The Role of Socioeconomic Status When Controlling for Academic Background in a Multinomial Logit Model of Six-Year College Outcomes PDF Download
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Author: Leslie S. Stratton
Publisher:
ISBN:
Category :
Languages : en
Pages : 30
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Book Description
Socioeconomic status as measured by race, ethnicity, income, and parental education is highly associated with college degree receipt. It is difficult, however, to identify the separate effect of each of these measures given their substantial overlap, and it is difficult to statistically differentiate between the impact of academic background/ability and socioeconomic status as the former information is not always available. We use a national sample of first time undergraduates at 4 year institutions from the 1996-2001 Beginning Postsecondary Survey to shed light on these factors. As we observe that a substantial fraction (36%) of those who have not yet graduated are still actively enrolled at the six year mark, we examine not only graduation but also persistence, using a multinomial logit to model outcome. The results indicate that between 30 and 55% of the graduation rate differential observed for those from more disadvantaged backgrounds is attributable to differences in academic preparation/ability. Furthermore persistence and withdrawal represent statistically different outcomes. Hispanics appear on average to be less likely to have graduated after six years because they are substantially likely to still be enrolled, not because they are more likely to have given up. Conversely first generation college students appear to be at greater risk of dropping out. (Contains 4 tables and 2 footnotes.).
Author: Leslie S. Stratton
Publisher:
ISBN:
Category :
Languages : en
Pages : 30
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Book Description
Socioeconomic status as measured by race, ethnicity, income, and parental education is highly associated with college degree receipt. It is difficult, however, to identify the separate effect of each of these measures given their substantial overlap, and it is difficult to statistically differentiate between the impact of academic background/ability and socioeconomic status as the former information is not always available. We use a national sample of first time undergraduates at 4 year institutions from the 1996-2001 Beginning Postsecondary Survey to shed light on these factors. As we observe that a substantial fraction (36%) of those who have not yet graduated are still actively enrolled at the six year mark, we examine not only graduation but also persistence, using a multinomial logit to model outcome. The results indicate that between 30 and 55% of the graduation rate differential observed for those from more disadvantaged backgrounds is attributable to differences in academic preparation/ability. Furthermore persistence and withdrawal represent statistically different outcomes. Hispanics appear on average to be less likely to have graduated after six years because they are substantially likely to still be enrolled, not because they are more likely to have given up. Conversely first generation college students appear to be at greater risk of dropping out. (Contains 4 tables and 2 footnotes.).
Author: Megan Courington Welborn
Publisher:
ISBN:
Category : Higher education administration
Languages : en
Pages : 178
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Book Description
This dissertation aims to gain a better understanding of how socioeconomic status influences college choice of first generation college students. Three overarching goals guide the research inquiry: To gain knowledge of how the college search process differs for first generation college students; to better understand how financial factors, such as socioeconomic status, influence the eventual college choice of first generation college students; and to apply knowledge and ℗Ơunderstanding of the college search and selection process for first generation college students with the intent of providing support, opportunities, resources, and programming for this student population they might not otherwise receive. This dissertation is guided by four research questions: What perceptions do traditional first generation college students at The University of Alabama have about the role or purpose of higher education; What perceptions do traditional first generation college students at The University of Alabama have about the influence of socioeconomic status - as defined by the combination of the parent/guardian's education, income, and occupation - in their decision to pursue higher education; What perceptions do traditional first generation college students at The University of Alabama have about the role of socioeconomic status in navigating their college search and selection process; and What perceptions do traditional first generation college students at The University of Alabama have about the role socioeconomic status played in their ultimate college choice? This research is grounded in Hossler and Gallagher's (1987) Three-Phase Model of College Choice by evaluating the first generation college students' choice through three distinct phases (predisposition, search, and choice).
Author: Dustin R. Nadler
Publisher:
ISBN:
Category :
Languages : en
Pages : 258
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The purpose of this study was to investigate the relationship between college students' social class and their academic outcomes. A structural equation model was proposed, hypothesizing that a student's socioeconomic status (SES) is related to their motives for attending college, thus influencing their perception of fit at the university, their satisfaction with the university, their academic self-efficacy, and their grades, attendance, and likelihood for retention.. The results from a sample of 500 undergraduate students show that overall, the hypothesized model was a borderline good fit of the data. While SES was negatively related to interdependent motives for attending college, it was not related to independent motives for college. Independent motives for attending college were positively related to perceptions of fit at the university, while interdependent motives were not. Finally, fit at the university was positively related to satisfaction, which was related to intention for retention, class attendance, and academic self-efficacy. Academic self-efficacy was significantly related to students' grade point average. These results suggest that students from low SES backgrounds are more interdependent. Further, those who are more independent feel a greater sense of fit with the university and are more likely to be satisfied, express commitment to continuing at the university, and attend their classes. These results provide support for a proposition that higher education institutions should value students who have different types of motives and to consider what is communicated to students through programs and expectations that are focused on independent values.
Author: Lisa A. Engweiler
Publisher:
ISBN:
Category :
Languages : en
Pages : 90
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Book Description
Because school districts are dependent upon financial resources determined by the test scores of their students, this study seeks to examine the factors that influence test scores. Using an alternative model which includes student role performance, school resources, and family background, this study compares the academic achievement of students across four quartiles of socioeconomic status. This research uses the National Educational Longitudinal Study, and examines the composite test scores of eighth grade students in 1988. Ordinary Least Squares analyses indicate the strongest influence on a student's test score is their socioeconomic status, resulting in a statistically significant increase in the standardized coefficient of .264 points. These results indicate the importance of funding schools in another manner that does not perpetuate student inequality and hinder the later life success of individuals.
