The Impact of Undergraduate Debt on the Graduate School Enrollment of STEM Baccalaureates

Malcom, Lindsey E.; Dowd, Alicia C.

doi:10.1353/rhe.2012.0007

Cited by 105 publications

(84 citation statements)

References 66 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Ekstrom, Goertz, Pollack, and Rock (1991) and Fox (1992) both found that undergraduate debt had little effect on students' application to graduate school. However, others (Baum & Schwartz, 1988;Malcom & Dowd, 2012;Millet, 2003) found that undergraduate debt was a factor in students' decision to apply. More recently, Millet (2003) found that undergraduate financial debt was a major predictor of applying to graduate or first professional school.…”

Section: Family Statusmentioning

confidence: 99%

“…For example, students with a debt of $15,000 or more were 1.3 times less likely to apply to post-baccalaureate education compared to students without debt, controlling for a range of other factors. Evaluating how debt may influence graduate school enrollment by race, Malcom and Dowd (2012) found that debt had a negative effect on graduate school enrollment for each racial/ethnic group. The authors concluded that "the amount of borrowing that is 'just right' is no debt at all" (Malcom & Dowd, 2012, p. 292).…”

Section: Family Statusmentioning

confidence: 99%

See 1 more Smart Citation

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: Family Statusmentioning

confidence: 99%

Section: Family Statusmentioning

confidence: 99%

Understanding graduate school aspirations: the effect of good teaching practices

2015

View full text Add to dashboard Cite

show abstract

“…The research also tends to focus on specific MSI categories (HBCU, HSI, or AANAPISI) and not a combination of these types [14][15][16][17][18][19]. MSI completion research has increasingly emphasized the role of STEM education and completion [20][21][22].…”

Section: Traditional Measures Of Student Successmentioning

confidence: 99%

The Higher Education Act and Minority Serving Institutions: Towards a Typology of Title III and V Funded Programs

Boland

2018

Education Sciences

View full text Add to dashboard Cite

To date, there has been little analysis of MSI Title III and V grant-funded programs across all MSI categories. For researchers, practitioners, and policymakers, it is imperative to explore the contributions of MSIs as manifested in Title III and V grant-funded programs. The purpose of this study is to analyze MSI Title III and V programs based on project abstracts. This study is driven by three research questions: How have MSIs used their Title III and V grants? What are the expressed outcomes of MSI grant funding? Using restricted-use data obtained from the U.S. Department of Education, NCES IPEDS, and the Office of Postsecondary Education, this study uses a quantitative content analysis strategy to respond to the research questions in ways that can help stakeholders begin to understand the impact of the federal grant on MSIs.

show abstract

“…Students of different race/ethnicity backgrounds tend to differ in borrowing behaviors. On the undergraduate level, research findings show general aversion of borrowing for Asian students and the opposite as well as higher risk of default and difficulty in repaying student debt for Black students (Addo, Houle, & Simon, 2016;Baum & Steele, 2010;Huelsman, 2015;Jackson & Reynolds, 2013;Malcom & Dowd, 2012;Price, 2004). Hispanic students are more likely to have excessive student debt a few years after graduation than White students (Price, 2004), suggesting difficulty in repaying student debt.…”

Section: Racial Disparities In Student Borrowingmentioning

confidence: 98%

Disparities in American Graduate Students’ Tendency to Borrow: Race, Family Background, and Major

Niu¹

2016

IJHE

View full text Add to dashboard Cite

This study uses National Postsecondary Student Aid Study of 2012 data to examine disparities in graduate students' borrowing tendency. Results show Black and Hispanic students, students in education, humanities, and social sciences, and students of parents with lower education level are more likely to borrow for graduate education, even after controlling for financial factors and enrollment pattern. Institution's size and student body racial distribution are associated with borrowing likelihood, while no gender difference is detected.

show abstract

The Impact of Undergraduate Debt on the Graduate School Enrollment of STEM Baccalaureates

Cited by 105 publications

References 66 publications

Understanding graduate school aspirations: the effect of good teaching practices

Understanding graduate school aspirations: the effect of good teaching practices

The Higher Education Act and Minority Serving Institutions: Towards a Typology of Title III and V Funded Programs

Disparities in American Graduate Students’ Tendency to Borrow: Race, Family Background, and Major

Contact Info

Product

Resources

About