Pub Date : 2024-05-18DOI: 10.1177/23328584241249600
Tobias Dalberg, Kalena E. Cortes, Mitchell L. Stevens
Social scientists have long recognized field of study as an important mechanism of gender differentiation and stratification in U.S. higher education, but they have rarely attended to how elective curriculums mediate gender differentiation in major selection. Under elective curriculums, major selection is an iterative process, in which students select courses in stepwise fashion at the beginning of each academic term, and are able to change majors early in their undergraduate careers. We observe how an elective curriculum mediates gendered patterns of major selection, using a novel data set describing 11,730 students at a large public research university. We find (a) gender and intended major are strongly correlated upon college entry; (b) large proportions of students change majors between entry and declaration; (c) because most changes are to academically adjacent fields, gendered patterns in field of study persist through the undergraduate career. Findings suggest the value of an iterative conception of major selection and offer tractable means for intervening in the process through which students select majors.JEL codes: I21, I24, I26, J16.
{"title":"Major Selection as Iteration: Observing Gendered Patterns of Major Selection Under Elective Curriculums","authors":"Tobias Dalberg, Kalena E. Cortes, Mitchell L. Stevens","doi":"10.1177/23328584241249600","DOIUrl":"https://doi.org/10.1177/23328584241249600","url":null,"abstract":"Social scientists have long recognized field of study as an important mechanism of gender differentiation and stratification in U.S. higher education, but they have rarely attended to how elective curriculums mediate gender differentiation in major selection. Under elective curriculums, major selection is an iterative process, in which students select courses in stepwise fashion at the beginning of each academic term, and are able to change majors early in their undergraduate careers. We observe how an elective curriculum mediates gendered patterns of major selection, using a novel data set describing 11,730 students at a large public research university. We find (a) gender and intended major are strongly correlated upon college entry; (b) large proportions of students change majors between entry and declaration; (c) because most changes are to academically adjacent fields, gendered patterns in field of study persist through the undergraduate career. Findings suggest the value of an iterative conception of major selection and offer tractable means for intervening in the process through which students select majors.JEL codes: I21, I24, I26, J16.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"51 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141059889","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-07DOI: 10.1177/23328584241231937
Matthew Truwit, Matthew Ronfeldt, Emanuele Bardelli
The past two decades have seen the rise of the residency model, another nontraditional pathway to certification that offers an intensive, practice-based, context-specific preparation designed to address shortages in hard-to-staff districts. Although advocates call the model innovative, research examining residencies at scale warrants skepticism around whether they truly offer a distinctive preparation. Surveying all programs across Tennessee about their adoption of features that characterize the model, we find that residencies offer a unique pathway to teaching in some expected ways though not all. Specifically, residencies reported longer clinical placements, more financial support for residents, and higher rates of mentor training, though they mostly did not report unique practices of candidate recruitment, district partnership, mentor selection, or curricular design. Moreover, we see that the distinctiveness of the model is in decline, with evidence of its dilution among newer residencies and the spread of its features among traditional programs.