Author: Ronald G. Ehrenberg
Publisher:
ISBN:
Category : Minimum wage
Languages : en
Pages : 54
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Author: Madeline C. Schwaid
Publisher:
ISBN:
Category : Attitude (Psychology)
Languages : en
Pages : 326
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Author: Avery B. Olson
Publisher:
ISBN:
Category :
Languages : en
Pages : 188
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The benefits of a college degree are greater than ever, yet low-socioeconomic status (SES) students continue to have lower college enrollment and completion rates than their more affluent counterparts. Existing research has focused attention on the major barriers facing low-income and low-socioeconomic status students. Most studies associate the college enrollment and completion disparities as related to a lack of academic preparation, financial barriers, and a lack of social and cultural capital that would otherwise enable students to successfully navigate the college environment. Only a fraction of research has focused on the successes of lower-SES students throughout their educational trajectories, despite the fact that there are nearly a million high-achieving, low-SES students in the United States. Using an adapted version of critical resilience theory and Harper's (2010; 2012) Anti-Deficit Achievement Framework, this study used an asset-based approach in examining the educational pathways and experiences of high-achieving students from low-SES backgrounds. This study examined what personal, familial, and institutional factors contributed to the educational success of high-achieving, low-SES students, and how these factors facilitated college opportunities. Employing both a phenomenological and narrative qualitative method, the main sources of data collection were background demographic information surveys, one-on-one interviews with 21 participants, and three focus groups with 12 participants. The sample of participants included high-achieving, low-SES college seniors at UCLA. Three main findings were derived from this research: (1) three unique familial encouragement types were identified as significant in aspirations, motivation, and the development of participants' strong sense of self; (2) academic preparation and experiences with the college curriculum provided unique challenges that explicitly demonstrated the ways that personal, familial, and institutional factors contributed to the development of resilience that enabled participants to successfully navigate these challenges; and (3) these experiences appeared to be instrumental in providing the means of developing coping strategies that enabled them to avoid negative outcomes. The findings suggest opportunities in K-12 and college administration to identify innovative practices and policies that ensure greater postsecondary access and success amongst low-SES students--including how families are involved, and strategies for addressing prohibitive college costs and types of aid disbursed to students.
Author: Autumn Loreene Backhaus
Publisher:
ISBN: 9781109564334
Category : College students
Languages : en
Pages : 167
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The purpose of this study was to investigate the relationships between (1) student Socioeconomic (ses) background and adjustment to college, (2) ses background and experiences of classism and (3) experiences of classism and adjustment to college. It was predicted that (1) students from low-SES backgrounds would be less well adjusted than their peers from higher-SES backgrounds, (2) students from low-SES backgrounds would report higher levels of experiences of classism than higher-SES peers and (3) experiences of classism at college would be negatively related to overall adjustment to college. Study participants were first year college students from a large Midwestern University. The data was analyzed using multiple ses variables as predictors in exploratory regression modeling with multiple criterion variables related to college adjustment, and experiences of classism. Correlational analyses were used to examine the relationship between experiences of classism and adjustment to college. The results of the study indicate that students from low-SES backgrounds are less well adjusted academically and personal-emotionally, as well as having less attachment to their university than their peers from higher-SES backgrounds. However no relationship was found between ses and overall adjustment to college and although a relationship was found between social adjustment and ses, the direction of that relationship cannot be determined. Additionally, the results indicate that students from low-SES backgrounds were more likely to report experiencing all three types of classism (institutional, citational, and interpersonal via discounting) than were their peers from higher-SES backgrounds. Finally, students who reported experiencing institutional or interpersonal via discounting types of classism were associated with lower levels of overall adjustment to college while no relationship was found between citational classism and overall adjustment to college. The implications and limitations of this study as well as directions for future research will be discussed. [The dissertation citations contained here are published with the permission of ProQuest llc. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.].
Author: Kevin Patrick Saunders
Publisher:
ISBN:
Category :
Languages : en
Pages : 334
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The primary purpose of this inquiry was to develop an understanding of how socialization, economic, and interactionalist factors affect baccalaureate degree attainment of low-socioeconomic status (SES) students. The data were drawn from the 1996 Beginning Postsecondary Students (BPS) Longitudinal Study, which is sponsored by the National Center for Education Statistics, and represented students who began postsecondary studies during the 1995-96 academic year at any postsecondary institution. A subset of low-SES students (n=437) was selected from the 8,934 respondents to the three rounds of the longitudinal study. The low-SES students were selected based upon their classification as moderately or highly disadvantaged on a socioeconomic diversity scale. The researcher employed structural equation modeling analyses as the primary statistical technique in this research to test a hypothesized model of degree attainment. The hypothesized model examined how control variables (ethnicity, gender), socialization variables (parents' income, parents' education, high school GPA, SAT composite score, degree aspirations), economic variables (grant aid, loan aid, work-study aid, cost of attendance), and interactionalist variables (academic and social integration) individually and collectively influence degree attainment for low-SES students. Several goodness-of-fit indices were used to determine the extent to which the causal model was consistent with the data. The structural model depicted links among variables in the model and tested the plausibility of assertions about the explanatory relationship of multiple constructs that influence degree attainment by estimating structural regression coefficients. The results of the study indicated that several factors influence low-SES students' baccalaureate degree attainment. Students' early academic performance, measured by high school GPA and SAT scores is a significant factor in the degree attainment process. Students' degree aspirations also had a significant effect on degree attainment. Increases in students' grant/budget ratio were associated with increases in both academic and social integration. Higher levels of academic and social integration, in turn, had a positive effect on degree attainment. The results of the study provided evidence that elaboration of the socialization theory of degree attainment by including economic and interactional factors offers a more complex understanding of degree attainment for low-SES students.
Author: Francis Howard L. Huang
Publisher:
ISBN:
Category :
Languages : en
Pages : 276
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