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1.
The results from this study indicate similarities and differences in the factors related to the persistence of White and African American students in their freshman and sophomore years in college. Using random samples of data from students enrolled in public institutions of higher education in a Midwestern state, OLS regression analyses indicated that African American sophomores in the high-demand major fields (e.g., Business, Health, and Engineering/Computer Science) were more likely to persist than were those in other major fields, but there were no statistically significant differences in persistence for African American freshmen in other fields. While major fields were not statistically significant for White sophomores, White freshmen in social sciences or undecided about their majors were less likely to persist. The effects of financial aid packages on persistence varied across race.  相似文献   

2.
ABSTRACT

Supporting first-year students to adjust to their new academic environment is a crucial task in higher education. Investigating students’ perceptions of fit between secondary and higher education could give higher education institutions valuable information for student feedback and support, when captured in a reliable and valid way. This study examines the construct validity, reliability, and criterion-related validity of the Students’ Perceived Fit Questionnaire (SPFQ) by using a longitudinal dataset (N?=?930, first-year students). The results of exploratory and confirmatory factor analysis supported a three-factor structure measuring students’ perceptions of: 1) the extent to which secondary education prepared them for higher education in terms of content knowledge; 2) resemblance in the teaching approach between secondary and higher education, and 3) the need to adapt to their higher education study programme. Concerning the criterion-related validity, it was found that first-year students who experienced similarities in teaching approach are more likely to persist in their studies. Furthermore, our results indicated that first-year students who experienced less need to adapt to their higher education study programme felt more self-efficacious regarding their own learning and, consequently, were more likely to persist in their studies.  相似文献   

3.
This paper assesses the effectiveness of financial aid in promoting the persistence of black and Hispanic students admitted to the most selective colleges and universities in the United States to complete their college education. To explore whether more dollars of aid enhance graduation, the analysis separates two constructs—aid eligibility and aid amount—when assessing their influence on graduation likelihood of these students. Using the College & Beyond (C&B) database and implementing an IV/LATE analytical strategy, I find that although need-based aid eligibility is negatively related to graduation likelihood, aid amounts exert a positive influence on graduation, conditional on eligibility for aid. Among types of aid, grants and scholarships have the most positive effect on graduation. The results also indicate that financial aid amounts help equalize initial racial and ethnic differences in graduation likelihood. Minority students’ graduation likelihood is found to be more sensitive to the amount of financial resources they secure, especially in the form of grants and scholarships, than that of their white counterparts.  相似文献   

4.
ABSTRACT

Aboriginal and Torres Strait Islander students’ experiences in Australian higher education continue to be influenced by the sociopolitical narratives of alterity which locate the students as more likely than their nonIndigenous peers to struggle academically and need support. These western-centric perceptions of indigeneities not only affect Indigenous students’ everyday university experiences but can even influence their decision whether to persist with their studies or not. Drawing on data collected in a large, metropolitan Australian university, this article presents a case study of Indigenous students’ ways of perceiving and resisting their positioning by the dominant university systems as ‘problematic’, at risk of failure and needing support. Specifically, the article explores educational pathways of three Indigenous students, their narratives exemplifying primary strategies of enacting and articulating resistances to the dominant education structures in order to fuel academic success.  相似文献   

5.
The nexus between college choice and persistence   总被引：2，自引：3，他引：2  
Initial student commitments have long been considered an influence on persistence, but the reasons why students choose to attend a college have seldom been considered as dimensions of initial commitments that could influence persistence processes and outcomes. This study used NPSAS-87 to examine the influence of finance-related reasons for choosing a college on persistence decisions. The findings include (1) finance-related choices have direct and indirect influences on whether students persist in college; and (2) market-based, monetary measures of financial aid, tuition costs, housing costs, and other living costs have a substantial direct effect on persistence.  相似文献   

6.
Many educational systems have struggled with the question about how best to give out financial aid. In particular, if students do not know the amount of financial aid that they can receive before they make a decision about where to go to college and what major to study, it may distort their decision. This study utilizes an experiment (implemented by the authors as a Randomized Control Trial) to analyze whether or not an alternative way of providing financial aid—by providing an early commitment on financial aid during the student's senior year of high school instead of after entering college—affects the college decision making of poor students in rural China. We find that if early commitments are made early enough; and they are large enough, students will make less distorting college decisions.  相似文献   