{"title":"Exploring Whether and How Teacher Residencies Offer a Different Kind of Preparation","authors":"Matthew Truwit, Matthew Ronfeldt, Emanuele Bardelli","doi":"10.1177/23328584241231937","DOIUrl":"https://doi.org/10.1177/23328584241231937","url":null,"abstract":"The past two decades have seen the rise of the residency model, another nontraditional pathway to certification that offers an intensive, practice-based, context-specific preparation designed to address shortages in hard-to-staff districts. Although advocates call the model innovative, research examining residencies at scale warrants skepticism around whether they truly offer a distinctive preparation. Surveying all programs across Tennessee about their adoption of features that characterize the model, we find that residencies offer a unique pathway to teaching in some expected ways though not all. Specifically, residencies reported longer clinical placements, more financial support for residents, and higher rates of mentor training, though they mostly did not report unique practices of candidate recruitment, district partnership, mentor selection, or curricular design. Moreover, we see that the distinctiveness of the model is in decline, with evidence of its dilution among newer residencies and the spread of its features among traditional programs.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"37 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140934730","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-06DOI: 10.1177/23328584241246717
Deborah Rivas-Drake, Jozet Channey, Gina McGovern, Bernardette J. Pinetta
This article delineates the development of a measure to assess teachers’ reported engagement in practices that center on issues of racial equity as part of their SEL instruction. An iterative mixed-method approach included theoretical grounding, literature reviews, content expert evaluation, focus groups, cognitive interviews, and multiple survey administrations. Exploratory and confirmatory factor analyses were conducted using data from three independent samples of fifth- to eighth-grade teachers (N range = 240–260; White = 67–89%; Black = 3–7%; Latinx = 5–23%). Test-retest reliability was assessed in a fourth national sample from the RAND American Education Panels (N = 482; Black/African American = 19.9%, Latino/Hispanic = 16.2%, Asian/Asian American = 2.7%, American Indian/Native American = 1.9%, White = 66.0%, Middle Eastern/North African = 0.6%, and Other = 2.7%). Results suggest (1) evidence of strong internal consistency for the 41-item Racial Equity-oriented Social Emotional Learning (REQSEL) measure; (2) REQSEL scores correlated with multiple relevant measures of teachers’ beliefs and behaviors regarding race, ethnicity, culture, and social justice; and (3) REQSEL scores correlated with teachers’ own ethnic-racial identity beliefs.
{"title":"Preliminary Development of the Racial Equity-Oriented Social-Emotional Learning Practices Measure","authors":"Deborah Rivas-Drake, Jozet Channey, Gina McGovern, Bernardette J. Pinetta","doi":"10.1177/23328584241246717","DOIUrl":"https://doi.org/10.1177/23328584241246717","url":null,"abstract":"This article delineates the development of a measure to assess teachers’ reported engagement in practices that center on issues of racial equity as part of their SEL instruction. An iterative mixed-method approach included theoretical grounding, literature reviews, content expert evaluation, focus groups, cognitive interviews, and multiple survey administrations. Exploratory and confirmatory factor analyses were conducted using data from three independent samples of fifth- to eighth-grade teachers (N range = 240–260; White = 67–89%; Black = 3–7%; Latinx = 5–23%). Test-retest reliability was assessed in a fourth national sample from the RAND American Education Panels (N = 482; Black/African American = 19.9%, Latino/Hispanic = 16.2%, Asian/Asian American = 2.7%, American Indian/Native American = 1.9%, White = 66.0%, Middle Eastern/North African = 0.6%, and Other = 2.7%). Results suggest (1) evidence of strong internal consistency for the 41-item Racial Equity-oriented Social Emotional Learning (REQSEL) measure; (2) REQSEL scores correlated with multiple relevant measures of teachers’ beliefs and behaviors regarding race, ethnicity, culture, and social justice; and (3) REQSEL scores correlated with teachers’ own ethnic-racial identity beliefs.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"16 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140886098","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-06DOI: 10.1177/23328584241245094
Anna J. Markowitz
Teachers in early childhood education (ECE) settings are central to providing children with high-quality experiences that promote both early development and long-term well-being; unfortunately, rates of teacher turnover are high in ECE settings. There are strong theoretical reasons to assume turnover is negatively linked with children’s academic and socioemotional development, but few empirical studies test this hypothesis. Using an econometric fixed effects approach in two waves of data from the nationally representative Head Start Family and Child Experiences Survey, this study provides the first national estimate of the relationship between within-year lead teacher turnover and children’s development in Head Start. I find an annual within-year turnover rate of ~9%, about twice that of K–12, and that turnover is negatively associated with children’s language outcomes alongside suggestive evidence for behavioral outcomes.
