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1.
Using data from the National Education Longitudinal Study of 1988, this study documented college attendance patterns of rural youth in terms of the selectivity of first postsecondary institution of attendance, the timing of transition to postsecondary education, and the continuity of enrollment. The study also examined how these college attendance patterns among rural students differed from those among their nonrural counterparts and which factors explained these rural–nonrural differences. Results showed that rural youth were less likely than their nonrural counterparts to attend a selective institution. In addition, rural youth were more likely to delay entry to postsecondary education compared to their urban counterparts. Finally, rural students were less likely than their urban counterparts to be continuously enrolled in college. Much of these rural–nonrural disparities in college attendance patterns were explained by rural–nonrural differences in socioeconomic status and high school preparation. Policy implications, limitations of the study, and future research directions are also discussed. 相似文献
2.
In 2005, Louisiana implemented the Master Plan for Public Postsecondary Education: 2001 (Board of Regents, State of Louisiana, 2001) to restructure its higher education system in an effort to provide its citizens with high quality postsecondary educational choices. This restructuring forced its two-year and four-year institutions to redesign their developmental education programs. Subsequently, several two-year institutions partnered with four-year institutions to offer developmental courses on the four-year college campuses. However, little is known about the experiences of the two-year students in these settings, especially as they relate to classroom experiences. Thus, this phenomenological study explored the academic-social experiences of 20 students enrolled at the two-year college and taking classes at a four-year institution. The study was done in hopes of garnering a better understanding of factors that impact integration and persistence. This article focuses on how the students developed a sense of belonging in the classroom, and it makes connections as to how these students’ experiences may impact integration and persistence and/or transferability to four-year institutions. Additionally, recommendations for research and practice are presented. 相似文献
3.
Sueuk Park Ernest T. Pascarella 《Community College Journal of Research & Practice》2013,37(9):700-716
Using data from the National Education Longitudinal Study, 1988 (NELS: 88), this paper documents differences in the socioeconomic plans of students in two-year and four-year colleges. We found attendance at a two-year college led to a modest but statistically significant disadvantage in socioeconomic plans. However, the impact of attending a community college on educational and occupational goals are conditional rather than general. That is, the negative impact on socioeconomic plans of attending a two-year college held for women but not men. Finally, according to our research, the negative effect of attending a two-year college differed in magnitude by an individual's tested cognitive preparation. In particular, attending a two-year college significantly reduced subsequent socioeconomic plans only for students with relatively high precollege test scores. 相似文献
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5.
高中生的大学升学抱负和升学选择--兼论其他社会经济因素的影响 总被引：1，自引：0，他引：1
根据对安徽省和上海市高中3年级学生的抽样问卷调查分析,结果表明,升学和就业选择不受大学升学抱负安定性的影响,但是本科和专科选择受升学抱负变化的影响,升学抱负形成越早,越有可能到本科院校学习。 相似文献
6.
J. Paul Grayson 《高等教育研究与发展》2008,27(3):215-230
Most studies of international students have focused on their adaptation to host societies. By way of contrast, this article deals with the academic and social experiences of international and domestic students in four Canadian universities and, consistent with the ‘college impact model’, examines the relationship between experiences and objectively measured and self‐assessed outcomes. In general, it is found that international students are as involved in campus activities as domestic students; however, they lack particularly the academic support enjoyed by domestic students. Moreover, the scores of international students on both objectively measured and self‐assessed outcomes are lower than those of domestic students. Regression analyses reveal that the amounts of variance in outcomes explained by variables in the college impact model are lower for international than for domestic students. For both groups of students, however, academic experiences explain more of the variance in self‐assessed than in objectively measured outcomes. In addition to variables in the college impact model, value is added to various outcomes by mere attendance at particular universities. 相似文献
7.
Community colleges have received renewed attention from policymakers seeking to increase college attendance and completion rates because they provide open access to postsecondary education for historically marginalized students. Yet, transfer rates from community colleges to 4-year institutions are low. Inequities in opportunity that are shaped by geography and compounded throughout childhood may restrict higher education opportunities for low-income, first-generation college students. Most studies examining how geography constrains college choice focus on high school students’ initial decisions about higher education, not community college students. We analyze the spatial distribution of community college students’ “choice sets,” the 4-year institutions that they are considering transferring to. Using qualitative interviews and geospatial analysis, we examine how these spatial patterns compare between two community-college systems in Central Texas. We find that students’ choice sets are geographically constrained, but that for many students, these zones are geographically large, suggesting that interventions and targeted outreach from universities could help students identify and select from greater range of options. Our findings have important implications for college access and completion among first-generation college students, and for policies that seek to interrupt patterns of inequity tied to location. 相似文献
8.
