeconomic Status Among Black College Students written by Corlisse Dolores Thomas and published by . This book was released on 2001 with total page 264 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book School Effectiveness and School Improvement written by Louise Stoll and published by Institute of Education. This book was released on 1995 with total page 8 pages. Available in PDF, EPUB and Kindle. Book excerpt: The last decade has seen a burgeoning of interest in the twin fields of school effectiveness and school improvement by politicians, policy makers and practitioners. For some, the drive has been to raise standards and increase accountability through inspection and assessment measures, believing that the incentive of accountability and market competition will lead to improvement. Alternatively, reform and restructuring have led many people in schools to create their own agenda and ask, ‘How do we know that what we are doing makes a positive difference to our pupils?’ and, ‘What can we do to provide pupils with the best possible education?’ This paper explores the two paradigms that underpin notions of school effectiveness and school improvement. We start with their definitions and aims. Key factors of effectiveness and improvement are examined and fundamental issues discussed. We conclude with a description of attempts to link the two areas of work.
Download or read book The Privileged Poor written by Anthony Abraham Jack and published by Harvard University Press. This book was released on 2019-03-01 with total page 464 pages. Available in PDF, EPUB and Kindle. Book excerpt: An NPR Favorite Book of the Year Winner of the Critics’ Choice Book Award, American Educational Studies Association Winner of the Mirra Komarovsky Book Award Winner of the CEP–Mildred García Award for Exemplary Scholarship “Eye-opening...Brings home the pain and reality of on-campus poverty and puts the blame squarely on elite institutions.” —Washington Post “Jack’s investigation redirects attention from the matter of access to the matter of inclusion...His book challenges universities to support the diversity they indulge in advertising.” —New Yorker “The lesson is plain—simply admitting low-income students is just the start of a university’s obligations. Once they’re on campus, colleges must show them that they are full-fledged citizen.” —David Kirp, American Prospect “This book should be studied closely by anyone interested in improving diversity and inclusion in higher education and provides a moving call to action for us all.” —Raj Chetty, Harvard University The Ivy League looks different than it used to. College presidents and deans of admission have opened their doors—and their coffers—to support a more diverse student body. But is it enough just to admit these students? In this bracing exposé, Anthony Jack shows that many students’ struggles continue long after they’ve settled in their dorms. Admission, they quickly learn, is not the same as acceptance. This powerfully argued book documents how university policies and campus culture can exacerbate preexisting inequalities and reveals why some students are harder hit than others.
Download or read book Catalog of Copyright Entries Third Series written by Library of Congress. Copyright Office and published by Copyright Office, Library of Congress. This book was released on 1978 with total page 1686 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Socioeconomic Inequality and Student Outcomes written by Louis Volante and published by Springer Nature. This book was released on 2019-08-31 with total page 223 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book examines socioeconomic inequality and student outcomes across various Western industrialized nations and the varying success they have had in addressing achievement gaps in lower socioeconomic status student populations. It presents the national profiles of countries with notable achievement gaps within the respective school-aged student populations, explains the trajectory of achievement results in relation to both national and international large-scale assessment measures, and discusses how relevant education policies have evolved within their national contexts. Most importantly, the national profiles investigate the effectiveness of policy responses that have been adopted to close the achievement gap in lower socioeconomic status student populations. This book provides a cross-national analysis of policy approaches designed to address socioeconomic inequality.
Download or read book Socioeconomic factor and outcomes in higher education a multivariate analysis written by Carlos Felipe Rodríguez Hernández and published by U. Externado de Colombia. This book was released on 2016-09-22 with total page 13 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the CoIombian case, it is very common to associate academic perfomance with the students\' socioeconomic conditions. A generalized and bivariate interpretation of this retationship could imply that only students from a high socioeconomic class would perform satisfactorily and that all students from a Iow socioeconomic cIass would perform pooriy. If this is the case, then the educational system could be increasing the gap between social classes instead of making it smaller. Therefore, it seems important to examine the way in which some socioeconomic factors are related to the students\' academic performance in Colombia. Consequently, Socioeconomic Factors and outcomes in higher Education: a Multivariate Analysis, explores the relationship between the results in standardized tests and socioeconomic variables in a cohort of Colombian students.
Download or read book Clearing the Path for First Generation College Students written by Ashley C. Rondini and published by Lexington Books. This book was released on 2018-06-07 with total page 385 pages. Available in PDF, EPUB and Kindle. Book excerpt: Clearing the Path for First-Generation College Students comprises a wide range of studies that explore the multidimensional social processes and meanings germane to the experiences of first-generation college students before and during their matriculation into institutions of higher education. The chapters offer timely, empirical examinations of the ways that these students negotiate experiences shaped by structural inequities in higher education institutions and the pathways that lead to them. This volume provides insight into the dilemmas that arise from the transformation of students’ class identities in pursuit of upward mobility, as well as their quest for community and a sense of “belonging” on college campuses that have not been historically designed for them. While centering first-generation status, this collection also critically engages the ways in which other dimensions of social identity intersect to inform students’ educational experiences in relation to dynamics of race, ethnicity, socioeconomic class, gender, and immigration. Additionally, this book takes a holistic approach by exploring the ways in which first-generation college students are influenced by, and engage with, their families and communities of origin as they undertake their educational careers.
