scholarly journals No Place Like Home? Familism and Latino/a-White Differences in College Pathways

2021 ◽  
Author(s):  
Sarah Ovink ◽  
Demetra Kalogrides
Keyword(s):  
High School ◽  
Generational Differences ◽  
High School Graduates ◽  
Socioeconomic Background ◽  
College Application ◽  
Parental Preferences ◽  
Cultural Preference ◽  
Using Data ◽  
Racial Ethnic ◽  
At Home

Recent research has argued that familism, defined as a cultural preference for privileging family goals over individual goals, may discourage some Latino/a youth from applying to and attending college, particularly if they must leave home (Desmond and Turley 2009). Using data from the Education Longitudinal Study, we find that Latino/a students and parents indeed have stronger preferences than white students and parents for living at home during college. For students, most differences in preferences for proximate colleges are explained by socioeconomic status, academic achievement and high school/regional differences. Moreover, controlling for socioeconomic background and prior achievement explains most racial/ethnic gaps in college application and attendance among high school graduates, suggesting that familism per se is not a significant deterrent to college enrollment above and beyond these more primary factors. However, results indicate generational differences; cultural factors may contribute to racial/ethnic gaps in parental preferences for children to remain at home.

School Strategies and the “College-Linking” Process: Reconsidering the Effects of High Schools on College Enrollment

2008 ◽  
Vol 81 (1) ◽  
pp. 53-76 ◽  
Author(s):  
Lori Diane Hill
Keyword(s):  
High School ◽  
High Schools ◽  
School Effectiveness ◽  
College Enrollment ◽  
School Effects ◽  
Effectiveness Study ◽  
Ethnic Variation ◽  
College Transitions ◽  
Using Data ◽  
Racial Ethnic

This study reconsidered school effects on college enrollment by focusing on strategies that schools use to facilitate college transitions. It also examined whether school strategies influence different outcomes for students from different racial/ethnic and socioeconomic backgrounds. Using data from the High School Effectiveness Study, the analysis identified three distinctive “college-linking” strategies: traditional, clearinghouse, and brokering. The results revealed that the strategies that schools use to help students navigate the college-linking process are associated with variation in college enrollment. They suggest that schools that operate primarily as a resource clearinghouse, in which organizational norms limit their role as agents in the college-linking process, foster significant racial/ethnic variation in students' outcomes.

scholarly journals Equivalent Pathways? Comparison of Job History for High School Graduates Versus GED Recipients

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 586-586
Author(s):  
Wenxuan Huang
Keyword(s):  
High School ◽  
Labor Market ◽  
High School Graduates ◽  
School To Work ◽  
Early Career ◽  
High School Diploma ◽  
High School Degree ◽  
Labor Force Status ◽  
Paid Labor ◽  
Using Data

Abstract Successful integration into the paid labor market serves as a critical milestone to adulthood. Yet, this school-to-work transition has become harder to reach due to the increasing precarity in the youth labor market. Using data from the NLSY97, this study compares the job histories of young adults whose terminal education credentials are high school diploma versus GED. I conducted sequence analysis of school-to-work states from age 16 to 30 between these two education groups. Findings show that GED holders are more likely to be exposed to enduring negative labor force status (e.g., periods of unemployment) than the high school graduates. Over half of the GED recipients experience precarious early career characterized by interruptions and long-term inactivity. Despite being “equivalent” to a high school diploma, the GED diploma does not translate into the same opportunity structure as the high school degree, launching a cumulative disadvantage process in the early life course.

High School Exit Examinations and High School Dropout in Texas and Florida, 1971–2000

2005 ◽  
Vol 78 (2) ◽  
pp. 122-143 ◽  
Author(s):  
Robert Warren Warren ◽  
Krista N. Jenkins
Keyword(s):  
High School ◽  
High School Dropout ◽  
School Dropout ◽  
Dropout Rates ◽  
Outcome Variable ◽  
Exit Examinations ◽  
High School Exit ◽  
High School Dropout Rates ◽  
Using Data ◽  
Racial Ethnic

In this article, the authors ask whether state high school exit examinations are associated with high school dropout rates and racial/ethnic and socioeconomic inequalities in high school dropout rates in Florida and Texas. Using data from the 1968–2000 October Current Population Surveys, they first consider the 1971–2000 graduating classes and use a measure of whether students left school without obtaining any high school credential as the outcome variable. They next consider the 1991–2000 graduating classes and use a measure that classifies students who obtained general equivalency diplomas as dropouts as the outcome variable. In neither case did the authors find evidence that state high school exit examinations are independently associated with higher dropout rates or greater inequalities in dropout rates.

scholarly journals College-Going in the Era of High Expectations: Racial/Ethnic Disparities in College Enrollment, 2006 to 2015

2021 ◽  
Vol 7 ◽  
pp. 237802312110099
Author(s):  
Amber D. Villalobos
Keyword(s):  
High School ◽  
Longitudinal Study ◽  
College Enrollment ◽  
Ethnic Disparities ◽  
Educational Expectations ◽  
High Expectations ◽  
College Going ◽  
Using Data ◽  
Racial Ethnic ◽  
High Educational

Adolescents with high educational expectations are more likely to enroll in college. Although most adolescents today report high educational expectations, there remains important racial/ethnic heterogeneity in college enrollment patterns. In particular, at every level of socioeconomic status, minority youth have higher educational expectations than their white peers yet enroll in college at lower rates. The rapidly increasing size and college enrollment of the Hispanic population motivate renewed examination of the expectation-enrollment relationship. Using data from the Education Longitudinal Study (ELS) and the High School Longitudinal Study (HSLS), the author examines whether the relationship between adolescent educational expectations and enrollment in a four-year college within two years of high school graduation differs by race/ethnicity and whether this relationship changed over time. The author finds that the expectation-enrollment relationship is positive for all students but is smaller for black and Hispanic students in the ELS cohort. However, by the HSLS cohort, the gaps have largely closed.

After Commencement, Clarity

ASHA Leader ◽  
2013 ◽  
Vol 18 (4) ◽  
pp. 52-55 ◽  
Author(s):  
Linda Freeman
Keyword(s):  
High School ◽  
High School Graduates ◽  
Autism Spectrum ◽  
Speech Language Pathologists

Without the supports of IEP programming, high school graduates on the autism spectrum may struggle. Here are five ways speech-language pathologists in schools can help them transition to what's next.

Russian Education in the Mirror of Demography

2003 ◽  
pp. 4-25 ◽  
Author(s):  
L. Grebnev
Keyword(s):  
Higher Education ◽  
High School ◽  
High School Graduates ◽  
Educational Institutions ◽  
Level Of Education ◽  
Demographic Indicators ◽  
Federal Districts ◽  
Stage System ◽  
Migration Flows ◽  
Russian Education

The dynamics of several demographic indicators of Russia - child and teenage cohorts in 1970-2000, life expectancy in 1995-2000, migration flows among federal districts in the period between two censuses of 1989 and 2002 - are considered in the article. The author puts forward the hypothesis about the influence of these indicators on the level of education in narrow and broad senses - in educational institutions and the society as a whole. He estimates the perspectives of regional higher educational institutions under conditions of absence of plan distribution of graduates and the double cyclical fall in the number of high school graduates. The agenda for the development of a two-stage system of higher education corresponding with international integration processes is formulated.

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