J. Luke Wood 《International journal of qualitative studies in education》2014,27(6):785-803
This study presents selected findings drawn from a larger investigation of Black male students in the community college. In the larger study, qualitative interviews were conducted with 28 Black males attending a public two-year college in the southwestern United States. The focus of the larger study was on identifying factors which, from the perspectives of students, affected their academic success. Academic success referred primarily to students’ grade point averages or achievement and secondarily to continuation towards students’ self-proclaimed collegiate goals. A large portion of Black male participants in this study indicated that academic disengagement served to negatively affect their achievement in the community college. Students discussed academic disengagement as a reluctance to fully engage as active agents in their own academic development through necessary interactions. 相似文献
9.
Eboni M. Zamani-Gallaher Francena Turner Karie Brown-Tess Chauntee Thrill 《Community College Journal of Research & Practice》2017,41(4-5):326-328
ABSTRACTHistorically, community colleges and those they serve have been relegated to the margins of academe. Community colleges’ critics argue that students starting at two-year institutions are less likely to earn bachelor’s degrees and have lower student outcomes. This CCJRP Exchange Article draws upon counternarratives in highlighting multiple truths of the community experience through use of scholarly personal narratives (SPN) of those that moved in, through and out the community college to the PhD. The faculty member and doctoral students reflect on how their community college experiences influenced their career trajectories. Further, implications for community college practice, policy, and research are shared as the authors make a case for applying SPN in an effort to see community colleges as sites of deep growth that have lasting effects on the personal and professional lives of their students. 相似文献
10.
Lynn H. Willett 《Community College Journal of Research & Practice》2013,37(4):333-341
This longitudinal study examined a cohort group of 3,159 students’ community college attendance patterns over a five‐year period. The cohort was a group of students enrolled in credit courses for the first time in a public two‐year community college. The analysis revealed that approximately 30% of the students attended one semester, 50% attended intermittently and 13% obtained credentials. Analysis of demographic variables between the groups did not reveal significant differences. Limitations in the research and implications for practice are discussed. 相似文献
11.
乡村振兴战略持续推进,决战决胜脱贫攻坚和“大众创业、万众创新”蓬勃发展所形成的良好氛围、政策叠加效应,以及新技术新模式在农业农村领域的应用催生了大量的创业机遇,为大学生乡村创业提供了创业机会和要素。在探讨大学生乡村创业的内涵、乡村振兴战略与大学生乡村创业互动机理的基础上,分析了大学生乡村创业的现实境遇,如乡村创业意愿弱、创业技能与经验不足、创业融资渠道狭窄、创业模式存在一定的盲目性。基于资源依赖理论提出可持续发展的大学生乡村创业支持体系,即:优化乡村创业政策,厚植大学生乡村创业丰沃土壤;搭建乡村创业生态圈,助推大学生乡村创业企业孵化成长;培育乡村创业文化,激发大学生的乡村企业家精神;优化内部治理结构,增强大学生乡村创业组织内动能。 相似文献
12.
Two-year colleges are an important part of the higher education system in the United States but there are concerns as to how attendance at these institutions affects educational attainment and labor market outcomes. This paper uses data from a nationally representative survey to examine the impact of students beginning their college career at a two-year college instead of a four-year college. Treatment effects are estimated using both standard regression techniques as well as propensity score matching. As these estimates may be contaminated because of selection on unobservable characteristics this paper will also employ a number of sensitivity analyses to consider the potential bias. The results show large negative impacts on both educational attainment and labor market outcomes for men and women who begin at a two-year college, even for those students who expect to complete a bachelor's degree. The evidence from the sensitivity analyses suggest that to eliminate these large effects there would need to be substantial, and arguably implausible, selection on unobservable characteristics. 相似文献
13.
This study employed a quasi-experimental design to examine the effects of a school-based youth participatory action research program on the education outcomes of participating high school students. The program was a year-long elective course in six high schools in the same California district whose student population is predominantly low-income youth of color. A propensity score matching approach compared the reading achievement, attendance rates, and discipline referral rates of 153 students who participated in the program to nonparticipating peers with similar demographics and baseline scores on the outcomes. Results showed that the program significantly improved students’ attendance rates with less compelling evidence for its effect on reading achievement. These findings suggest that youth participatory action research may be an effective pedagogical practice for high school students, particularly low-income students of color. 相似文献
14.
E. David Thompson Bethany V. Bowling Ross E. Markle 《Research in Science Education》2018,48(1):151-163
Studies over the last 30 years have considered various factors related to student success in introductory biology courses. While much of the available literature suggests that the best predictors of success in a college course are prior college grade point average (GPA) and class attendance, faculty often require a valuable predictor of success in those courses wherein the majority of students are in the first semester and have no previous record of college GPA or attendance. In this study, we evaluated the efficacy of the ACT Mathematics subject exam and Lawson’s Classroom Test of Scientific Reasoning in predicting success in a major’s introductory biology course. A logistic regression was utilized to determine the effectiveness of a combination of scientific reasoning (SR) scores and ACT math (ACT-M) scores to predict student success. In summary, we found that the model—with both SR and ACT-M as significant predictors—could be an effective predictor of student success and thus could potentially be useful in practical decision making for the course, such as directing students to support services at an early point in the semester. 相似文献
15.
