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Legacies, or students with a family member who graduated from the same college or university, have been the source of much
debate. We add to the existing literature by providing a detailed empirical portrait of legacies at a private, selective university
across the college years. We examine how legacies are distinctive in their admissions profiles, within-college achievement
and post-graduation plans, using data from a panel study of students attending Duke University. We find that legacies enter
college with an abundance of economic, cultural and social capital, but also have lower levels of human capital compared to
other students with college graduate parents. Due to this human capital deficit, legacies have lower grades in the first college
year, but show little academic underperformance in subsequent semesters. Additionally, legacies are less likely to plan to
be a medical doctor or engineer and have somewhat lower degree aspirations than other students.
相似文献
| Nathan D. MartinEmail: |
3.
This study explored the responses of students in different academic majors to tuition increase, with a particular focus on
the relationship between tuition increase, and future earnings and college expenditures. We analyzed effects of tuition increase
on enrollment in six academic majors—Engineering, Physics, Biology, Mathematics, Business, and Education—where disciplinary
enrollment data were available. The main findings are that students are elastic to tuition level in Physics, Biology, and
Business, but not in Engineering, where the rate of return is the highest among the six majors and the college expenditure
are the highest. The findings suggest that student enrollment in various academic majors is affected differentially by tuition.
Further, the findings support a cost-related tuition policy, one designed to charge students higher tuition for higher-cost
majors and lower tuition for lower-cost majors.
相似文献
| Sande MiltonEmail: |
4.
This study examined whether the effects of student–faculty interaction on a range of student outcomes—i.e., college GPA, degree
aspiration, integration, critical thinking and communication, cultural appreciation and social awareness, and satisfaction
with college experience—vary by student gender, race, social class, and first-generation status. The study utilized data on
58,281 students who participated in the 2006 University of California Undergraduate Experience Survey (UCUES). The findings
reveal differences in the frequency of student–faculty interaction across student gender, race, social class and first-generation
status, and differences in the effects of student–faculty interaction (i.e., conditional effects) that depended on each of these factors except first-generation
status. The findings provide implications for educational practice on how to maximize the educational efficacy of student–faculty
interaction by minimizing the gender, race, social class, and first-generation differences associated with it.
相似文献
| Linda J. SaxEmail: |
5.
In response to the mounting national support provided to mentoring programs and initiatives in higher education, the present
article updates a review article written by Jacobi (Rev Educ Res 61(4):505–532, 1991). The article revisits the mentoring literature in an attempt to re-frame and update the definition and characteristics of
mentoring provided by Jacobi. It also synthesizes and critically analyzes empirical literature specific to mentoring college
students published between 1990 and 2007. Finally, the article presents broad theoretical perspectives of mentoring from the
business, psychology and education literature in preface to a proposed theoretical framework specific to mentoring college
students. The article concludes with specific recommendations to advance the mentoring literature.
相似文献
| Gloria CrispEmail: |
6.
Sylvia Hurtado M. Kevin Eagan Nolan L. Cabrera Monica H. Lin Julie Park Miguel Lopez 《Research in higher education》2008,49(2):126-152
Using longitudinal data from the UCLA Cooperative Institutional Research Program (CIRP) and Your First College Year (YFCY)
surveys, this study examines predictors of the likelihood that science-oriented students would participate in a health science
undergraduate research program during the first year of college. The key predictors of participation in health science research
programs are students’ reliance on peer networks and whether campuses provide structured opportunities for first-year students
even though only 12% of freshmen in the sample engaged in this activity. These experiences are particularly important for
Black students. The findings inform efforts to orient students at an early stage, particularly under-represented minorities,
toward biomedical and behavioral science research careers.
相似文献
| Sylvia HurtadoEmail: |
7.
Russell Nieli 《Academic Questions》2007,20(3):177-210
Small programs can make a big difference on college campuses. At Duke University, a few dedicated people, with the support
of college administrators, exploited the all-too-evident liabilities of curriculum fragmentation, political correctness, and
the lack of direction felt by undergraduate students to create intellectually valuable and stimulating new offerings. Russell
Nieli tells how the Gerst and Focus programs have influenced that university and others across America.
相似文献
| Russell NieliEmail: |
8.
