scholarly journals Parental and Familial Factors Among Latino/a Youths’ Successful Matriculation into Postsecondary Education

10.18060/3581 ◽  
2013 ◽  
Vol 14 (1) ◽  
pp. 125-145 ◽  
Author(s):  
Sarah P. Maxwell
Keyword(s):  
Postsecondary Education ◽  
High School Graduates ◽  
Latino Youth ◽  
Social Welfare Policy ◽  
Related Factors ◽  
Two Year Colleges ◽  
College Matriculation ◽  
Future Earnings ◽  
Post Secondary ◽  
Attainment Gap

Extant research focuses on the “educational attainment gap,” documenting the lack of parity among Latino youth and other high school graduates in college matriculation. This study reversed that question, and asked instead, what factors, and specifically what parental or family-related factors, contribute to Latino/a youth enrolling in four-year post-secondary institutions where future earnings tend to be higher than two-year colleges. Data from the Texas Higher Education Opportunity Project (THEOP, 2004) were analyzed to identify parental contributors to successful matriculation into post-secondary education. Findings indicate that parents attending college was one of the most important indicators of Latino/a enrollment in either a two- or four-year college or university. Also significant, and potentially critical in social welfare policy, was rewarding students for grades. Parents helping with and checking homework were not helpful in youths’ progression to postsecondary education.

The Paradox of Persistence: Explaining the Black-White Gap in Bachelor’s Degree Completion

2018 ◽  
Vol 83 (6) ◽  
pp. 1171-1214 ◽  
Author(s):  
Christina Ciocca Eller ◽  
Thomas A. DiPrete
Keyword(s):  
Black Students ◽  
Postsecondary Education ◽  
White Students ◽  
High School Graduates ◽  
Analytical Techniques ◽  
Bachelor's Degree ◽  
Socioeconomic Resources ◽  
Individual Agency ◽  
Education Data ◽  
Attainment Gap

Bachelor’s degree (BA) completion is lower among black students than among white students. In this study, we use data from the Education Longitudinal Study of 2002 and the Integrated Postsecondary Education Data System, together with regression-based analytical techniques, to identify the primary sources of the BA completion gap. We find that black students’ lower academic and socioeconomic resources are the biggest drivers of the gap. However, we also find that black students are more likely to enroll in four-year colleges than are white students, given pre-college resources. We describe this dynamic as “paradoxical persistence” because it challenges Boudon’s well-known assertion that the secondary effect of educational decision-making should reinforce the primary effect of resource discrepancies. Instead, our results indicate that black students’ paradoxical persistence widens the race gap in BA completion while also narrowing the race gap in BA attainment, or the proportion of high school graduates to receive a BA. This narrowing effect on the BA attainment gap is as large or larger than the narrowing effect of black students’ “overmatch” to high-quality colleges, facilitated in part by affirmative action. Paradoxical persistence refocuses attention on black students’ individual agency as an important source of existing educational gains.

scholarly journals A New Measure of College Quality to Study the Effects of College Sector and Peers on Degree Attainment

2016 ◽  
Vol 11 (4) ◽  
pp. 369-403 ◽  
Author(s):  
Jonathan Smith ◽  
Kevin Stange
Keyword(s):  
Degree Attainment ◽  
High School Graduates ◽  
The United States ◽  
Bachelor's Degree ◽  
Structural Barriers ◽  
Two Year Colleges ◽  
Two Year College ◽  
Attainment Gap ◽  
Bachelor's Degree Attainment ◽  
Using Data

Students starting at a two-year college are much less likely to graduate than similar students who start at a four-year college, but the sources of this attainment gap are largely unexplained. This paper investigates the attainment consequences of sector choice and peer quality among recent high school graduates. Using data on all Preliminary SAT (PSAT) test-takers between 2004 and 2006, we develop a novel measure of peer ability for most two-year and four-year colleges in the United States—the average PSAT of enrolled students. We document substantial variation in this measure of peer quality across two-year colleges and nontrivial overlap between the two-year and four-year sectors. We find that half the gap in bachelor's degree attainment rates across sectors is explained by differences in peers, leaving room for structural barriers to transferring between institutions to also play an important role.

Small Town Transition Services Model: Postsecondary Planning for Students With Autism Spectrum Disorder

2021 ◽  
pp. 875687052110279
Author(s):  
Karen Eastman ◽  
Gail Zahn ◽  
Wendy Ahnupkana ◽  
Bryson Havumaki
Keyword(s):  
High School ◽  
Autism Spectrum Disorder ◽  
Postsecondary Education ◽  
High School Transition ◽  
Transition Services ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Work Skills ◽  
Post Secondary ◽  
Education And Employment

Graduating from high school and moving to the next phase of life can be difficult for any student but is particularly so for those with autism spectrum disorder (ASD). Social and communication difficulties, sensory concerns, and narrow interests can negatively affect these students’ opportunity for postsecondary education and employment. Preparing students with ASD for post-school success may be especially challenging in rural schools, due to limited opportunities and resources. This article describes a rural high school transition services program designed to support students with ASD and other disabilities in becoming gainfully employed after high school or accessing post-secondary education. The program, designed by a student’s transition team starting in Grade 9, is based on recommendations from the literature and includes inclusion and co-teaching, work skills classes, collaboration with outside agencies, and the development of a student portfolio.

