Persistence to graduate education

Ethington, Corinna A.; Smart, John C.

doi:10.1007/bf00992076

Cited by 121 publications

(128 citation statements)

References 10 publications

Supporting

Mentioning

114

Contrasting

Unclassified

Order By: Relevance

“…Similarly, several researchers found that the quality of the institutional environment influenced the probability of graduate school attendance (Eide, Brewer, & Ehrenberg, 1998;Zhang, 2005;Ethington & Smart, 1986). Specifically, students from top private or selective colleges were more likely to attend graduate school.…”

Section: Enrollmentmentioning

confidence: 99%

“…Furthermore, Millett (2003) found that a financial aid offer was an important predictor for students' enrollments in their first choice graduate or first professional school. Ethington and Smart (1986) also found that degree completion and receipt of financial aid "had, by far, the greatest impact on enrollment in graduate school for obvious reasons" (p. 294). Therefore, it appears that students' plans are influenced by the cost of graduate school, as well as how much financial aid they receive to offset the costs.…”

Section: Family Statusmentioning

confidence: 99%

“…Several researchers have evaluated the influence of undergraduate academic achievement on post-baccalaureate enrollment (Baird, 1976;Ethington & Smart, 1986;Mullen, Goyette, & Soares, 2003;Zhang, 2005). In general, students who are successful academically during undergraduate education are more likely to continue their education in graduate school.…”

Section: Academic Abilitymentioning

confidence: 99%

“…Several researchers have evaluated family incomes in terms of post-baccalaureate enrollment (Baird 1976;Ethington & Smart, 1986;Millet, 2003;Zhang, 2005). In general, students from families with more income are more likely to attend a postbaccalaureate program.…”

Section: Family Statusmentioning

confidence: 99%

“…Instead, the cost of and financial aid for graduate school may play a large role in post-baccalaureate plans (Ethington & Smart, 1986;Kallio, 1995;Millett, 2003;Varhegyi & Jepsen, 2009). Using qualitative methods, Varhegyi & Jepsen (2009) found that the cost of attending a post-baccalaureate program influenced students' decision to enroll.…”

Section: Family Statusmentioning

confidence: 99%

See 4 more Smart Citations

Understanding graduate school aspirations: the effect of good teaching practices

2015

View full text Add to dashboard Cite

This study examined the effects of good teaching practices on post-baccalaureate degree aspirations using logistic regression techniques on a multi-institutional, longitudinal sample of students at four-year colleges and universities. Using College Choice and College Outcomes models as a theoretical foundation, I examined whether eight good teaching practices (non-classroom interactions with faculty, prompt feedback, frequency of interactions with faculty, teaching clarity and organization, challenging classes and high faculty expectations, frequency of higher-order exams and assignments, academic challenge and effort, and integrated ideas, information, and experiences) influenced post-baccalaureate degree aspirations at the end of four academic years, while controlling for students' background characteristics and institutional characteristics that are theoretically associated with aspirations. Using pre-test and post-test data from the Wabash National Study of Liberal Arts Education (WNS), the findings suggest that good teaching practices are positively related to undergraduate students' aspirations for graduate education. This study contributes to college outcome models by emphasizing the importance of faculty to the undergraduate experience. Finally, this study has implications for higher education policy, including practical applications for those involved with undergraduate and graduate education, including administrators, faculty, staff, and students.

show abstract

Section: Enrollmentmentioning

confidence: 99%

Section: Family Statusmentioning

confidence: 99%

Section: Academic Abilitymentioning

confidence: 99%

Section: Family Statusmentioning

confidence: 99%

Section: Family Statusmentioning

confidence: 99%

See 3 more Smart Citations

Understanding graduate school aspirations: the effect of good teaching practices

2015

View full text Add to dashboard Cite

show abstract

2007

ASHE Higher Education Report

View full text Add to dashboard Cite

Introduction, Context, and OverviewDefinitions and Conceptual FrameworkMajor Theoretical Perspectives on Student Success in CollegeSociological PerspectivesOrganizational PerspectivesPsychological PerspectivesCultural PerspectivesEconomic PerspectivesSummaryThe Foundation for Student Success: Student Background Characteristics, Precollege Experiences, and Enrollment PatternsStudent DemographicsFamily and Peer SupportAcademic Preparation and Motivation to LearnEnrollment Choices and PatternsSummaryStudent Behaviors, Activities, and Experiences Associated with Student SuccessCollege ActivitiesA Closer Look at Engagement in Effective Educational PracticesStudent CharacteristicsSummaryNotesInstitutional Conditions Associated with Student SuccessStructural and Organizational CharacteristicsPrograms and PracticesSummaryPropositions and Recommendations for Student Success in Postsecondary EducationPropositions and RecommendationsNeeded ResearchA Final WordAppendix A: Note on Research MethodsAppendix B: Indicators of Student Success in Postsecondary EducationReferencesName IndexSubject IndexAbout the Authors

show abstract

Factors Considered in Graduate School Decision‐Making: Implications for Graduate School Application and Acceptance

Cho-Baker

Kell

Fishtein

2022

ETS Research Report Series

View full text Add to dashboard Cite

The career gains of obtaining a graduate degree are well established, but those from lower socioeconomic status (SES) and underrepresented demographic backgrounds have persistently been disadvantaged in earning those degrees. We aim to contribute to research on enhancing access, diversity, and equity to graduate education by providing insights into what motivates individuals to pursue a graduate education across demographic and socioeconomic backgrounds. Using survey data collected from GRE ® test takers at two time points and exploratory structural equation modeling, we explore the factors that individuals consider to be important for pursuing graduate education and selecting graduate programs, along with subsequent application and acceptance outcomes. We identified three factors considered in deciding to pursue graduate school and six factors considered in selecting graduate school programs. Those who aimed to apply to graduate school for professional development considered an extensive set of factors in selecting programs. The factors considered varied by gender, ethnicity/race, and SES. These factors further varied in the extent to which they predicted graduate school application and acceptance outcomes.

show abstract

Persistence to graduate education

Cited by 121 publications

References 10 publications

Understanding graduate school aspirations: the effect of good teaching practices

Understanding graduate school aspirations: the effect of good teaching practices

Table of Contents

Factors Considered in Graduate School Decision‐Making: Implications for Graduate School Application and Acceptance

Contact Info

Product

Resources

About