scholarly journals Socioeconomic Segregation, Campus Social Context, and Disparities in Bachelor's Degree Attainment

Demography ◽  
2021 ◽  
Author(s):  
Dafna Gelbgiser
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
Social Context ◽  
Degree Attainment ◽  
Bachelor's Degree ◽  
External Information ◽  
Social Environments ◽  
The Social ◽  
Socioeconomic Segregation ◽  
Bachelor's Degree Attainment

Abstract It is well established that students from different socioeconomic backgrounds attend different colleges, net of their academic preparation. An unintended consequence of these disparities is that in the aggregate, they enhance socioeconomic segregation across institutions of higher education, cultivating separate and distinct social environments that can influence students' outcomes. Using information on the academic careers of a nationally representative sample of U.S. high school students who entered college in the mid-2000s, matched with external information on the social context of each college, this study evaluates the extent of socioeconomic segregation by social context in higher education and its implications for socioeconomic inequality in bachelor's degree attainment. Results confirm that social context is highly consequential for inequality in student outcomes. First, disparities in social context are extensive, even after differences in demographics, skills, attitudes, and college characteristics are accounted for. Second, the social context of campus, as shaped by segregation, is a robust predictor of students' likelihood of obtaining a bachelor's degree. Finally, the degree attainment rates of all students are positively associated with higher concentrations of economic advantages on campus. Combined, these results imply that socioeconomic segregation across colleges exacerbates disparities in degree attainment by placing disadvantaged students in social environments that are least conducive to their academic success.

Access and Mobilization: How Social Capital Relates to Low-Income Youth’s Postsecondary Educational (PSE) Attainment

2015 ◽  
Vol 50 (4) ◽  
pp. 439-461 ◽  
Author(s):  
Mariam Ashtiani ◽  
Cynthia Feliciano
Keyword(s):  
Higher Education ◽  
Social Capital ◽  
Low Income ◽  
Degree Attainment ◽  
Bachelor's Degree ◽  
Mentoring Relationships ◽  
College Entry ◽  
Nationally Representative ◽  
Low Income Families ◽  
Bachelor's Degree Attainment

Youth from advantaged backgrounds have more social relationships that provide access to resources facilitating their educational success than those from low-income families. Does access to and mobilization of social capital also relate to success among the few low-income youth who “overcome the odds” and persist in higher education? Using nationally representative longitudinal data over a 14-year period, this study shows that although access to social capital in families, schools, and communities is positively related to entry into higher education, most forms of adolescent social capital are not independently associated with degree attainment. However, the mobilization of social capital through certain types of mentorship benefits both the college entry and bachelor’s degree attainment of low-income youth, more so than for their more economically advantaged peers. Findings suggest that developing enduring mentoring relationships and new social resources rooted in the higher education context may be especially important in facilitating degree attainment for young adults from low-income backgrounds.

How Does High School Extracurricular Participation Predict Bachelor’s Degree Attainment? It is Complicated

2020 ◽  
Vol 30 (3) ◽  
pp. 753-768
Author(s):  
Margo Gardner ◽  
Stephen Hutt ◽  
Donald Kamentz ◽  
Angela L. Duckworth ◽  
Sidney K. D’Mello
Keyword(s):  
High School ◽  
Degree Attainment ◽  
Bachelor's Degree ◽  
Extracurricular Participation ◽  
Bachelor's Degree Attainment

scholarly journals The social class gap in bachelor’s and master’s completion: university dropout in times of educational expansion

2021 ◽  
Author(s):  
Jens-Peter Thomsen
Keyword(s):  
Higher Education ◽  
Social Class ◽  
Bachelor's Degree ◽  
Disadvantaged Students ◽  
Educational Expansion ◽  
Master's Level ◽  
Percentage Points ◽  
The Social ◽  
Upper Secondary ◽  
University Dropout

While many papers have focused on socially unequal admissions in higher education, this paper looks at the persistence of class differentials after enrolment. I examine the social class gap in bachelor’s programme dropout and in the transition from bachelor’s to master’s in Denmark from the formal introduction of the bachelor’s degree in 1993 up to recent cohorts. Using administrative data, I find that the class gap in bachelor’s departures has remained constant from 1993 to 2006, with disadvantaged students being around 15 percentage points more likely to leave a bachelor’s programme than advantaged students, even after adjusting for other factors such as grades from upper secondary school. Importantly, the class gap reappears at the master’s level, with privileged students being more likely to pursue a master’s degree than less privileged students. The size of the class gap is remarkable, given that this gap is found among a selected group of university enrolees. As other studies have found that educational expansion in higher education is not necessarily a remedy for narrowing the class gap in educational attainment, scholars need to pay more attention to keeping disadvantaged students from leaving higher education.

scholarly journals Relatedness-Supportive Learning Environment for Girls in Physical Education

2014 ◽  
Vol 7 (2) ◽  
pp. 139-150 ◽  
Author(s):  
Sandra L. Gibbons
Keyword(s):  
High School ◽  
Social Context ◽  
Physical Education ◽  
Learning Environment ◽  
Social Environments ◽  
Alternative Strategies ◽  
Healthy Relationships ◽  
The Social ◽  
High School Physical Education ◽  
Supportive Learning Environment

The challenges and issues associated with girls’ disengagement from high school physical education are serious and long standing. This disengagement has provided the impetus for the examination of alternative strategies to facilitate girls’ engagement in physical education. The purpose of this paper is to share a range of gender-inclusive practices in physical education grounded in the concept of a relatedness-supportive learning environment. "Relatedness" is the feeling of being connected to others in a social context. In turn, "relatedness support" refers to the social environments in which individuals have the opportunity to develop healthy relationships with others.