Postsecondary Adult Learner Motivation: An Analysis of Credentialing Patterns and Decision Making Within Higher Education Programs

2021 ◽  
pp. 104515952098836
Author(s):  
Alexander C. Gardner ◽  
Heather N. Maietta ◽  
Philip D. Gardner ◽  
Niki Perkins
Keyword(s):  
Adult Learners ◽  
Adult Students ◽  
Postsecondary Education ◽  
Work Experience ◽  
Adult Learner ◽  
Educational Aspirations ◽  
Academic Program ◽  
Extrinsic Factors ◽  
Learner Motivation ◽  
Post Secondary

This study sought to fill a gap in the literature by considering the role of motivation in post-secondary aspirations of adult learners, specifically full versus part-time status, previous level of educational attainment, years of work experience, and the selection of an academic program. The data from this study came from adult students ages 25 and older at 8 institutions in the Midwest. Statistical analysis determined there were significant differences in gender motivation, level of education is predictive of type of educational credential being pursued, and type of adult learner motivation influences which degree, academic program, and enrollment status is pursued by adult learners. Furthermore, this research revealed as adults acquire more work experience, their postsecondary educational aspirations are more likely motivated by extrinsic factors. These findings have meaningful implications for linking motivation with continuance and graduation from collegiate programs for which this paper identifies and discusses in the context of postsecondary education.

Post-Secondary Institution Level and Control: Effect on Women’s Proportion of Entrepreneurship Degrees

2020 ◽  
pp. 251512742096043
Author(s):  
Desarae Mueller-Fichepain ◽  
Cheryl McConnell ◽  
Myles P. Gartland
Keyword(s):  
Postsecondary Education ◽  
Repeated Measures ◽  
High Growth ◽  
Growth Potential ◽  
Control Effect ◽  
Post Secondary ◽  
Gender Biases ◽  
Post Secondary Institution ◽  
Human And Social Capital ◽  
And Control

This study examines the influence U.S. college/university level (2-year/4-year) and control (public/private) have on the female-awarded proportion of their entrepreneurship degrees and certificates (EDCs). It also examines trends over a decade, 2006-2016. Integrated Postsecondary Education Data System (IPEDS) data on U.S. institutions awarding Classification of Instructional Programs (CIP) 52.07 (Entrepreneurship and Small Business degrees/certificates) in 2006, 2011, and/or 2016 is analyzed using ANOVA/ANCOVA/repeated measures methods. Surprisingly, even with the growing focus on female entrepreneurship, results did not show significant increases in the female-awarded proportion of EDCs over the ten years. Closer examination of 2016 data shows 2-year public institutions confer a significantly larger percentage of their EDCs to women compared to both 4-year public and private institutions providing evidence that institution level and control influence the proportion and suggesting that 4-year institutions may still be gendered in terms of entrepreneurship. Entrepreneurship education has been empirically shown to augment entrepreneurial human and social capital, which is of key importance in entrepreneurship, particularly high-growth potential female businesses. For this reason, these results have important implications for post-secondary institution leaders and entrepreneurship educators, and serves as a call to action to pro-actively assess their environments and curriculum for potential gender biases. Suggestions provided.

scholarly journals Privatization Chinese Style: Tuition Reforms in China's Postsecondary Education

2005 ◽  
Vol 34 (2) ◽  
Author(s):  
Lanlin Zhang
Keyword(s):  
Secondary Education ◽  
International Education ◽  
Postsecondary Education ◽  
Attention Problems ◽  
Post Secondary Education ◽  
Socialist Market Economy ◽  
Post Secondary ◽  
Higher Education System ◽  
National Congress ◽  
Économie De Marché

Since the endorsement of a socialist market economy in 1992 in the 14th National Congress of the Chinese Communist Party, self-financing and fee-charging principles have been widely adopted, and finally legitimized in China's higher education system. However, refonns in China's post secondary education, mainly privatization and tuition fee hikes, have produced some serious controversies and concerns among students, parents, and international education researchers. This article delves into the issues of post secondary education refonn in China and brings into attention problems that occur when policies are institutionalized in a centralized decentralization setting. Depuis l'adhesion a une economie de marche socialiste au 14e Congres national du Parti communiste chinois, les principes d'autofmance et de privatisation ont ete adoptes partout, et finalement legitime dans le systeme d'education tertiaire en Chine. Neanmoins, les refonnes dans le systeme d'etude post-secondaire chinois, surtout dans la privatisation et dans la hausse des frais de scolarite, ont provoque de serieuses controverses et des soucis chez les etudiants, parents, et chercheurs intemationaux sur l'enseignement. Cet article etudie les problemes de reforme au niveau post-secondaire en Chine et attire l'attention sur les problemes qui surviennent lorsque les politiques se font institutionnalisees dans un milieu de decentralisation centralisee.