Emerging from the Pipeline: African American Students,Socioeconomic Status,and College Experiences and Outcomes 总被引：1，自引：0，他引：1
MaryBeth Walpole 《Research in higher education》2008,49(3):237-255
This study focuses on how social class affects the college experiences and outcomes for African American students in 4-year
colleges and universities. Using a national, longitudinal data base, the findings indicate that low SES African American students
have less contact with faculty, study less, are less involved with student organizations, work more, and have lower grades
than do their high SES peers or all African American students. Furthermore, 9 years after entering college, low SES students
report lower incomes, lower rates of degree attainment and lower aspirations than their high SES peers, and were less likely
to have attended graduate school. Logistic regression results indicate that sex, college GPA, and plans following college
significantly affect the likelihood that a student will attend graduate school.
相似文献
| MaryBeth WalpoleEmail: |
9.
Quality Matters: Assessing the Impact of Attending More Selective Institutions on College Completion Rates of Minorities 总被引：1，自引：0，他引：1
Tatiana Melguizo 《Research in higher education》2008,49(3):214-236
This paper examines the impact of attending different categories of selective institutions on students’ college completion.
Specifically, it explores differences in the impact that selectivity of an institution has by race and ethnicity. The analysis
accounts for the impact of individual and institutional characteristics and corrects for omitted variables with proxies for
student motivation. The results suggest that students who attend the most selective institutions and highly selective institutions,
as opposed to non-selective ones, are more likely to complete a bachelor’s degree. This result holds for African American
and Hispanic students. After correcting for the problem of sorting of students into specific types of institutions, the results
of the models suggest that the coefficient of selective institutions might have a small upward bias. The positive effect of
selective institutions on attainment suggests that they have the potential to increase the graduation rates of minorities
while narrowing the persistent college completion gap.
相似文献
| Tatiana MelguizoEmail: |
10.
Iryna Johnson 《Research in higher education》2008,49(8):776-793
Educational research has shown that individual-level background characteristics, such as parental socio-economic status and
academic ability, influence college going behavior. This study tests for the existence of aggregate-level high school effects
on college enrollment, persistence and degree attainment. It links institutional data on students enrolling within a year
after graduation from in-state high schools with state data on high schools’ performance and populations. Three high school
aggregate-level factors were found to affect enrollment and persistence. Specifically, the high schools’ percent of SAT takers
has a concave-shape effect on enrollment, retention and graduation. Additionally, students coming from schools with a higher
percent of those receiving free lunch are less likely to persist, and students coming from schools located within a 60 mile
radius are more likely to matriculate and to persist to the second year. These results suggest that aggregate-level high school
characteristics should be accounted for in enrollment management.
相似文献
| Iryna JohnsonEmail: |
11.
Even though female students now make up more than half of all higher education students in many countries, the distribution
of women across fields of study is still very uneven. This study examines the gendered nature of recruitment and dropout in
higher education. Our results show that students who made gender traditional choices more often had an early preference for
the study programme they enrolled in. Moreover, female students reported more often than male students that they had been
encouraged by their parents and friends. However, unlike what we expected, there are no differences between students in gender
traditional and non-traditional programmes with regard to encouragement from parents and students’ confidence that they had
made the right choice. While male students’ dropout is unrelated to the gender composition of educational programmes, women
drop out of female-dominated programmes to a lesser extent.
相似文献
| Jens-Christian SmebyEmail: |
12.
Craig Ross R. Robert Orr 《Educational technology research and development : ETR & D》2009,57(2):251-265
Troubleshooting skills are integral for the Information Technology professional. In order to address faculty concerns that
students were not effectively learning required troubleshooting skills, a standardized troubleshooting methodology (the DECSAR
Method) was created and integrated into the standard curriculum of a college information technology program. Components of
troubleshooting were measured using a pre-/post-testing approach with the Social Problem Solving Inventory—Revised. Testing
indicated improvement in several areas of troubleshooting reinforced by DECSAR. The context in which the troubleshooting methodology
was applied was associated with post-test change.
相似文献
| R. Robert OrrEmail: |
13.
Terry T. Ishitani 《Research in higher education》2008,49(5):403-419
Prompted by the notion of “Transfer Shock”, numerous studies examined academic performance of transfer students at senior
institutions. However, few studies are found that examine how the varying nature of semester GPAs impact subsequent persistence
behavior of transfer students after the initial drop in their college GPAs. Using an institutional data set, this study longitudinally
investigated departure behavior of transfer students at a senior institution. Particular attention was given to how entry
at different times and semester GPAs affected transfer student departure. Results indicate that during their first semester,
sophomore and junior transfer students were 73% less likely to depart than freshman transfer students. After controlling for
explanatory variables, higher semester GPAs were positively associated with higher persistence rates throughout the observation
period.
相似文献
| Terry T. IshitaniEmail: |
14.
