Male and Female Pathways Through Four-Year Colleges

Ewert, Stephanie

doi:10.3102/0002831210374351

Cited by 42 publications

(19 citation statements)

References 38 publications

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“…The finding that age 7 and age 21 reading or math skills were not significant predictors of college completion in this sample suggests that acquiring a college degree requires more than performing well on reading and math assessments. This was somewhat surprising because previous research has found that college grades and achievement significantly predict college completion (Buchmann & DiPrete, 2006; Ewert, 2010; Velez, 1985). The difference in results could be due to measurement because other studies finding significant effects of college grades completion have examined grades and GPA rather than standardized achievement tests (Buchmann & DiPrete, 2006; Velez, 1985).…”

Section: Discussionmentioning

confidence: 89%

“…This is based on research finding that college achievement levels significantly predict college completion (Buchmann & DiPrete, 2006; Ewert, 2010; Velez, 1985). Thus, it is possible that children’s early attention span-persistence is related to stronger reading and math levels later in an individual’s academic career (age 21), which would then be related to greater odds of completing college by age 25.…”

Section: Relations Between Preschool Attention Span-persistence and Amentioning

confidence: 99%

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Relations between preschool attention span-persistence and age 25 educational outcomes

McClelland

Acock

Piccinin

et al. 2013

Early Childhood Research Quarterly

393

236

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This study examined relations between children’s attention span-persistence in preschool and later school achievement and college completion. Children were drawn from the Colorado Adoption Project using adopted and non-adopted children (N = 430). Results of structural equation modeling indicated that children’s age 4 attention span-persistence significantly predicted math and reading achievement at age 21 after controlling for achievement levels at age 7, adopted status, child vocabulary skills, gender, and maternal education level. Relations between attention span-persistence and later achievement were not fully mediated by age 7 achievement levels. Logistic regressions also revealed that age 4 attention span-persistence skills significantly predicted the odds of completing college by age 25. The majority of this relationship was direct and was not significantly mediated by math or reading skills at age 7 or age 21. Specifically, children who were rated one standard deviation higher on attention span-persistence at age 4 had 48.7% greater odds of completing college by age 25. Discussion focuses on the importance of children’s early attention span-persistence for later school achievement and educational attainment.

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Section: Discussionmentioning

confidence: 89%

Section: Relations Between Preschool Attention Span-persistence and Amentioning

confidence: 99%

Relations between preschool attention span-persistence and age 25 educational outcomes

McClelland

Acock

Piccinin

et al. 2013

Early Childhood Research Quarterly

393

236

View full text Add to dashboard Cite

show abstract

“…Because past research shows that men and women often react differently in the school context(Cai 2005;Else-Quest et al 2010;Ewert 2010;Fan 2011;Tison et al 2011), we replicated our final model while…”

mentioning

confidence: 81%

Ruminations and Flow: Why Do People with a More Harmonious Passion Experience Higher Well-Being?

2011

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Research shows that harmonious and obsessive passion are positively and negatively linked to well-being respectively (e.g., Vallerand et al. in J Personal 75:505-534, 2007; Psychol Sport Exerc 9:373-392, 2008). The present study investigated the psychological mechanisms underlying the different impact of the two types of passion on well-being. A theoretical model involving passion, ruminations, flow experiences, and well-being was tested. Results showed that the more people have a harmonious passion, the more they tend to experience flow in their favorite activity, which in turn predicts higher well-being. Obsessive passion did not seem to be systematically linked to flow in the favorite activity. In contrast, the more people have an obsessive passion, the more they tend to ruminate about their passionate activity while engaging in another activity, which did not seem to be systematically the case for people with a harmonious passion. These ruminations are negatively related to flow experiences in the other activity, which are positively associated with well-being. Flow and ruminations thus seem to contribute to the understanding of the link between passion and well-being. KeywordsHarmonious and obsessive passion Á Well-being Á Flow Á Ruminations Over the past decade, a new field of research has emerged in psychology. Instead of focusing on what hinders health and the quality of life, this new field of research, termed positive psychology (Seligman and Csikszentmihalyi 2000), focuses on the factors and processes that make life worth living. In line with this theoretical perspective, Vallerand

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“…Older students stop out at higher rates because they tend to have more family and work commitments than do younger students (Pascarella and Terenzini 2005). Men are also more likely than women to take breaks from school, largely because of their relatively poorer academic performance in both high school and college (Ewert 2010). Some studies also demonstrate racial differences in students' persistence in college (Goldrick-Rab 2006; Moore and Shulock 2010); this might be expected because racial inequality and discrimination continue to negatively impact educational opportunities for Black and Latino students (Kasinitz et al 2008).…”

Section: The Problem Of Poor Student Retention and Degree Completion mentioning

confidence: 99%

Dreams Delayed: Barriers to Degree Completion among Undocumented Community College Students

Terriquez¹

2014

Journal of Ethnic and Migration Studies

118

103

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Community colleges in the United States (US) remain relatively accessible to students from immigrant families. However, undocumented immigrant students encounter difficulties in staying continuously enrolled in community colleges because they contend with multiple disadvantages. These students often ‘stop out’, or withdraw with intentions to return. This mixed-methods study explores the non-continuous enrolment of students from immigrant families. Drawing on survey data from a randomly selected sample of community college students in California, logistic regression results indicate that although the children of immigrants exhibit an ‘immigrant advantage’ with respect to staying continuously enrolled in community college, those who remain undocumented stop out at disproportionately high rates. Through a comparative analysis of 80 semi-structured interviews with undocumented immigrants and US citizens, I outline the multidimensional ways in which a precarious legal status interferes with students' postsecondary schooling. Specifically, I suggest that undocumented students' legal status often leads them to stop out due to corresponding financial hardship, sub-standard employment options, the precarious legal status of other undocumented family members who rely on their earnings, and excessive stress. This study offers evidence that the condition of ‘illegality’ functions as a ‘master status’ that has an overpowering effect on students' college pathways.

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Male and Female Pathways Through Four-Year Colleges

Cited by 42 publications

References 38 publications

Relations between preschool attention span-persistence and age 25 educational outcomes

Relations between preschool attention span-persistence and age 25 educational outcomes

Ruminations and Flow: Why Do People with a More Harmonious Passion Experience Higher Well-Being?

Dreams Delayed: Barriers to Degree Completion among Undocumented Community College Students

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