scholarly journals Sectoral Relations, Appropriateness, Supply-Demand Problem in the Post-Secondary Vocational Schools: Recommendations for Improvement

2021 ◽  
Vol 10 (3) ◽  
pp. 328-339
Author(s):  
Aslı Günay ◽  
Ömer Açıkgöz ◽  
Zafer Çelik ◽  
Murat Öztürk
Keyword(s):  
Associate Degree ◽  
High School Graduates ◽  
Industrial Sector ◽  
Current Status ◽  
Vocational Schools ◽  
School Employees ◽  
Professional Skills ◽  
Post Secondary ◽  
Job Opportunities ◽  
Associate Degree Programs

This current study aims to identify the problem areas of the post-secondary vocational schools and develop some possible actions that could be taken to improve them. In order to obtain information about the current status of these schools, a questionnaire was prepared and distributed to post-secondary vocational school employees and 167 industrial sector representatives. The answers of these respondents were analyzed by using factor analysis, and some indexes were generated. The results of this study suggest that the main problems of the post-secondary vocational schools are stated as the limited collaboration between the post-secondary vocational schools and the private sector firms, selection of inappropriate locations to open post-secondary vocational schools, limited social facilities, and the lack of job opportunities for some graduates of associate degree programs. Some institutional and educational recommendations are suggested by the participants for solving these problems. For example, to improve the institutional status of the post-secondary vocational schools, the duration of workplace training should be increased, machinery and equipment used in these schools should be enhanced, and employment demand projections should be taken into consideration while determining the student admission quotas. In terms of education and training, they propose that the education period should be extended for the students to gain professional skills and competences, and a preparatory class should be placed to improve the basic professional skills of the general high school graduates who enrolled in these schools.

scholarly journals AB 540: Tuition Waiver Policy in California: How Student Services Professionals Influence College Access for Undocumented Students

2018 ◽  
Vol 12 (1) ◽  
pp. 67
Author(s):  
Lynn J. Wang
Keyword(s):  
High School ◽  
Financial Aid ◽  
Postsecondary Education ◽  
Student Services ◽  
Immigrant Students ◽  
High School Graduates ◽  
Undocumented Students ◽  
Full Time ◽  
Front Line ◽  
Knowledge Resources

This was an exploratory qualitative study utilizing tenets of phenomenology to examine the lived experiences of front-line student services professionals in Admissions and Financial Aid and their dilemmas in interpreting and implementing California Assembly Bill 540 (2001) in their interactions with undocumented students. Front-line student services professionals are often the make-it or break-it persons for undocumented students to realize their dreams of attaining a postsecondary education because they determine whether students can pay in-state tuition and receive financial aid. California law AB 540 (2001) was created with the intention of providing a fair tuition policy for all California high school graduates entering college in California. AB 540’s (2001) purpose is to allow all California high school graduates, including undocumented immigrant students who meet the requirements, to be exempt from paying nonresident tuition at California public postsecondary institutions. An undocumented student is classified as someone who entered the U.S. without proper immigration documents or someone who entered the country legally as a nonimmigrant but later never exited the country (Internal Revenue Service, 2014). Twelve student service professionals, both part-time and full-time, at public two-year and four-year higher education institutions shared their experiences regarding management of difficult and sensitive conversations with undocumented students, as they attempted to translate state legislation through institutional polices. Many times, these front-line professionals in Admissions and Financial Aid were the first and only people to interact with incoming undocumented students before they set foot in the classroom. These professionals utilized their knowledge, resources, and networks to help students navigate the college-going process. However, unclear and/or non-existent campus policies, departmental silos, along with a lack of professional development, adequate resources, and appropriate guidance, often limited their capacity to help.

scholarly journals Redefining risk: Human rights and elementary school factors predicting post-secondary access

2020 ◽  
Vol 28 ◽  
pp. 21
Author(s):  
Robert S. Brown ◽  
Kelly Gallagher-Mackay ◽  
Gillian Parekh
Keyword(s):  
Human Rights ◽  
Elementary School ◽  
Postsecondary Education ◽  
Parental Education ◽  
Organizational Factors ◽  
School Factors ◽  
Data Set ◽  
Post Secondary ◽  
New Findings ◽  
Preschool Readiness

While there is a widespread consensus that students’ pathways towards postsecondary education are influenced early in life, there is little research on the elementary school factors that shape them. Identifying educational ‘risk factors’ directs attention to barriers that may warrant scrutiny or action under human rights legislation. New findings from a unique, longitudinal data set collected and developed by the Toronto District School Board highlights key factors, established in elementary school, as to how many students do not enter into post-secondary studies in Ontario. The majority of students suspended at any time, students in self-contained special education programs, and/or students who missed more than 10% of classes in grade 4 do not go on to PSE. These organizational factors are more predictive of students’ acceptance to PSE than individualized measures of preschool readiness, academic achievement in grade 3, race or parental education.  These structural ‘risks’ are strongly correlated with of race and disability. In light of research that identifies promising, evidence-based practices available to reduce these risks, breaking down these barriers should be a priority from the perspective of improving PSE access and overcoming what may well amount to systemic discrimination.

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