Underrepresented First-Generation, Low-Income College Students’ Pursuit of a Graduate Education

Tate, Kevin A.; Fouad, Nadya A.; Marks, Laura Reid; Young, Gary; Guzman, Eddie; Williams, Eric G.

doi:10.1177/1069072714547498

Cited by 71 publications

(61 citation statements)

References 38 publications

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“…Supports survey items included positive interactions with current graduate students, encouragement by faculty advisors to pursue graduate school, and positive mentoring experiences. This finding reinforces those of several prior studies (Guerin et al, 2015;Jiang & Loui, 2012;Tate et al, 2015). Similarly, students with a one-unit increase on the Barriers scale were 29% and 64% less likely to enroll in master's and PhD programs, respectively.…”

Section: Discussionsupporting

confidence: 87%

“…Self-efficacy is particularly well studied and well theorized in a variety of specific settings. Relevant to graduate study intention, Tate et al (2015) hypothesized that three types of selfefficacy are important: research, academic and social. Research self-efficacy encompasses specific research tasks such as data collection and analysis as well as scholarly writing (Betz, 1989;Forester, Kahn, & Hesson-McInnis, 2004).…”

Section: Discussionmentioning

confidence: 99%

“…In their study of graduate school intention, Tate et al (2015) used SCCT as the basis of their focus on self-efficacy, perceived barriers, and family influence predictors by combining several existing scales (but none from SCCT instruments). These researchers found that a strong influence of family values on career development and high research self-efficacy were the significant predictors of graduate school intention for 170 low-income, first-generation underrepresented students (Tate et al, 2015). In the study reported here, we used SCCT similarly to generate additional survey items to supplement the results of our prior qualitative work.…”

Section: Social Cognitive Career Theorymentioning

confidence: 99%

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Pursuing Graduate Study: Factors Underlying Undergraduate Engineering Students' Decisions

Borrego

Knight

Gibbs

et al. 2018

J of Engineering Edu

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Background Enrollment of US students in engineering graduate programs is declining, the proportion of underrepresented groups being even lower at the graduate level than it is at undergraduate levels. Purpose The purpose of this study is to explore engineering undergraduate student perceptions about graduate study, how these perceptions impact their decisions to pursue graduate study, and whether or how these differ by sex and race/ethnicity. Design/Method We administered a survey about graduate study to 1082 undergraduate engineering students from four US institutions. Student characteristics included sex, race/ethnicity, and year in college. Exploratory Factor Analysis identified factors related to Social Cognitive Career Theory (SCCT). We created multinomial logistic regression models to predict intention to pursue a master's or PhD degree. Results Identified factors were Self‐efficacy, Outcome expectations, Supports, Barriers, and Choice actions. Model fit statistics indicate a strong model. Only Choice actions was not significant. Few sex and race/ethnicity differences held once factors were added to the models. Hispanic students were more than twice as likely to indicate they were planning on enrolling in a master's program relative to no graduate school. Conclusions Self‐efficacy most strongly influenced graduate school intention. For every one‐unit increase in students' self‐efficacy, they were over 8 times more likely to plan to enroll in a master's program and 13 times more likely to enroll in a PhD program, relative to not attending graduate school. Implications for research and practice are discussed.

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Section: Discussionsupporting

confidence: 87%

Section: Discussionmentioning

confidence: 99%

Section: Social Cognitive Career Theorymentioning

confidence: 99%

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Pursuing Graduate Study: Factors Underlying Undergraduate Engineering Students' Decisions

Borrego

Knight

Gibbs

et al. 2018

J of Engineering Edu

View full text Add to dashboard Cite

show abstract

“…A relação negativa entre Autoeficácia e Amabilidade, enquanto predisposição para comportamentos pautados por generosidade, lealdade, cooperação, honestidade e cordialidade e simpatia pode estar influenciada por componentes de dependência relativamente aos outros. Estes dados podem incluir efeitos de gênero e fatores sociais e culturais relacionados com objetivos e projetos de vida (Tate, Fouad, Marks, Young, Guzman, & Williams, 2015). Salienta-se que apesar da importância do mundo social e emocional no agenciamento pessoal da gestão dos recursos pessoais, ambientais e da própria vida, os estudantes universitários precisam de se sentirem livres de constrangimentos para assumirem com liberdade as suas próprias decisões (Pesch, Larsin & Surapaneni, 2016).…”

