Race, secondary school course of study, and college type

Stearns, Elizabeth; Jha, Nandan Kumar; Potochnick, Stephanie

doi:10.1016/j.ssresearch.2013.01.007

Cited by 7 publications

(6 citation statements)

References 46 publications

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“…In particular, the racialized meritocracy argument (Blau, 2003) states that the meritocratic ideal is racially constructed where white students are more subscribed to the meritocratic narrative than minority students. Stearns et al (2013) find that minority students with midlevel rigor in their academic coursework are more likely to attend a four-year college than similar white students. Further consistent with a racialized meritocracy argument, educational expectations mediate a larger portion of the relation between academic coursework and college attendance for white students as compared to minority students.…”

Section: Discussionmentioning

confidence: 79%

“…Correll (2001) finds a positive female-math grade interaction on math selfassessment, which implies that female students rely more on their math performance feedback to raise their self-math assessment than male students. Stearns, Jha, and Potochnick (2013) show that white students are more sensitive to their academic profile than minority students in their four-year college attendance. In particular, the racialized meritocracy argument (Blau, 2003) states that the meritocratic ideal is racially constructed where white students are more subscribed to the meritocratic narrative than minority students.…”

Section: Discussionmentioning

confidence: 94%

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A Holistic Approach to Estimating the Influence of Good Practices on Student Outcomes at Liberal Arts and non-Liberal Arts Institutions

Parker

Trolian

et al. 2016

JSPTE

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Many higher education administrators and researchers have considered certain "good practices" of institutions as an instrumental way to improve student outcomes. Chickering and Gamson's (1987) seven principles of good practice has been particularly salient in defining these practices. Often, prior studies only select some of the seven principles for their analysis. Even studies that consider several principles of good practice on student outcomes typically examine the net effect of each principle instead of assessing how these principles holistically influence student outcomes. Using structural equation modeling, we test a basic conceptual framework where we investigate the contribution of the seven principles on a global measure of good practices (GP), as well as the influence of GP on a multitude of student outcomes. We further test whether liberal arts colleges promote an institutional ethos of good practices as compared to non-liberal arts colleges. Overall, the majority (but not all) of the principles affect GP. Moreover, we find partial evidence that liberal arts colleges foster an institutional ethos of good practices. Although a commitment to foster good practices may create a supportive environment that influences student outcomes, this commitment may lead to unintended consequences for those with little exposure to these good practices.

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Section: Discussionmentioning

confidence: 79%

Section: Discussionmentioning

confidence: 94%

A Holistic Approach to Estimating the Influence of Good Practices on Student Outcomes at Liberal Arts and non-Liberal Arts Institutions

Parker

Trolian

et al. 2016

JSPTE

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Potochnick (2013) Changing course: the gender gap in college selectivity and opportunities to learn in the high school curriculum, Gender and Education, 25:7, 851-871,

…”

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confidence: 99%

“…The most rigorous coursework in the USA is often found in Advanced Placement (AP) courses, or post-secondary level courses taught in secondary school. Students who complete these courses are more likely to attend and graduate from post-secondary institutions (Moller et al 2011;Stearns et al 2010;Stearns, Jha, and Potochnick 2013). Yet, we do not know if this process is gendered.…”

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confidence: 99%

Changing course: the gender gap in college selectivity and opportunities to learn in the high school curriculum

Möller

Stearns

Southworth

et al. 2013

Gender and Education

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“…There are competing theoretical perspectives could explain the contradicting findings about racial inequality in college enrollment (Stearns, Jha, & Potochnick, 2013).…”

Section: Organization Of Dissertationmentioning

confidence: 99%

Adolescent friendship network and college enrollment

Wu¹

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___________________________________Ernest Pascarella ii ACKNOWLEDGMENTS As a conclusion of a chapter of my life, this dissertation becomes a reality with the kind support and the help of many individuals. I would like to express my sincere gratitude to all of them. Foremost, I would like to express my deepest appreciation to my committee chair, Professor David Bills. His brilliant guidance, wisdom, patience, understanding, and encouragement pushed me forward to complete this project. Without this, this dissertation would never have been possible. I am also highly indebted to my committee members, Professor Last but not least, I would like to express my gratitude to my families in both China and U.S., especially my beloved and supportive wife, Jinyu, whose unselfish support and persistent belief help me survive all the stress and not let me give up throughout the years in completion of this dissertation iv ABSTRACT Using data from the National Longitudinal Study of Adolescent to Adult Health (Add Health), I investigate the influence of adolescent friendship network on the likelihood of college enrollment, and whether and how this influence is affected by stratification factors (e.g., gender, race/ethnicity, and socioeconomic status). However,there is a challenge in evaluating this influence process since adolescents usually nonrandomly select their friends. A selection process needs to be taken into consideration simultaneously with the influence process of adolescents' friendship network on their likelihood of college enrollment. Previous research on peer effects has methodological issues and limitations. Traditional methods (e.g., multivariate regression, multilevel modeling, or propensity score matching) using limited data (e.g., cross-sectional) andmeasures of friendship network (e.g., one best friend) could not solve the problem of integrating selection process and influence process in one model. In addition, the dyadic and triadic (or even higher level) dependency among friends in the network makes it more difficult to estimate selection and influence processes using traditional methods.To address these concerns, I employ longitudinal network analysis with stochastic actor-based models (SABMs) to account for the influence of friendship network on adolescent college enrollment when simultaneously considering the selection of friendship. The co-evolution model of network dynamics (selection) and behavioral dynamics (influence) also addresses the problem of endogeneity between network change and behavioral change. However, the co-evolution model requires network data and behavioral data measured in multiple time points, so in the first stage of this research, I generate the predicted probability of college enrollment at three time points of Add Health using traditional logistic regression. Then in the second stage of this research, I use the transformed likelihood of college enrollment, a statistical artifact, as the behavior variable in the co-evolution model to examine how the likelihood of college enrollment

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Race, secondary school course of study, and college type

Cited by 7 publications

References 46 publications

A Holistic Approach to Estimating the Influence of Good Practices on Student Outcomes at Liberal Arts and non-Liberal Arts Institutions

A Holistic Approach to Estimating the Influence of Good Practices on Student Outcomes at Liberal Arts and non-Liberal Arts Institutions

Changing course: the gender gap in college selectivity and opportunities to learn in the high school curriculum

Adolescent friendship network and college enrollment

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