This is the first report on the findings of a survey carried out on 578 students entering computing courses at seven institutes of technology in Ireland in 2001. The progress of this cohort of students is charted through the four years of their course using questionnaires and interviews. It is envisioned that the study will highlight the different relationships and patterns of association between these students’ progression at college and their entry characteristics. The findings presented in this article are from a section of the questionnaire administered to students in year one of their studies. It was designed to explore students’ experiences of computing prior to their entry to college. The students’ exposure to computing and their enjoyment of computing at second level was documented. Relationships between students’ experiences of computing at second level and their success/failure to progress in their course in third level are investigated. 相似文献
16.
Gloria Crisp Vincent Carales Carey Walls Aaron Cassill 《Mentoring & Tutoring: Partnership in Learning》2018,26(2):183-206
The aims of our current study were to (1) explore how community college science and mathematics majors made meaning of their experiences with mentor teachers as part of an early field experience and (2) understand the ways students’ experiences with mentors influenced their interest in teaching. Using interviews and written reflection activities, a qualitative phenomenological approach was used to understand and describe the meaning of the lived mentoring experiences of 17 community college science and mathematics majors. Five themes were identified to describe community college students’ experiences with mentor teachers in elementary, middle and high schools in a high-needs school district: (a) role modeling, (b) mutual respect and honesty, (c) responsiveness and guidance, (d) approachability and relatedness, and (e) broadening and shifting perspectives. Findings point to the potential of early relationships with mentor teachers as a means to shape community college students’ interest in teaching science or mathematics. 相似文献
17.
Back-and-forth enrollment at different institutions—student swirl—and concurrent enrollment at two or more institutions—double-dipping—have
become common experiences for students in the United States. However, empirical studies explaining student mobility are rather
rare. This study examines how student departures from and returns to a single institution are affected by college attendance
elsewhere. The model presented here demonstrates that departure rates are higher for students concurrently attending another
college. Return rates, on the other hand, are substantially lower for those students who attend other colleges after departure
from the study institution. The effect of multi-institutional attendance differs by college type, with the effect of 4-year
out-of-state institution attendance being most pronounced. The simultaneous analysis of departures and returns provides the
study institution with a more accurate and complete picture of student mobility. 相似文献
18.
农村社区建设是一个全新且重要的战略部署。由于长期实行的城乡二元治理结构,导致当前我国农村社区建设缺乏理论和实践方面的指导。根据历史发展,界定新形势下的农村社区内涵,农村社区建设的基本目标,科学分析农村社区建设制约因素等。从理论和现实角度结合当前大学生就业的困境,研究认为重启＂知识青年下乡＂路径不仅能缓解大学生就业的严峻局面,而且还能为广大农村建设提供高素质的专业人才队伍。通过对建设农村社区和破解大学生就业难题的可行性研究分析,并针对性地提出不同的政策选择,实现农村社区和大学生之间的＂双赢＂。 相似文献
19.
Joy R. Lile Timothy M. Ottusch Terese Jones Leslie N. Richards 《Community College Journal of Research & Practice》2018,42(2):95-111
Dual-enrollment programs have been proposed as a useful way to ease students’ transition from high school to community college. Several studies have shown that dual enrollment produces positive effects for students, but less is known about the mechanisms these programs use to support student success. Symbolic interactionism suggests that clarity of the role of a college student may help students transition into this role with more ease. With new legislation allowing students to use Pell Grants to attend dual-enrollment programs, and other proposed policies to increase attendance at community college, research on the mechanisms that make dual enrollment successful is well-timed. This study takes a mixed method approach with an online survey (N = 101) and a series of focus groups (N = 15) to explore the experiences of dual-enrollment students from several high schools and one community college. Findings suggest that dual enrollment helped to enhance participants’ clarity of the college-student role, including who attends college, what skills are required, what college can lead to, and their own self-identification as college students. Sources of role expectations for these students included self-reflection and peer, family, teacher, and structural expectations. Students highlighted strengths and weaknesses of the dual-enrollment program in which they were enrolled. These findings have implications for practice, including the potential for dual enrollment to support low-income and first-generation college students in their transition to higher education. 相似文献
20.
Jennifer Flashman 《Research in higher education》2013,54(5):545-570
In the last 30 years, women experienced dramatic increases in college attendance and completion. Women now make up the majority of college attenders and completers, and their numbers continue to grow. Recent research shows that these gender differences are driven largely by changes among women in rates of college attendance. What is causing these dramatic increases in college attendance among women? Studying three distinct cohorts representing the high school graduating classes of 1972, 1982, and 1992, this article studies two possible mechanisms leading to women’s changing patterns of college attendance: changing academic achievement, and changing pathways into and through college. Results show that changes in the effects of achievement on college attendance decisions are driving women’s increasing college attendance. The expansion of higher education—particularly the route through 2-year college to 4-year college—increased opportunities for enrollment and women disproportionately took advantage of these opportunities. High-achieving women, who in the past did not attend college, are now attending and using these non-traditional paths to increase their rates of college attendance. 相似文献