(2004). First-Generation College Students. The Journal of Higher Education: Vol. 75, No. 3, pp. 249-284.

Longitudinal data from eighteen four-year colleges were analyzed to better understand differences between first-generation and other college students in the experiences outcomes of postsecondary education. These consistent with theorybased expectations regarding acquisition cultural capital during college.

This study estimated separately the unique effects of three dimensions good practice and global a composite measure practices on cognitive development, orientations to learning, educational aspirations students during their first year college. Analyses longitudinal data from representative sample colleges universities were conducted, net battery confounding influences, measures positively related number first-year outcomes. The magnitude these differed by pre-college characteristics type...

First-generation college students (i.e., whose parents have never attended college) are the focus of a growing body research. The weight evidence from this research suggests that, compared to their peers, first-generation at disadvantage with respect to: basic knowledge about postsecondary education (e.g., costs, application process), level family income and support, degree expectations plans, secondary school academic preparation Berkner & Chavez, 1997; Hossler, Schmidt, Vesper, 1999;...

Academic selectivity plays a dominant role in the public's understanding of what constitutes institutional excellence or quality undergraduate education. In this study, we analyzed two independent data sets to estimate net effect three measures college on dimensions documented good practices With statistical controls place for important confounding influences, an institution's median student SAT/ACT score, nearly identical proxy that and Barron's Selectivity Score explained from less than...

Background/Context As concerns mount about the shortage of students entering science, technology, engineering, and math (STEM) careers, policy makers throughout United States are contemplating strategies to maintain enhance our nation's economic vitality international competitiveness. Within this program environment, researchers have focused considerable attention on improving STEM education at different stages educational pipeline, yet we lack evidence how resources from one setting may...

Using longitudinal data from the 2001 cohort of applicants to Gates Millennium Scholars (GMS) program, authors examined scaled measures academic and social engagement in relation labor market earnings test whether economic value student among high-achieving students color differs by characteristics. Results confirm that during college had differential effects on early career earnings. Findings suggest conditional outcomes, providing evidence for individual institutional decisions theory...

Researchers estimated the net effects of liberal arts colleges on 19 measures good practices in undergraduate education grouped into seven categories. Analyses 3-year longitudinal data from five colleges, four research universities, and regional universities were conducted. Net a battery student precollege characteristics, whether or not was enrolled full-time lived campus, academic selectivity institution attended, evidenced stronger positive impacts broad range empirically vetted than did...

The study contributes new evidence on the associations between "high-impact" (AAC&U, 2007) college experiences and career outcomes in years immediately following college. Drawing a representative sample of graduates who participated ELS:2002/12 study, results highlight that specific differentially influence early outcomes, where major field institutional quality, major-job congruence exert strongest influence. Results further indicate importance helping students select secure jobs related to...

It is frequently the case in longitudinal research focusing on impact of college students that researchers will employ a pretest-posttest design. In this design, outcome to be explained assessed both before and after some intervention, thus affording optimal "statistical control" for an individual's status variable prior intervention. The typical analytical procedure such design regress postintervention measure preintervention representing different conditions

Background/Context This study draws from the growing body of research dedicated to understanding how students navigate disparate pathways college. The extant has demonstrated various stages that undergird college choice process, drawing largely economic and sociological perspectives related human capital formation, status attainment, social cultural resources. Despite this research, our process across racial groups remains inconsistent unclear. Purpose/Objective/Research Question/Focus...

Analyzing three-year longitudinal data from 18 diverse four-year institutions, this study investigated the role of race in solidifying plans for a graduate degree. Net other influences, African American and Hispanic students were significantly less likely than their White classmates to lower However, additional findings suggest that different conceptual models are required account educational among three racial subgroups.

This study examines the influence of networks established among high schools and colleges. Focusing on college choice process, authors analyzed data from 2006 admissions financial aid records at eight private, four-year colleges representing nearly 18,000 students. Results show that school feeder have an important students' choice. However, impact access to such varies according student characteristics. The conclusion discusses implications for research institutional policy.

This study advances the understanding of college persistence by examining five dimensions student learning in relation to second-year persistence. Two were found be significant predictors persistence, and each was moderated social integration.

Drawing on a nationally representative sample of high school seniors from the Educational Longitudinal Survey 2002 (ELS), this study examines influence socioeconomic context students’ decisions to attend two- and four-year postsecondary institutions. The results provide evidence resource imbalances based differences among schools, that moderates ways in which resources college enrollment propensities at both individual level. concludes with implications for researchers policymakers.