A Psychosociocultural View of Hispanic First-Generation College Students’ Graduation Rates

2021 ◽  
pp. 152102512110562
Author(s):  
Christian A. Latino ◽  
Justine Radunzel ◽  
Jason D. Way ◽  
Edgar Sanchez ◽  
Alex Casillas ◽  
...  
Keyword(s):  
College Students ◽  
Self Efficacy ◽  
First Generation ◽  
Hispanic Students ◽  
Degree Attainment ◽  
First Generation College Students ◽  
Bachelor's Degree ◽  
First Generation College ◽  
Bachelor's Degree Attainment ◽  
Academic Self Efficacy

First-generation college students (FGCS), nearly 50% of which identify as Hispanic, are an underserved population. The psychosociocultural theoretical framework posits that individual, environmental, and cultural factors contribute to the academic success of Hispanic students. This study examined the relationship between these factors (i.e., demographics, academic self-efficacy, meeting with professors, and attending cultural programming) to 6-year bachelor’s degree attainment and time to bachelor’s degree attainment among Hispanic students at a Hispanic Serving Institution ( n  =  358). Being better prepared academically, being female, and having greater academic self-efficacy were positively related to bachelor’s degree attainment; FGCS status was negatively related. Among students who graduated ( n  =  208), entering college being better prepared academically, and having greater academic self-efficacy were related to quicker bachelor’s degree attainment; FGCS status was not significantly related. Practitioners may pay more attention to Hispanic students’ academic self-efficacy and the success of Hispanic male students.

Technology in Mathematics Education

2013 ◽  
pp. 219-229
Author(s):  
Peter M. Eley
Keyword(s):  
Higher Education ◽  
Mathematics Education ◽  
Social Context ◽  
Web 2.0 ◽  
Theoretical Framework ◽  
Potential Effectiveness ◽  
Gender Culture ◽  
The Social ◽  
Technological Tool ◽  
Leadership Diversity

Combining both leadership and diversity, the author’s define “leadership diversity” to be: leadership that engages followers that is inclusive to gender, culture, and the social context of the followers. In this chapter, a theoretical framework called “Technological Mathematical Leadership Diversity” (TMLD). TMLD refers to using technology to engage all followers’ mathematic learning that is inclusive of their gender, culture, and social context. As mathematics educators, it is important to understand that our role as chief instructor is changing; students are now taking control of their education. The infusion of Web 2.0 is changing how students learn and receive their information. The author set out to answer three questions through the TMLD lens: 1) Will the technology be applied to something already done? 2) Will the technology be used in such a way that it improves upon the way an existing task is done? 3) Will the technology allow us to do things that could not easily be done before? Within this context, the authors organize the technology into two distinct categories “productivity” and “cognitive” based off their primary usage. The rising cost of higher education is driving students to find ways to obtain their education in the quickest time and least expensive way possible. While in pursuit of this, it is important that diversity leadership is maintained. Using frameworks such as TMLD, the authors are able to examine the existence and potential effectiveness of a technological tool. These changes can affect mathematics education in a drastic way.

The Role of Higher Education and Peer Mentoring in Student Success

2020 ◽  
pp. 50-56
Author(s):  
Y. Deneice Berry
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
Student Success ◽  
Vulnerable Populations ◽  
Peer Mentoring ◽  
Degree Attainment ◽  
Mentoring Program ◽  
College Administrators ◽  
Barriers And Challenges

Students are faced with many challenges before entering college. Those challenges make it difficult for students to reach degree attainment. Vulnerable populations are predisposed to barriers and challenges that impede their progress to achieving academic success. By integrating peer mentoring as a framework, we will better understand how to serve our vulnerable populations and the role higher education institutions play to meet students where they are. College administrators are typically responsible for strengthening the values, mission, and goals of the college. However, do they have a social responsibility to also make sure all students succeed? This chapter provides a student success tool that addresses some of those barriers while promoting student success. This chapter will provide the need for a mentoring program for college students and will discuss various peer mentoring models that can assist with retention and degree attainment.

Engineering registers in the 21st century

2019 ◽  
Vol 1 (1) ◽  
pp. 65-101 ◽  
Author(s):  
Sheena Gardner ◽  
Xiaoyu Xu
Keyword(s):  
Higher Education ◽  
Social Context ◽  
Open Access ◽  
21St Century ◽  
Systemic Functional Linguistics ◽  
Journal Article ◽  
High Impact ◽  
Review Of Literature ◽  
The Social ◽  
Word Frequencies

Abstract Following an exploration of engineering programmes in higher education, and a review of literature on engineering registers, genres and disciplines, this paper asks if there is a register for engineering. Word frequencies, n-grams and frequent n-grams in context were analysed in a 7.3 million word corpus created from four sections (Introduction, Materials & Methods, Results & Discussion, Conclusion) of over 1000 articles in civil, electrical and mechanical engineering. From the perspective of systemic functional linguistics, this reveals how engineering is construed through language that reflects the social context of high impact, open access, multi-modal, 21st century, international journal article publication, with multiple author roles, and prescribed genres, where reviewers focus on problem solving and facts, rather than persuasive claims.

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