7.
Doctoral programs have high dropout rates of 43% representing the highest among all post-baccalaureate programs. Cross sectional studies of doctoral students?? retention have showed the importance of financial aid in predicting degree completion. These studies however, do not estimate the labor market??s effect on doctoral student retention and neglect the longitudinal nature of doctoral study and the multiple requirements that make doctoral education a three-stage process. This research study examines the effect of various factors, including financial aid and labor market conditions, on the likelihood that doctoral students will complete the three stages of doctoral education: transition, development, and research. The results show that although financial aid as a whole is important, the type of financial aid received is even more significant and has differential impacts on doctoral students?? retention at each stage. The study concludes that research assistantships have the highest likelihood of degree completion compared to students with other forms of financial support. Labor market conditions are also an important factor affecting doctoral student retention with higher expected earnings motivating doctoral students in the later part of their programs to complete their degrees.  相似文献   

8.
ABSTRACT

Using 1,400 survey responses collected from two large urban community college systems in Texas, this study examined how students’ financial habits, stress, and well-being influenced their enrollment behaviors. Working students, compared to their nonworking peers, reported significantly lower levels of overall financial well-being. After controlling for other relevant predictors of persistence, regression results showed that students with lower financial well-being and higher financial stress were more likely to doubt their ability to complete college. Results for the restricted sample of working students revealed a strong relationship between a student’s financial well-being and stress. These students also reported having to reduce their semester course load and/or stopping out for a semester in order to work more hours to pay for expenses. These findings suggest that initiatives aimed at helping students improve their financial literacy and money management skills may be an effective, yet underutilized, way to improve retention rates at community colleges.  相似文献   

9.
Abstract

This study assessed the effectiveness, in terms of attrition/persistence, of an experimental program for disadvantaged freshmen (A’ = 104) as contrasted with a control program (N = 104). Multifactor analyses of variance considered the effects of programs, special instruction, financial aid, ACT, sex, race, and GPA. In terms of freshman attrition/persistence, there were no viable significant differences between the experimental and control programs; between special and regular instruction; between financial aid and no financial aid; between special instruction with financial aid and regular instruction with no financial aid; between lower and higher ACT scores; between males and females; or between blacks and whites. Grades (as significant main effects and in significant interactions) differentiated freshman attrition/ persistence consistently.  相似文献   

10.
学生资助政策是促进受教育机会均等和社会公正的重要措施。新常态下,高校学生资助体系主要存在困难生等级评定模糊、国家财政负担过重、学校教育主导性功能受损和资助资金分配不合理等问题。建立定性与定量相结合的弹性认困机制和"一体多翼"的学生资助体系;坚持杠杆与另辟新径并存,探索"求同存异"的资金分配模式;提升高校的教育主导性功能,为完善学生资助建设体系提供了新的思路。  相似文献   

11.
A large body of international research focuses on identifying reasons why students do not ‘persist’ (Tinto, 2006 ) within higher education. Little research has focused on students whose leaving is non‐voluntary and where narratives of ‘persistence’ are therefore not as pertinent. This paper seeks to refocus some of the attention onto the distinct group of students who do not elect to leave their studies but who are, instead, required to withdraw; such students leave under ‘Academic fail’ and ‘Exclusion’ categories. More specifically, it explores the relationship between student leavers’ ethnicity and their likelihood of being required to withdraw. Utilising a large dataset comprising UK‐domiciled undergraduate students enrolled to take a degree within an English higher education institution in 2010/11, it finds that most groups of Black and Minority Ethnic students are more likely to be required to withdraw than White students. Ethnicity exerts an independent impact on a student's likelihood of being required to withdraw, when other background and on‐course characteristics are controlled for, but this impact varies by disciplinary area. It is suggested that these findings implicate factors within the higher education sector itself as key drivers in the process that leads to students being required to withdraw. Lessons are drawn out for those tasked with managing the student experience within higher education.  相似文献   

12.
The authors present the findings of a qualitative study (N = 33) of doctoral student persistence in counselor education programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (2001). Using in‐depth interviews with students representing 17 different doctoral programs, the findings revealed factors that influenced students' decisions to persist or leave their counselor education doctoral programs. A key determinant in attrition or persistence decisions was a match between the students' goals/expectations and the faculty members' expectations and goals for the program. Implications of the findings for program selection, recruiting, and student retention are discussed.  相似文献   

13.
The purpose of this study was to explore relationships between financial aid awards and measures of student academic achievement. Financial aid and academic records for 11,956 students attending an urban California community college were examined and analyzed using simultaneous linear regression and two-way factorial ANOVAs. Findings revealed a small inverse relationship between the amount of aid received; thus, students with higher levels of need had slightly lower levels of academic achievement. Further analysis suggests that financial aid awards were able to minimize the negative effects of low income for approximately 70% of financial aid recipients. However, significant differences in grades and the percentage of units completed emerged for the 30% students with the highest demonstrated levels of financial need, suggesting that these students have large levels of unmet need. Implications for institutional and state-level policy as well as for institutional practice are discussed.  相似文献   

