Graduation rates, grade-point average, and changes of major of female and minority students entering engineering

2005 ◽  
Author(s):  
M.J. Borrego ◽  
M.A. Padilla ◽  
Guili Zhang ◽  
M.W. Ohland ◽  
T.J. Anderson
Keyword(s):  
Grade Point Average ◽  
Minority Students ◽  
Graduation Rates ◽  
Grade Point

Do Students of Noncollege-Educated Parents Achieve Less Academically Than Students of College-Educated Parents?

1999 ◽  
Vol 85 (2) ◽  
pp. 417-421 ◽  
Author(s):  
Carlos P. Zalaquett
Keyword(s):  
Grade Point Average ◽  
Minority Students ◽  
First Generation ◽  
College Experience ◽  
The Other ◽  
Retention Rates ◽  
First Generation Students ◽  
Grade Point ◽  
Retention Characteristics ◽  
College Educated

The ethnicity, grade point average (GPA), and retention characteristics of 202 students whose parents never attended college, 244 students whose parents had some college experience, and 394 students whose parents graduated from college were examined. Analysis showed that a significantly higher percentage of minority students were first-generation students. No significant differences were found between the GPA and retention rates of first-generation students and those of the other two.

scholarly journals Michigan's Minority Graduates in Practice: The River Runs Through Law School

2000 ◽  
Vol 25 (02) ◽  
pp. 395-505 ◽  
Author(s):  
Richard O. Lempert ◽  
David L. Chambers ◽  
Terry K. Adams
Keyword(s):  
Native American ◽  
Grade Point Average ◽  
Minority Students ◽  
Law School ◽  
University Of Michigan ◽  
Law Schools ◽  
Grade Point ◽  
Almost All ◽  
The University ◽  
White Graduates

This paper reports the results of a 1997–98 survey designed to explore the careers of the University of Michigan Law School's minority graduates from the classes of 1970 through 1996, and of a random sample of Michigan Law School's white alumni who graduated during the same years. It is to date the most detailed quantitative exploration of how minority students fare after they graduate from law school and enter law practice or related careers. The results reveal that almost all of Michigan Law School's minority graduates pass a bar exam and go on to have careers that appear successful by conventional measures. In particular, the survey indicates that minority graduates (defined so as to include graduates with African American, Latino, and Native American backgrounds) are no less successful than white graduates, whether success is measured by the log of current income, self-reported satisfaction, or an index of service contributions. Also, although an admissions index that combines LSAT scores and undergraduate grade-point average is a significant predictor of law school grades, it does not predict career success on any of our three outcome measures. Michigan is a highly selective law school; our results may not generalize to people who have graduated from other law schools.

scholarly journals DIVERGENT STREAMS

2010 ◽  
Vol 7 (1) ◽  
pp. 219-246 ◽  
Author(s):  
Douglas S. Massey ◽  
LiErin Probasco
Keyword(s):  
Stereotype Threat ◽  
Minority Students ◽  
Graduation Rates ◽  
Black Males ◽  
Hispanic Males ◽  
Grade Point ◽  
Black Females ◽  
Using Data ◽  
Racial Performance ◽  
Gender Groups

AbstractIn this paper, we extend previous research on racial performance gaps at twenty-eight selective U.S. colleges and universities by examining differences in grade achievement and graduate rates across race-gender categories. Using data from the National Longitudinal Survey of Freshmen (NLSF), we show that Black males, Black females, and Hispanic males attain significantly lower grades than other race-gender groups, and that Black males are thirty-five percent less likely to graduate on-time than other race-gender groups. Analyses consider an array of personal and institutional indicators of academic performance. Grades and graduation rates are improved by academic preparation (particularly high school grade point average), scholarly effort, and, for graduation rates, membership in career-oriented or majority-White campus groups. Grade performance and graduation rates are undermined by a hostile racial climate on campus, family stress, and stereotype threat, all of which disproportionately affect minority students. We conclude with recommendations to college administrators for ways of selecting and supporting minority students to reduce differentials in academic achievement across race-gender groups.

First-Year Seminars

2016 ◽  
Vol 18 (4) ◽  
pp. 386-400 ◽  
Author(s):  
Nicole M. Swanson ◽  
Angela L. Vaughan ◽  
Brett D. Wilkinson
Keyword(s):  
Grade Point Average ◽  
Minority Students ◽  
Gender Gap ◽  
Male Student ◽  
Male Students ◽  
First Year ◽  
Academic Difficulties ◽  
Grade Point ◽  
Relationship Of ◽  
First Year Seminar

Research has revealed a gender gap where male students have higher rates of academic difficulties and lower college enrollment and graduation rates compared with females. This study measured the relationship of male student (including first-generation and minority students) participation in a first-year seminar and their first-term grade point average and first-year persistence for two cohorts ( N = 828; 683) and third-year persistence for one cohort. There were significant differences in first-term grade point average (as high as 0.7 grade points greater) and first- and third-year persistence for all participants (including subgroups) in both cohorts as compared with nonparticipants. There were strong statistical findings where the range of differences in persistence between all male participants and nonparticipants was as large as almost 25% (third-year persistence). For male minority students, this difference increased to 34%. The study presents compelling evidence for a three-credit, academic-based first-year seminar to promote male student success over the short and long term.