{"title":"Within-Year Teacher Turnover in Head Start and Children’s School Readiness","authors":"Anna J. Markowitz","doi":"10.1177/23328584241245094","DOIUrl":"https://doi.org/10.1177/23328584241245094","url":null,"abstract":"Teachers in early childhood education (ECE) settings are central to providing children with high-quality experiences that promote both early development and long-term well-being; unfortunately, rates of teacher turnover are high in ECE settings. There are strong theoretical reasons to assume turnover is negatively linked with children’s academic and socioemotional development, but few empirical studies test this hypothesis. Using an econometric fixed effects approach in two waves of data from the nationally representative Head Start Family and Child Experiences Survey, this study provides the first national estimate of the relationship between within-year lead teacher turnover and children’s development in Head Start. I find an annual within-year turnover rate of ~9%, about twice that of K–12, and that turnover is negatively associated with children’s language outcomes alongside suggestive evidence for behavioral outcomes.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"148 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140886123","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-04DOI: 10.1177/23328584241245973
Heather McCambly, Stephanie Aguilar-Smith
Troubled by the inequities in competitive grantmaking, we use critical quantitative methods to analyze the FY2023 federal academic earmarks as a potential mechanism for racialized change work. Specifically, we ask: To what extent does Congress distribute academic earmarks in ways that reinforce or weaken the racialized stratification of resources across organizations in the field? Accordingly, we identify distribution patterns of academic earmarks, considering the allocation of dollars and types of earmarks (i.e., general capacity-building versus specialized grants) across colleges and universities, between White-serving institutions and minority-serving institutions (MSIs), and among MSIs. Based on our analysis, Congress favored a racially reproductive funding portfolio, driven by smaller and more restrictive allocations, not fewer earmarks. However, the distribution of earmarks among MSIs defied normed expectations, as Congress did not privilege whiter, more prestigious MSIs, signaling the potential of pork-barrel politics for racially reparative work.
{"title":"Racialized Patterns in the Distribution of Congressional Pork: Implications for Postsecondary Equity and Organizational Transformation","authors":"Heather McCambly, Stephanie Aguilar-Smith","doi":"10.1177/23328584241245973","DOIUrl":"https://doi.org/10.1177/23328584241245973","url":null,"abstract":"Troubled by the inequities in competitive grantmaking, we use critical quantitative methods to analyze the FY2023 federal academic earmarks as a potential mechanism for racialized change work. Specifically, we ask: To what extent does Congress distribute academic earmarks in ways that reinforce or weaken the racialized stratification of resources across organizations in the field? Accordingly, we identify distribution patterns of academic earmarks, considering the allocation of dollars and types of earmarks (i.e., general capacity-building versus specialized grants) across colleges and universities, between White-serving institutions and minority-serving institutions (MSIs), and among MSIs. Based on our analysis, Congress favored a racially reproductive funding portfolio, driven by smaller and more restrictive allocations, not fewer earmarks. However, the distribution of earmarks among MSIs defied normed expectations, as Congress did not privilege whiter, more prestigious MSIs, signaling the potential of pork-barrel politics for racially reparative work.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"14 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140885888","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-30DOI: 10.1177/23328584241245385
Kate L. Phillippo, Elizabeth Levine Brown, Linda Galib, Ken A. Fujimoto, Aidyn L. Iachini, Naomi Brown, Crystal Lennix, Audra Parker, Tasha M. Childs
Teachers often address student wellness concerns such as health and mental health. Yet, this work goes largely unacknowledged and unsupported by professional preparation. COVID-19 intensified these concerns amid disrupted systems of student support and increased student distress. Our national survey (N = 1398) pursued the powerful opportunity present during the pandemic to understand the extent and distribution of demands on teachers to address student wellness and the support they receive for such work. We found that the demand for teachers’ wellness work was inequitably distributed across teachers, varying largely by their schools’ sociodemographic characteristics. Additionally, access to support for this work did not align with demand levels. We discuss these findings’ implications for teacher preparation, support, and workload equity.
