Occupational Outcomes for Students Earning Two-Year College Degrees: Income, Status, and Equity

Lin, Yangjing; Vogt, W. Paul

doi:10.2307/2943807

Cited by 6 publications

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“…That is, each occupational code was assigned a socioeconomic index (SEI) based on extensive research on occupational status (see Featherman & Stevens, , for a full discussion of the socioeconomic index). These variables are consistent with techniques used in previous studies (Ehrenberg & Rothstein, ; Lin & Vogt, ; Smart, ; Trusheim & Crouse, ).…”

Section: Methodssupporting

confidence: 90%

“…That is, each occupational code was assigned a SEI based on extensive research on occupational status (see Featherman & Stevens, , for a full discussion of the SEI); higher scores are associated with higher status occupations, such as scientific and highly technical jobs (e.g., engineer, medical doctor, surgeon) and other professions (e.g., professor). This variable is consistent with techniques used in previous studies (Ehrenberg & Rothstein, ; Lin & Vogt, ; Smart, ; Strayhorn, ; Trusheim & Crouse, ).…”

Section: Methodssupporting

confidence: 90%

“…Nonacademic experiences refer to the hours worked per week, whereas post‐BA experiences include participation in graduate education and marital status. Precedent for using these variables to estimate the net impacts of college attendance on student‐level outcomes was set in previous studies (Ehrenberg & Rothstein, ; Lin & Vogt, ; Pascarella & Smart, ; Strayhorn, ). Table presents descriptive statistics for all variables included in the analysis.…”

Section: Methodsmentioning

confidence: 99%

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Investing in Student Success: Examining the Return on Investment for Minority‐Serving Institutions

Gasman

Samayoa

Nettles

2017

ETS Research Report Series

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pic@ets.orgCopies can be downloaded from: www.ets.org/research/pic The views expressed in this report are those of the authors and do not necessarily reflect the views of the officers and trustees of Educational Testing Service. About ETSAt ETS, we advance quality and equity in education for people worldwide by creating assessments based on rigorous research. ETS serves individuals, educational institutions and government agencies by providing customized solutions for teacher certification, English language learning, and elementary, secondary and postsecondary education, and by conducting education research, analysis and policy studies. Founded as a nonprofit in 1947, ETS develops, administers and scores more than 50 million tests annually-including the TOEFL ® and TOEIC ® tests, the GRE ® tests and The Praxis Series ® assessments-in more than 180 countries, at over 9,000 locations worldwide. This paper provides an overview of the return on investment for minority-serving institutions (MSIs), highlighting past work and providing a foundation for the new work presented in this edited volume.Keywords Student success; investment; race; equity Corresponding author: Marybeth Gasman, E-mail: mgasman@upenn.edu Minority-serving institutions (MSIs) educate 20% of the nation's college students, including large percentages of firstgeneration students and students from low-income families as well as students of color (Gasman & Conrad, 2015). However, these institutions-including Hispanic-serving institutions (HSIs), historically Black colleges and universities (HBCUs), tribal colleges and universities (TCUs), and Asian American, Native American, and Pacific Islander-serving institutions (AANAPISIs)-are often excluded from national conversations regarding increasing college opportunity and ROI for Minority-Serving Institutionsmaligned by media, scholars, and policy makers as making only marginal contributions. One reason MSIs are overlooked is because there is little research on their return on investment (ROI).ROI is a major focus within higher education communities, with various entities defining ROI in both complementary and divergent ways. The Center on Education and the Workforce (2011), for example, issued a report that explored the economic value of various college majors, further cementing the use of projected income gains based on academic majors as a key metric to understand higher education's ROI. Likewise, the Pew Research Center (2011) conducted a survey that also looked at the perceptions of the economic viability of attending college. More recently, Gallup (2014) conducted a poll in partnership with Purdue University exploring a more holistic view of graduates' lives by examining workplace engagement and participants' social, financial, communal, and physical well-being.There have also been a few reports related to the economic impact of various segments of the MSI community. In 2000, the American Indian Higher Education Consortium issued a report on tribal college contributions to local economies. The Nation...

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Section: Methodssupporting

confidence: 90%

Section: Methodssupporting

confidence: 90%

Section: Methodsmentioning

confidence: 99%

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Investing in Student Success: Examining the Return on Investment for Minority‐Serving Institutions

Gasman

Samayoa

Nettles

2017

ETS Research Report Series

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“…However, there has been research comparing male and female African-American students in other kinds of institutions (Allen & Haniff, 1991;Coates, 1987;Plummer, 1995). And, in fact, there have been a few investigations of the outcomes for African-American males in community colleges (Carroll, 1988;Lin & Vogt, 1996;Weis, 1985). Carroll's (1988) findings were consistent with the above studies which reported that high educational goals were positively correlated with retention.…”

Section: Status Attainment and Attritionmentioning

confidence: 99%

Correlates of Retention for African-American Males in Community Colleges

Hagedorn

Maxwell

Hampton

2001

Journal of College Student Retention: Research, Theory & Pr

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The retention rates of African-American men in community colleges are among the lowest of all ethnic groups nationally. This study analyzes organizational data for three cohorts of men in a longitudinal design for three semesters (N = 202), and uses logistic regression to identify the factors that best predict retention. The importance of high school grades, age, number of courses, a positive view of personal skills, clear high goals, and the early identification of a college major appear to be salient for this group and offer implications for practice.Although the civil rights movement of the 1960s remains only a distant memory, issues of equal access to higher education and barriers to desirable employment with higher earnings continue to be a reality for many African Americans. The evidence of unequal opportunities is evident by the staggering proportion (26 percent) of

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“…Nevertheless, when framed as “engines of access” for students otherwise not likely to enter a postsecondary institution, their record of achievement is noteworthy (Bailey & Morest, 2006). As “engines of persistence,” however, their performance is considered largely unsatisfactory (Lin & Vogt, 1996). Decades of analysis have both verified and challenged these perceptions, and when outcomes are disaggregated by student intent and wages and compared to their peers who have no involvement in postsecondary education, the results are more positive than originally accounted for in seminal studies (Brint, 2003; Brint & Karabel, 1989; Kane & Rouse, 1995, 1999).…”

mentioning

confidence: 99%

The Community College and Undocumented Immigrant Students Across State Contexts: Localism and Public Policy

Flores

Oseguera

2009

Yearbook Nat Soc Study Edu

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Occupational Outcomes for Students Earning Two-Year College Degrees: Income, Status, and Equity

Cited by 6 publications

References 0 publications

Investing in Student Success: Examining the Return on Investment for Minority‐Serving Institutions

Investing in Student Success: Examining the Return on Investment for Minority‐Serving Institutions

Correlates of Retention for African-American Males in Community Colleges

The Community College and Undocumented Immigrant Students Across State Contexts: Localism and Public Policy

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