Differences Between Latinx and White Students in College-Going Behaviors

2021 ◽  
Author(s):  
Mary Kate Blake ◽  
Amy G. Langenkamp
Keyword(s):  
White Students ◽  
College Going

scholarly journals Latinx/White Differences in Postsecondary Trajectories: The Role of Parents’ Preferences

2020 ◽  
Vol 3 (1) ◽  
pp. 23
Author(s):  
Amy G. Langenkamp ◽  
Nicole Perez
Keyword(s):  
White Students ◽  
Transition To College ◽  
Full Time ◽  
Multiple Points ◽  
College Going ◽  
Role Of Parents ◽  
At Home

As postsecondary schooling expands, stratification in attainment persists along ethnoracial lines. We build on current research investigating ethnoracial differences in the transition to college by interrogating parents’ preference for their child’s residence during college. We extend research in two ways. First, we predict whether parents’ live-at-home preference is associated with behavior at multiple points in the college-going pipeline. Second, we investigate whether the effect of parents’ live-at-home preference differs by ethnoracial group. Results suggest that students whose parents prefer that they live at home are less likely to apply to four-year universities, less likely to attend four-year universities, less likely to enroll full-time among those who are attending four-year universities, and more likely to live with their parents or elsewhere off campus during college. Results also suggest that parents’ live-at-home preference has less of an impact on Latinx students’ likelihood of applying to and attending four-year universities than white students.

Analogies As a Teaching Strategy to Transform White Students' Racial Attitudes

2012 ◽  
Author(s):  
Suthakaran Veerasamy ◽  
Keri Filsinger ◽  
Brittany White ◽  
Lynsay Paiko
Keyword(s):  
White Students ◽  
Racial Attitudes ◽  
Teaching Strategy

A Case for Decentering Whiteness in Education

2018 ◽  
Vol 41 (1-2) ◽  
pp. 19-34
Author(s):  
Jamie Utt
Keyword(s):  
Critical Race Theory ◽  
White Students ◽  
Students Of Color ◽  
Ethnic Studies ◽  
Traditional Curriculum ◽  
Theoretical Frameworks ◽  
Critical Whiteness Studies ◽  
Cultural Wealth ◽  
Critical Whiteness ◽  
Social Studies Textbooks

Ethnic Studies undermines and challenges the racism inherent in dominant education systems by centering identities and epistemologies of people of Color. While much focus has been paid to the damage done to students of Color by White teachers and the White standard curriculum, this paper addresses the intellectual and material benefit White students disproportionately gain from this curriculum. Through a mixed-methods empirical study examining social studies textbooks and standards from Texas and California, the author argues that the standard White canon acts as a form of White/Western studies that directly privileges White students. Critical Race Theory, Critical Whiteness Studies, Pierre Bourdieu cultural reproduction, and Tara Yosso’s community cultural wealth provide theoretical frameworks in calling for a broader implementation of Ethnic Studies programs and pedagogies while calling for reform of traditional curriculum and standards that act as couriers of dominant capital for White students.

Decision making power of college girls in relation to clothing

2018 ◽  
Vol 9 (01) ◽  
Author(s):  
Parul Gill ◽  
Poonam Malik ◽  
Pankaj Gill
Keyword(s):  
Decision Making ◽  
Satisfaction Level ◽  
College Going ◽  
Level Of Satisfaction ◽  
High Level ◽  
Garment Design ◽  
Structured Questionnaire

The present study was undertaken to explore the decision making patterns of college girls in relation to clothing and their satisfaction level with these decision making patterns. Thirty under graduate college girls from Panipat city were approached to record their responses regarding decision making in relation to clothing and satisfaction level through a well structured questionnaire. It was found that most of the girls (56.66%) themselves made the decisions about the type of garment (Indian, western or both) they wear and majority of girls (70%) were highly satisfied with this decision making. Parents performed the role of buyers for their college going daughters' garments in most of the cases (63.33%) and the 73.33% girls had high level of satisfaction with this. In most of the cases (60%) the decision about the garment design was made by the girls themselves and they were highly satisfied with it. Keywords: clothing, college, girls, decision making.

Relations of Sociodemographic Variables and Cognitive Ability: A Comparative Analysis of the Cognitive Scores of High School Seniors

1989 ◽  
Vol 69 (3-2) ◽  
pp. 1139-1157
Author(s):  
Hardeo Sahai
Keyword(s):  
High School ◽  
Socioeconomic Status ◽  
White Students ◽  
Mexican Americans ◽  
Minority Groups ◽  
High School Seniors ◽  
Or Education ◽  
Central Pacific ◽  
North Central ◽  
South Central

This paper compares subgroups using cognitive scores from a test battery administered to high school seniors in the base year survey in 1980. The procedures used to select the sample were designed to yield a data base that can be statistically projected to represent the national population of about 3,040,000 high school seniors. Comparisons were performed to examine differences in cognitive scores by age, sex, race/ethnicity, socioeconomic status, and census region. Boys scored higher than girls on mathematics and visualization tests, but lower on the picture-number and mosaic comparison tests. Mean scores of the two sexes on the vocabulary and reading tests differed by less than 0.1 SD. Asian/Pacific Islanders had higher means than white students and other minority groups on the mathematics, mosaic comparisons, and visualization test, but their scores did not differ significantly from those of white students on the other three tests. Means for Hispanics were lower than those for white students but higher than those for black students, except on reading. Mean scores of Cubans exceeded those of Mexican Americans, Puerto Ricans or other Hispanics. A positive correlation 0.40 obtained between test scores and the socioeconomic status or education attained by the examinees’ mothers. Students in New England had the highest means except on visualization for which the highest scores were in the West, followed in order by those in the Middle Atlantic, West North Central, East North Central, Pacific, Mountain, South Atlantic, East South Central, and West South Central regions.

Sign in / Sign up

Export Citation Format

Share Document