14.
国家助学政策在帮助贫困学子顺利完成学业,鞭策优秀学子努力挖掘潜质方面创造了骄人的成绩,但却鲜有笔墨记录其教育功能的发挥。德育的方式分为显性教育与隐性教育两种,而隐性教育的暗示性、潜在性恰好满足助学政策德育功能的要求,本文探讨了发挥国家助学政策隐性教育功能的必然性与可能性及其实现途径。  相似文献   

15.
Despite increasing access to university education, students from disadvantaged or non-academic family backgrounds are still underrepresented in universities. In this regard, the economics literature has focused on the role of financial constraints as a cause of these observed differences in educational choices. Our knowledge of potential effects of other constraints regarding university education is more limited. We investigate the causal relationship between information and educational expectations using data from a German randomized controlled trial in which students in high schools were given information on the benefits of as well as on different funding possibilities for university education. We find that the provision of information increases intended college enrollment for students from a non-academic family background, both two to three months and one year after the intervention. In contrast, it leads students from academic backgrounds to lower their enrollment intentions in the short run. However, this effect does not persist. Our results suggest that educational inequality can be reduced by providing students from non-academic families with relevant information.  相似文献   

16.
This research uses path analysis to explore the relationships among a number of variables (including financial aid variables), which have been shown in both theory and prior research to be related to student persistence. The subjects were 227 full-time freshmen, who enrolled Fall Quarter 1982, in a liberal arts college at a large commuter institution of higher education, and who received financial aid. The model, which includes background and academic variables, accounted for 35% of the variance in persistence. Persistence was measured by credits completed over a two-year period. Significant variables that showed the largest total effects on persistence were college grade-point average and high school rank. The financial aid variables in the model showed no significant effect on persistence in this study of students who received aid. The model was cross-validated on a second data set and the model was supported.Revised version of a paper presented at the Twenty-Sixth Annual Forum of the Association for Institutional Research, Orlando, Fla., June 22–25, 1986.  相似文献   

17.
The increasing use by private colleges and universities of financial aid based on “merit”, as opposed to based solely on financial need has caused many to raise concerns that this type of aid will go mainly to higher income students crowding out aid to lower income students. However, some analysts suggest that by attracting more “almost full-paying” students through the use of merit aid, institutions will have more financial resources that they can use to increase their financial aid to low-income students and thus their enrollment. Results using data from the College Board's Annual Survey of Colleges and other secondary data sources suggest that the increased use of merit aid is associated with a decrease in enrollment of low-income and minority students, particularly at more selective institutions. Middle and bottom tier colleges may be offsetting costs with tuition increases, as the introduction of merit aid is accompanied by an increase in net costs.  相似文献   

18.
以两所不同类型高校作为研究场域,基于扎根理论的质性研究,通过对深度访谈资料进行编码、文本分析以及理论饱和度检验等分析,发现当前高校学生资助在贫困认定、公示伦理、制度宣传和育人机制中存在多重育人困境,这种困境背后是高校学生资助政策制度局限性的外化表现,蕴含着深层的制度逻辑:其中贫困生身份认定的“阿喀琉斯之踵”体现资助育人的运行机制和政策目标的脱节;学生资助政策中的公示环节和政策宣传过程中所产生“两难”背后是政府政治逻辑和贫困生情感逻辑的一定程度的匹配偏差;资助育人执行“困境”凸显了高校育人逻辑和管理逻辑名实分离。新时代充分发挥学生资助育人功能,应推进信息化条件下贫困生甄别的技术重建,贫困生权利义务均衡的机制重塑,去污名化前提下的贫困生自尊自信的情感重现以及“立德树人”理念下资助育人的模式重构,从而实现高校学生资助“解困—育人—成才—回馈”的突围。  相似文献   

19.
Fan Wu 《教育心理学》2017,37(6):695-711
The objective of the present study was to investigate the relationships among college students’ achievement motivation (subjective task value and academic self-efficacy), academic procrastination (delay and missing deadlines) and achievement-related behaviours (effort and persistence). More specifically, the study investigated the mediating role of academic procrastination in linking college students’ achievement motivation to their effort and persistence from the perspective of the expectancy-value theory. A total of 584 college students enrolled in a large southern urban university completed a self-report survey for the study. The study suggested two possible pathways that motivate students to persist and put forth greater effort, rooting in students’ academic self-efficacy and subjective task value through their relationships with students’ academic procrastination.  相似文献   

20.
This study explored college student persistence at a historically Black university affected by Hurricane Katrina. Predictor variables including sex, residence status, Pell Grant status, campus housing status, college grade point average, attendance before Hurricane Katrina, and attendance at the university by parents or another close relative were used to predict educational aspirations, campus environment, and financial aid eligibility status as the reasons college students continued their education after Hurricane Katrina.  相似文献   

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