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Pascarella, Ernest T.; Wolniak, Gregory C.; Pierson, Christopher T.

doi:10.1023/a:1023025715036

Cited by 14 publications

(2 citation statements)

References 12 publications

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“…Students who graduate from elite private colleges and research institutions are more likely to undertake graduate education (Eide et al., 1998; Pascarella & Terenzini, 2005; Wu & Bai, 2014; Wu & Pham, 2017; Yang & Chan, 2020; Zhang, 2005a, 2005b). Moreover, the overall proportion of students expressing intentions to obtain a graduate or professional degree are significantly lower after 3 years of college entry (Pascarella et al., 2003). Therefore, to examine changes in students’ aspirations at the college level, it is first helpful to understand the trajectory of their undergraduate experience.…”

Section: College Choice Perspective On Graduate Education Attendancementioning

confidence: 99%

The Effects of College Student Experience on Degree Aspirations for Graduate Education

et al. 2022

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The expansion of higher education in Taiwan has significantly increased the number of college students, including substantial growth of those studying at the master’s degree level. While prior research indicates that the quality of institutions affects students’ achievements, there have been no empirical investigations of how college experiences shape students’ educational aspirations for pursuing graduate education. In this study, we applied hierarchical generalized linear model analytics to national student survey data to examine the factors that contribute to students’ aspirations for pursuing graduate and professional education. The results revealed that gender, admission types, minority status, financial support, SES, academic preparation, college choice, education expectations, college experience domain, and social integration were significantly related with institutional quality, which further affected progression to the next level of education. The findings highlighted the importance of collegiate experiences and suggested that institutions should provide supporting services for students in the profession of student affairs.

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Section: College Choice Perspective On Graduate Education Attendancementioning

confidence: 99%

The Effects of College Student Experience on Degree Aspirations for Graduate Education

et al. 2022

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“…These approaches depict institutional authorities and organizational effects as top-down and impinging on students' agency, but they leave open questions about how students' aspirations play out while interacting with this institutional climate (Rosenbaum et al, 2006). Little is known about students' perceptions of interactions outside the counselors' office and classrooms (Pascarella et al, 2003). How are students practically responding to institutional and cultural contexts?…”

Section: Literature Review Institutional Barriers To Student Aspirations In Community Collegementioning

confidence: 99%

“Stone Steppers” and “Place Makers”: Community College Students’ Transfer Aspirations and Perceptions of Time

Ippolito

2021

Teachers College Record

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Background/Context Sociologists of education have studied how community colleges’ institutional authorities and organizational barriers stratify students’ postsecondary aspirations. Notions of how students might diverge in their pursuits are less understood. This study builds on imagined futures and postsecondary aspiration literature to demonstrate how students’ agency and institutional barriers interconnect, creating two different transfer approaches based on patterns in students’ sense of place and time. Research Questions (1) How do community college students who aspire to transfer perceive campus as a place? (2) How do students see their time at community college as part of their plans? Setting Tutoring center, campus events, classrooms, and surrounding areas at a community college in Southern California. Research Design Drawing on combined data from 11 months of participant observation (approximately 185 hours), eight semistructured interviews with key participants, and a novel timeline approach, this study analyzes how students’ mental boundary work and interactions with others reveal distinct interpretations of being a transfer-bound student. Findings/Results In noting patterns in students’ sense of place and time, I found two “lived pathways”: students act as “stone steppers” or “place makers.” Stone steppers had tighter boundaries around what on-campus activities they defined as academic or work and a detailed plan for their future. Place makers were less segmented in their view of academic or work activities and more open-ended in their plan for the future. Conclusions/Recommendations This study offers a contextual and process-focused examination of the pursuit of postsecondary aspirations based on students’ lived experiences and narratives. In focusing on the interplay between students’ agency and community college context, this study provides several key takeaways for community college personnel and other stakeholders to use in serving students and best connecting their goals to their pathways and movement through college.

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Double Jeopardy: Testing the Effects of Multiple Basic Skill Deficiencies on Successful Remediation

Bahr

2007

Res High Educ

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Cited by 14 publications

References 12 publications

The Effects of College Student Experience on Degree Aspirations for Graduate Education

The Effects of College Student Experience on Degree Aspirations for Graduate Education

“Stone Steppers” and “Place Makers”: Community College Students’ Transfer Aspirations and Perceptions of Time

Double Jeopardy: Testing the Effects of Multiple Basic Skill Deficiencies on Successful Remediation

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