Major Movement: Examining Meta-Major Switching at Community Colleges

Schudde, Lauren; Ryu, Wonsun; Brown, R. S.

doi:10.1353/rhe.2020.0044

Cited by 7 publications

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“…However, sociologists have emphasized the interwoven nature of student adjustment or health behaviors and academic success (e.g., Crosnoe et al 2017; McLeod and Fettes 2007; Wilbur 2021), raising conceptual questions about the parallel nature of health and subbaccalaureate trajectories. For instance, health or noncognitive traits could motivate community college attendance as well as transfer to a 4-year institution (Schudde et al 2020). Community or 2-year college is the most common “point of entry” for those students who continue their education after high school (Schudde and Grodsky 2018).…”

Section: Discussionmentioning

confidence: 99%

“…While pursuing these lines of inquiry, researchers may wish to integrate a growing multidisciplinary emphasis on despair or indignity among workers with lower educational or occupational attainments, reflective of their continued social and economic disadvantages within a college-centric society (e.g., Andersson and Hitlin 2022; Case and Deaton 2021; Gaydosh et al 2019; Lamont 2019). Relatedly, while 2-year colleges enhance educational opportunity by admitting a wider range of students than 4-year colleges, these same institutions could also ultimately hinder 4-year degree attainment (Schudde and Brown 2019; Schudde et al 2020) relative to various comparison groups (Brand et al 2014; Schudde and Brown 2019), leading to inadvertently stalled educational careers. Any beneficial or diversionary aspects to 2-year college education may hinge further on meta-major choice or persistence, teacher effects, or transfer capital (e.g., Schudde et al 2020), which in turn could be shaped by student cultural or family capitals (Schudde and Goldrick-Rab 2015).…”

Section: Discussionmentioning

confidence: 99%

“…Moreover, among subbaccalaureate attainments, health advantages seem to be most consistent for academic associate degrees. From a human capital perspective, academic associate degrees offer curricula and coursework that are more similar in nature to bachelor’s coursework than vocational programs, generally speaking (Schudde, Ryu, and Brown 2020). This could translate to a wider variety of work opportunities or gains based in lifetime employment or household income.…”

Section: Introductionmentioning

confidence: 99%

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Revisiting Health Disparities Linked to “Some College”: Incorporating Gender and High School Experiences

2023

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In the United States, “some college” is attained more frequently than a 4-year college degree. However, attainments below 4-year college vary considerably in terms of credentials and years of higher education, and gender differences in health disparities remain overlooked. Additionally, high school experiences may confound any estimated health gains. We draw on national longitudinal data (Add Health; Waves IV and V) to estimate associations between subbaccalaureate education and general health during young adulthood and again at early midlife. Relative to attaining no education past high school, women’s greater self-rated health with all levels of postsecondary attainment is robust to high school experiences, with the exception of vocational/technical training without a degree, in young adulthood and in early midlife. Greater health gains are linked to associate degrees compared to some college without a degree. For men, health benefits are found only among 4-year degree holders. For both genders, depressive symptom buffering linked to subbaccalaureate education is inconsistent and sometimes not robust to high school experiences. Overall, these findings offer a compelling case for recasting college health gains in terms of distinct postsecondary endpoints by gender.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Revisiting Health Disparities Linked to “Some College”: Incorporating Gender and High School Experiences

2023

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“…Many students who earned those credentials may have been striving to earn a "higher" credential, meaning they accumulated academic credits beyond what was necessary for their degree. At the same time, it is also possible that many of those academic credits may not apply toward students' degree plan, given high rates of major switching and misalignment between credits taken and degree requirements (Fink et al, 2018;Liu et al, 2020;Schudde, Ryu & Brown, 2020a, 2020b. Fink et al (2018) show that introductory coursework, in particular, contribute to excess credits and argue that colleges should offer more structured pathways to avoid students taking additional introductory courses that will not contribute toward their desired degree.…”

Section: Discussionmentioning

confidence: 99%

Heterogeneity in the Returns to Credits for Public Two-Year College Entrants

Schudde

Shea

2021

Res High Educ

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Public two-year colleges offer an entry point to postsecondary education for many Americans who might otherwise forgo college. Most students leave college without a credential. A growing body of research examines the returns to higher education among two-year college entrants but primarily focuses on returns to credentials. This study examines the returns to different types of credits, including academic, technical, and developmental credits. In a series of individual fixed effects models, we use state administrative data following a population of public two-year college entrants to understand which college credits yield the greatest returns and how returns to credits vary across degree attainment. Our findings illustrate that average estimates of the returns to credits obscure varied patterns of returns among two-year college students, where sub-baccalaureate credential recipients appear to experience different returns to academic and technical credits compared with their peers.

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“…FANGUY, GIGUETTE, & RICHARD/ DOI: 10.5929/2022.12.2.1 Universities seek to improve retention and graduation rates in a number of ways. Some efforts focus on reducing student wandering through majors by developing systems that progressively help students to narrow their academic interests as they proceed toward graduation (Kafka, 2019;O'Banion, 2017;Schudde et al, 2020). Other efforts aim at improved, more intrusive advising and mentoring (Patel, 2014;Alzen et al, 2021;Lynch & Lungrin, 2018).…”

mentioning

confidence: 99%

An Evolved Method of Reporting Retention by Major

Fanguy¹,

Giguette²,

Richard³

2022

AIJ

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Higher education institutions face increased pressure from government and external funding sources to retain and graduate their students each year. Nationally, the federal government's IPEDS report defines the standard measure of an institution's retention and graduation success. When universities attempt to adapt this institutional standard to individual majors, they must proceed with caution. In this paper, researchers present the problems institutions can expect in directly adapting the IPEDS standard to measure a single academic major's retention. They also propose an evolved means of reporting a major's "student retention to graduation." In doing so, they create a better depiction of the journey students take through a degree program. The modifications introduced in this evolved report make it more useful and more meaningful to university administrators and program faculty as it provides a clearer, truer retention picture. The evolved report thereby provides better support to decision makers seeking to identify retention problems, propose alternative solutions, and gauge undertaken initiatives.

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Major Movement: Examining Meta-Major Switching at Community Colleges

Cited by 7 publications

References 0 publications

Revisiting Health Disparities Linked to “Some College”: Incorporating Gender and High School Experiences

Revisiting Health Disparities Linked to “Some College”: Incorporating Gender and High School Experiences

Heterogeneity in the Returns to Credits for Public Two-Year College Entrants

An Evolved Method of Reporting Retention by Major

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