Section: Discussionunclassified

Fontes de autoeficácia em estudantes do ensino superior

Teixeira¹,

Costa²

2018

RBOP

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ResumoNuma perspetiva sociocognitiva, analisam-se fontes de autoeficácia, em variáveis demográficas, académicas, vocacionais e personalidade. A amostra inclui 480 estudantes do 2º ano dos cursos de psicologia, saúde, desporto, científicos-investigativos e tecnologias, que responderam ao Questionário Ajustamento e Adaptação ao Ensino Superior, Escalas de Desenvolvimento e Bem-Estar, Satisfação na Carreira, Autoeficácia Geral, Exigência e Responsividade Parental. Nos dados da regressão múltipla linear são variáveis explicativas das Autoeficácia: média de acesso ao ensino superior, abertura à experiência (experiências), bem-estar, satisfação na carreira, neuroticismo (estados emocionais), amabilidade, exigência paterna (persuasão, experiência vicária), e idade e género. Discutem-se implicações dos dados nas intervenções educacionais. Palavras-chave: Autoeficácia, fontes de autoeficácia, aprendizagemAbstract: Self-efficacy in higher education students With a socio-cognitive framework, we analyze sources of General Self-Efficacy, in demographic, academic, vocational and personality variables. The sample includes 480 students of the 2nd year of psychology, health, sports, scientificresearch and technology courses who answered the Questionnaire Adjustment and Adaptation to Higher Education, Scales of Development and Well-being, Career Satisfaction, General Self-Efficacy, Requirement and Responsiveness Parental. In the multiple linear regression data are explanatory variables of Self-efficacy: average access to higher education, openness to experience (experiences), well-being, career satisfaction, neuroticism (emotional states), kindness, paternal requirement (persuasion, vicarious experience), and age and gender. Implications of data on educational interventions are discussed.

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“…Because the literature on educational pipeline diversity reveals that there may be unique challenges that impede pursuit of doctoral-level education by Latinos [15–17], and to our knowledge, there are no national pipeline programs for Latinos in public health and social/behavioral research, the Éxito! Latino Cancer Research Leadership Training ( Éxito! )…”

Section: Introductionmentioning

confidence: 99%

Éxito!: Making an Impact in Training Latinos for Doctorates and Cancer Research

et al. 2018

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Latinos lag behind other racial/ethnic groups in pursuit of master's and doctoral degrees in public health and the health sciences. Éxito! is modeled after the Minority Training Program in Cancer Control Research (MTPCCR), which found that Latino participants went on to doctoral programs at a lower rate (12%) than African American (36%) and Asian participants (33%). Éxito! Latino Cancer Research Leadership Training is designed to increase the number of Latinos who pursue doctoral degrees and careers in cancer health disparity (CHD) research. The program has three components: recruitment with partnering universities and associations, an ethnically tailored intensive 5-day summer institute (SI), and 6-month paid internships offered on a competitive basis. Up to 20 master's level students/master's level health professionals are selected annually to participate in the SI; faculty are leaders in Latino CHD research. Funded by the National Cancer Institute (NCI) from 2011 to 2015, Éxito! recruited 101 summer institute participants and awarded 21 internships. Analyses of pre- and post-institute surveys showed significant increases in confidence to apply to a doctoral program and academic self-efficacy among summer institute participants, and significantly increased research skills among interns. Forty-three percent of Éxito! program alumni applied to a doctoral program (our main outcome) and 29.7% were currently enrolled. This is nearly double the rate for MTPCCR Latino participants (17%) for the corresponding time period. Éxito! is a model pipeline program for encouragement of Latinos on to doctoral programs (e.g., PhD and DrPH) with the potential to increase the pool of cancer health disparity researchers.

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Underrepresented First-Generation, Low-Income College Students’ Pursuit of a Graduate Education

Cited by 71 publications

References 38 publications

Pursuing Graduate Study: Factors Underlying Undergraduate Engineering Students' Decisions

Pursuing Graduate Study: Factors Underlying Undergraduate Engineering Students' Decisions

Fontes de autoeficácia em estudantes do ensino superior

Éxito!: Making an Impact in Training Latinos for Doctorates and Cancer Research

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