Download or read book A Study of the Relationship of Socio economic Background to Achievement in a Group of Women College Students written by Sharon Ruth Russell and published by . This book was released on 1957 with total page 150 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Economically and Educationally Challenged Students in Higher Education written by Marybeth Walpole and published by Jossey-Bass. This book was released on 2007-12-10 with total page 142 pages. Available in PDF, EPUB and Kindle. Book excerpt: The gap between low- and high-SES student college enrollment has not diminished in decades. This volume provides an overview of the current research on this problem and provides ideas and insights that may help reduce the gap. It integrates the research on low-SES, low-income, working-class, and first-generation students' access to, enrollment and experiences in, and outcomes of college. The author suggests economically and educationally challenged (EEC) students as an umbrella term for these overlapping categories of students and provides reasons why such a term may be appropriate. The volume reviews how scholars define socioeconomic status and its component variables and how those definitions are used in higher education research. It also highlights conceptual frameworks and models used in research on these students and reviews EEC students' access to, experiences in, and outcomes of college attendance. Students with multiple identities -- for example, being from a particular social class while also belonging to specific racial, ethnic, and gender groups -- are discussed as well. Since these students disproportionately attend particular types of institutions, organizational responses and policies specific to this group of students are also addressed. The volume concludes with implications and recommendations for researchers, practitioners, and policymakers. This is the third issue in the 33rd volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph in the series is the definitive analysis of a tough higher education problem, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
Download or read book Trends in Postsecondary Education written by and published by . This book was released on 1971 with total page 276 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Relationship of College Characteristics to Graduation written by Eldon L. Wegner and published by . This book was released on 1967 with total page 586 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Influence of Social Class on Academic Outcomes written by Dustin R. Nadler and published by . This book was released on 2013 with total page 258 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to investigate the relationship between college students' social class and their academic outcomes. A structural equation model was proposed, hypothesizing that a student's socioeconomic status (SES) is related to their motives for attending college, thus influencing their perception of fit at the university, their satisfaction with the university, their academic self-efficacy, and their grades, attendance, and likelihood for retention.. The results from a sample of 500 undergraduate students show that overall, the hypothesized model was a borderline good fit of the data. While SES was negatively related to interdependent motives for attending college, it was not related to independent motives for college. Independent motives for attending college were positively related to perceptions of fit at the university, while interdependent motives were not. Finally, fit at the university was positively related to satisfaction, which was related to intention for retention, class attendance, and academic self-efficacy. Academic self-efficacy was significantly related to students' grade point average. These results suggest that students from low SES backgrounds are more interdependent. Further, those who are more independent feel a greater sense of fit with the university and are more likely to be satisfied, express commitment to continuing at the university, and attend their classes. These results provide support for a proposition that higher education institutions should value students who have different types of motives and to consider what is communicated to students through programs and expectations that are focused on independent values.
Download or read book The Relationship Between Parents Attitudes Toward Education and Ethnic group Membership Among Lower Socio economic Classes in the Greater Phoenix Area written by Carlin H. Freeberg and published by . This book was released on 1971 with total page 24 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Socioeconomic Inequality and Educational Outcomes written by Markus Broer and published by Springer. This book was released on 2019-05-15 with total page 91 pages. Available in PDF, EPUB and Kindle. Book excerpt: This open access book focuses on trends in educational inequality using twenty years of grade 8 student data collected from 13 education systems by the IEA’s Trends in Mathematics and Science Study (TIMSS) between 1995 and 2015. While the overall positive association between family socioeconomic status (SES) and student achievement is well documented in the literature, the magnitude of this relationship is contingent on social contexts and is expected to vary by education system. Research on how such associations differ across societies and how the strength of these relationships has changed over time is limited. This study, therefore, addresses an important research and policy question by examining changes in the inequality of educational outcomes due to SES over this 20-year period, and also examines the extent to which the performance of students from disadvantaged backgrounds has improved over time in each education system. Education systems generally aim to narrow the achievement gap between low- and high-SES students and to improve the performance of disadvantaged students. However, the lack of quantifiable and comprehensible measures makes it difficult to assess and monitor the effect of such efforts. In this study, a novel measure of SES that is consistent across all TIMSS cycles allows students to be categorized into different socioeconomic groups. This measure of SES may also contribute to future research using TIMSS trend data. Readers will gain new insight into how educational inequality has changed in the education systems studied and how such change may relate to the more complex picture of macroeconomic changes in those societies.
