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This study examines differences between women and men on 19 outcomes of college and assesses the extent to which those differences
are attributable to gender gaps that existed prior to college or to men’s and women’s differential college experiences. The
data are drawn from a national longitudinal sample of students (N = 17,637) attending 204 four-year colleges and universities who were surveyed upon entry to college in 1994 and four years
later in 1998. Among the 19 outcomes, 5 revealed gender differences that could be accounted for by pre-college variables alone,
2 demonstrated gender differences that were attributable to a combination of pre-college and college variables, and 12 produced gender gaps that were significant despite all control variables.
An earlier version of this paper was presented at the Annual Meeting of the Association for Institutional Research, San Diego,
CA, May 2005. 相似文献
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Sleep Disturbance and Expressive Language Development in Preschool‐Age Children With Down Syndrome 
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下载免费PDF全文 Jamie O. Edgin Ursula Tooley Bianca Demara Casandra Nyhuis Payal Anand Goffredina Spanò 《Child development》2015,86(6):1984-1998
Recent evidence has suggested that sleep may facilitate language learning. This study examined variation in language ability in 29 toddlers with Down syndrome (DS) in relation to levels of sleep disruption. Toddlers with DS and poor sleep (66%, n = 19) showed greater deficits on parent‐reported and objective measures of language, including vocabulary and syntax. Correlations between sleep and language were found in groups with equivalent medical and social backgrounds and after control for relevant behavioral comorbidities, including autism symptoms. These results emphasize the important role of quality sleep in all children's expressive language development, and may help increase our understanding of the etiology of language deficits in developmental disorders, potentially leading to new treatment approaches. 相似文献
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Gabriela Livas Stein N. Keita Christophe Laura Castro-Schilo Casandra Gomez Alvarado Richard Robins 《Child development》2023,94(3):752-767
This paper used cross-lagged panel models to test the longitudinal interplay between maternal cultural socialization, peer ethnic-racial discrimination, and ethnic-racial pride across 5th to 11th grade among Mexican American youth (N = 674, Mage = 10.86; 72% born in the United States; 50% girls; Wave 1 collected 2006–2008). Maternal cultural socialization predicted increases in subsequent youth ethnic-racial pride, and youth ethnic-racial pride prompted greater maternal cultural socialization. However, peer ethnic-racial discrimination was associated with subsequent decreases in ethnic-racial pride. The magnitude of these associations was consistent across 5th to 11th grades suggesting that maternal cultural socialization messages are necessary to maintain ethnic-racial pride across adolescence, thus families must continually support the development of ethnic-racial pride in their youth to counter the effects of discrimination. 相似文献
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