The main goal of the study reported in our paper is to characterize teachers’ choice of examples in and for the mathematics
classroom. Our data is based on 54 lesson observations of five different teachers. Altogether 15 groups of students were observed,
three seventh grade, six eighth grade, and six ninth grade classes. The classes varied according to their level—seven classes
of top level students and six classes of mixed—average and low level students. In addition, pre and post lesson interviews
with the teachers were conducted, and their lesson plans were examined. Data analysis was done in an iterative way, and the
categories we explored emerged accordingly. We distinguish between pre-planned and spontaneous examples, and examine their
manifestations, as well as the different kinds of underlying considerations teachers employ in making their choices, and the
kinds of knowledge they need to draw on. We conclude with a dynamic framework accounting for teachers’ choices and generation
of examples in the course of teaching mathematics.
相似文献
| Orit ZaslavskyEmail: |
15.
The Interrelation of First-Year College Students’ Critical Thinking Disposition, Perceived Academic Control, and Academic Achievement 总被引：2，自引：0，他引：2
Robert H. Stupnisky Robert D. Renaud Lia M. Daniels Tara L. Haynes Raymond P. Perry 《Research in higher education》2008,49(6):513-530
While a great deal of research has examined students’ critical thinking skills, less is known about students’ tendencies to
use these skills. Specifically, little is known about what factors contribute to students developing a disposition to think
critically or what impact this disposition has on college students’ academic achievement. Perceived control, which has been
found to be an important factor in college students’ academic success, may be an important factor in developing this disposition.
The current longitudinal study examined the reciprocal-effects between critical thinking disposition and perceived academic
control, and their comparative influences on academic achievement in 1196 first-year college students. Using a two-wave, two-variable
cross-lag structural equation model, a reciprocal-effect was found whereby students’ perceived academic control predicted
their subsequent critical thinking disposition, and students’ critical thinking disposition predicted their subsequent perceived
academic control. Furthermore, after controlling for high school academic performance, perceived academic control was found
to have a stronger impact on students’ GPAs than critical thinking disposition. Implications of fostering a critical thinking
disposition and perceived academic control among college students are discussed.
相似文献
| Robert H. StupniskyEmail: |
16.
This study examines how state merit-based scholarships individually and simultaneously with prepaid tuition plans influence the interstate migration of college-bound freshmen. State freshman migration percentages
were examined over a 10-year period. Results of an interrupted time-series model suggested that students generally respond
to merit-based tuition aid in accordance with our initial prediction based on factors influencing student choice in attending
postsecondary institutions. More specifically, many students choose to attend an in-state college in order to be eligible
for state merit-based scholarships. Moreover, for home states that adopted both merit-based scholarships and prepaid tuition
contracts, student out-migration was further reduced over time.
相似文献
| Ronald H. HeckEmail: |
17.
Twenty-two faculty and graduate students were interviewed in one college of education in order to understand what the college
and its constituents view as the skills, habits of mind, and dispositions needed to obtain a Ph.D. in Education. Analysis
of the data was conducted using professional socialization as a theoretical framework, allowing for an understanding of the
different perspectives of this topic as viewed through a developmental lens. Implications for theory and practice are included.
相似文献
| Xyanthe N. NeiderEmail: |
18.
In most multi-campus studies of college impact that have been conducted over the past four decades, investigators have relied
on ordinary least squares (OLS) regression as the analytic method of choice. Recently, however, some investigators have advocated
the use of Hierarchical Linear Modeling (HLM), a method specifically designed for analyses that involve both individual (student)
and aggregate (institutional) level measures. Cross-validation analyses using a national database show that the two methods
yield an equally good “fit” with empirical data. Existing OLS software has the advantage of enabling one to perform path analytical
causal modeling; HLM has the advantage of yielding a more conservative estimate of the significance of institution-level effects.
相似文献
| Nida DensonEmail: |
19.
Pauline W. U. Chinn 《Cultural Studies of Science Education》2009,4(3):639-647
This response draws from the literature on adaptive learning, traditional ecological knowledge, and social–ecological systems
to show that Brad’s choice is not a simple decision between traditional ecological knowledge and authentic science. This perspective
recognizes knowledge systems as dynamic, cultural and historical activities characterized by diverse worldviews and ways of
constructing and legitimizing knowledge. Brad’s decision is seen as an example of adaptive learning, identity development
and personal/collective agency oriented to increasing tribal influence in resource management decisions and policies. I will
conclude that science literacy for all is not served by a transcendent, universal, Western modern view of science.
相似文献
| Pauline W. U. ChinnEmail: |