University Dropout

2008 ◽  
Vol 29 (3) ◽  
pp. 134-147 ◽  
Author(s):  
Manuel C. Voelkle ◽  
Nicolas Sander
Keyword(s):  
Grade Point Average ◽  
Structural Equation ◽  
Unobserved Heterogeneity ◽  
School Grade ◽  
Grade Point ◽  
High School Grade ◽  
Hands On ◽  
University Dropout ◽  
The Individual ◽  
A Prospective Study

University dropout is a politically and economically important factor. While a number of studies address this issue cross-sectionally by analyzing different cohorts, or retrospectively via questionnaires, few of them are truly longitudinal and focus on the individual as the unit of interest. In contrast to these studies, an individual differences perspective is adopted in the present paper. For this purpose, a hands-on introduction to a recently proposed structural equation (SEM) approach to discrete-time survival analysis is provided ( Muthén & Masyn, 2005 ). In a next step, a prospective study with N = 1096 students, observed across four semesters, is introduced. As expected, average university grade proved to be an important predictor of future dropout, while high-school grade-point average (GPA) yielded no incremental predictive validity but was completely mediated by university grade. Accounting for unobserved heterogeneity, three latent classes could be identified with differential predictor-criterion relations, suggesting the need to pay closer attention to the composition of the student population.

The Importance of Counseling Basic Skills for the Councelors in School

2018 ◽  
Author(s):  
Nova Erlina ◽  
Syafrimen Syafril ◽  
Norhayati Mohd. Noor ◽  
Jusnimar Umar
Keyword(s):  
Social Science ◽  
Grade Point Average ◽  
Quantitative Method ◽  
Basic Skills ◽  
Counseling Session ◽  
Grade Point ◽  
Faculty Of Education ◽  
Teachers Training

Basic competence used during counseling session is the development of trained skills and experienced obtained by counselor candidate during their education. To obtain the skills the counselors have to seriously pass some training phases. This study is aimed at finding out the basic competence possessed by counselor candidate during counseling session in Faculty of Education and Teachers Training in Islamic University of Raden Intan Lampung. This research applied quantitative method, involving 145 of final year students who were randomly selected. Data was collected by distributing the questionnaire of counseling basic competence and analyzed by using descriptive statistic aided by Statistics Package for Social Science (SPSS version 22.0). Generally the findings of the study reveals that the counseling basic competence possessed by the counselor candidates is placed on Average/Simple level. The study also shows that there is no difference competence pursuant to gender and Grade Point Average (GPA) achieved by the object of the study. It implies that the basic competence in conducting counseling session is extremely important and prominent prossesed by the counselors in schools.

Relationships of the D 48 With Otis Iq and Grade Point Average

1973 ◽  
Vol 33 (2) ◽  
pp. 453-457 ◽  
Author(s):  
William A. McLaurin ◽  
Pauline Pendergrass ◽  
Sandra Kennedy
Keyword(s):  
Grade Point Average ◽  
Grade Point

Diploma Program Graduates’ CGPA as Predictor of Success in the Teachers’ Professional Licensing Written Exam Result with Gender Analysis

2017 ◽  
Vol 26 (4) ◽  
pp. 321-335
Author(s):  
Yoseph Shumi Robi
Keyword(s):  
Grade Point Average ◽  
Gender Analysis ◽  
Grade Point ◽  
Cumulative Grade Point Average ◽  
Professional Licensing ◽  
Valid Predictor ◽  
Predictor Of Success ◽  
Diploma Program ◽  
Graduating Students ◽  
Exam Result

The purpose of this study was to investigate the extent to which diploma graduates’ Cumulative Grade Point Average (CGPA) predicts their success in teachers’ professional licensing written exam result (TPLWER). A total of 588 graduating students (317 males and 271 females) were included in the study. Correlation, simple regression analyses, and independent sample t-test were employed on the data. The result revealed a statistical significant correlation between CGPA and TPLWER. CGPA appeared to be valid predictor of success of TPLWER and accounted for 33.40% of the variation in TPLWER. The results indicated statistically significant gender differences in diploma graduates’ CGPA and TPLWER.

Predictors of Academic Self-Concept for African American College Students

2016 ◽  
Vol 43 (6) ◽  
pp. 636-653
Author(s):  
Andrew S. Franklin ◽  
Scott M. Debb ◽  
Darlene G. Colson
Keyword(s):  
College Students ◽  
African American ◽  
Racial Identity ◽  
Grade Point Average ◽  
Self Concept ◽  
African American College Students ◽  
Online Questionnaire ◽  
Convenience Sample ◽  
Grade Point ◽  
Historically Black University

This study explored the roles of demographic variables, grade point average, centrality (an aspect of racial identity), and student-professor interactions in predicting academic self-concept. A convenience sample of 132 African American students (104 females and 28 males) ranging in age from 18 to 38 ( Mage = 26), attending a historically Black university completed an online questionnaire assessing demographic information, grade point average, an aspect of racial identity from the Multidimensional Inventory of Black Identity, student-professor interactions, and academic self-concept. Results showed that grade point average and student-professor interactions characterized by faculty’s level of care were significant factors in predicting academic self-concept. These relationships may be important for understanding salient factors that influence the academic self-concept in African American college students.

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