This study examines (1) the extent to which student engagement is associated with experimental and traditional measures of academic performance, (2) whether the relationships between engagement and academic performance are conditional, and (3) whether institutions differ in terms of their ability to convert student engagement into academic performance. The sample consisted of 1,058 students at 14 four-year colleges and universities that completed several instruments during 2002. Many measures of student engagement were linked positively with such desirable learning outcomes as critical thinking and grades, although most of the relationships were weak in strength. The results suggest that the lowest-ability students benefit more from engagement than classmates, first-year students and seniors convert different forms of engagement into academic achievement, and certain institutions more effectively convert student engagement into higher performance on critical thinking tests.

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Differences in student engagement between women and men at historically Black colleges and universities (HBCUs) are examined in this study. Data were collected from 1,167 African American undergraduate students at 12 four-year HBCUs that participated in the National Survey of Student Engagement. Controlling for several factors that might obscure gender differences, the results counter previous research regarding gender gaps on HBCU campuses by illustrating that African American women enjoy an equally engaging experience as their same-race male counterparts.

Using data from the National Education Longitudinal Study of 1988, we identify parental age as influential in the parental provision of economic resources, social capital and cultural capital to adolescents, as well as in parental educational expectations for their children. At the bivariate level, the relationship is curvilinear, suggesting that having comparatively young or old parents is disadvantageous to teenagers, at least with regard to resource allocation. With controls for socioeconomic background and family structure, however, the pattern typically becomes positive and linear: as the age of the parent rises, so too does the transmission of resources to adolescent offspring. These patterns hold for most economic, social and cultural resources, although the pattern is strongest for economic ones and weakest -albeit still significant-for more interactional ones. Although maternal age is the primary focus of this article, supplementary analyses also confirm a generally positive relationship between paternal age and parental resources. These results suggest that parental age may warrant attention similar to that given to family structure, race and gender.

We content analyzed more than 11 years of Sports Illustrated (SI) covers (2000)(2001)(2002)(2003)(2004)(2005)(2006)(2007)(2008)(2009)(2010)(2011) to assess how often females were portrayed, the sports represented, and the manner of their portrayal. Despite females' increased participation in sport since the enactment of Title IX and calls for greater media coverage of female athletes, women appeared on just 4.9 percent of covers. The percentage of covers did not change significantly over the span and were comparable to levels reported for the 1980s by other researchers. Indeed, women were depicted on a higher percentage of covers from 1954-1965 than from 2000-2011. Beyond the limited number of covers, women's participation in sport was often minimized by sharing covers with male counterparts, featuring anonymous women not related directly to sports participation, sexually objectifying female athletes, and promoting women in more socially acceptable gender-neutral or feminine sports.