{"title":"Equity Intersections: Teachers’ Experiences with Student Wellness Support During the COVID-19 Pandemic","authors":"Kate L. Phillippo, Elizabeth Levine Brown, Linda Galib, Ken A. Fujimoto, Aidyn L. Iachini, Naomi Brown, Crystal Lennix, Audra Parker, Tasha M. Childs","doi":"10.1177/23328584241245385","DOIUrl":"https://doi.org/10.1177/23328584241245385","url":null,"abstract":"Teachers often address student wellness concerns such as health and mental health. Yet, this work goes largely unacknowledged and unsupported by professional preparation. COVID-19 intensified these concerns amid disrupted systems of student support and increased student distress. Our national survey (N = 1398) pursued the powerful opportunity present during the pandemic to understand the extent and distribution of demands on teachers to address student wellness and the support they receive for such work. We found that the demand for teachers’ wellness work was inequitably distributed across teachers, varying largely by their schools’ sociodemographic characteristics. Additionally, access to support for this work did not align with demand levels. We discuss these findings’ implications for teacher preparation, support, and workload equity.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"2012 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140836594","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-29DOI: 10.1177/23328584241245088
Preeya P. Mbekeani, Daniel Koretz
Validity studies of college admissions tests have found that, on average, students who are Black or Hispanic earn lower freshman grade-point averages (FGPAs) than predicted by these test scores. This differential prediction is used as a measure of bias. These studies, however, conflate student and school characteristics. The differential prediction affecting minoritized groups may arise in part because they attended high schools in which college enrollees, regardless of race, perform worse than predicted. Using data on students who graduated from New York City public high schools in 2011 and enrolled in the City University of New York, we examined this using college admissions and high school test scores. There was no differential prediction based on race/ethnicity among students within high schools when school characteristics were accounted for. Instead, overprediction of FGPA was associated with the school proportion of enrolled Black and Hispanic students. Overprediction was larger in models with high school test scores.
{"title":"Differential Prediction for Disadvantaged Students and Schools: The Role of High School Characteristics","authors":"Preeya P. Mbekeani, Daniel Koretz","doi":"10.1177/23328584241245088","DOIUrl":"https://doi.org/10.1177/23328584241245088","url":null,"abstract":"Validity studies of college admissions tests have found that, on average, students who are Black or Hispanic earn lower freshman grade-point averages (FGPAs) than predicted by these test scores. This differential prediction is used as a measure of bias. These studies, however, conflate student and school characteristics. The differential prediction affecting minoritized groups may arise in part because they attended high schools in which college enrollees, regardless of race, perform worse than predicted. Using data on students who graduated from New York City public high schools in 2011 and enrolled in the City University of New York, we examined this using college admissions and high school test scores. There was no differential prediction based on race/ethnicity among students within high schools when school characteristics were accounted for. Instead, overprediction of FGPA was associated with the school proportion of enrolled Black and Hispanic students. Overprediction was larger in models with high school test scores.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"6 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140810820","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-27DOI: 10.1177/23328584241245089
Christa S. Bialka, Nicole Hansen, Irene P. Kan, Danielle Mackintosh, Rebecca Jacobson
One major responsibility of K–12 teachers in United States public schools is to meet the needs of disabled students. While many preservice and in-service teacher training programs present educators with information related to service delivery as outlined in a student’s Individualized Education Program or 504 plan, they rarely address how to talk about disability with all students. This qualitative study examines 50 in-service teachers’ experiences related to disability training and explores the implications of this training on teachers’ disability discussion practices. Findings reveal that teacher training is primarily focused on compliance and “fixing” disability; training and prior experiences affect how teachers define disability; and training affects the framework that teachers use when discussing disability with their students. Based on the findings of this study, we offer recommendations to help programs reimagine training and view disability as a minoritized identity. Results of this study address a significant gap in preparing teachers for disability discussion.
{"title":"From Deficit to Difference: Understanding the Relationship Between K–12 Teacher Training and Disability Discussion","authors":"Christa S. Bialka, Nicole Hansen, Irene P. Kan, Danielle Mackintosh, Rebecca Jacobson","doi":"10.1177/23328584241245089","DOIUrl":"https://doi.org/10.1177/23328584241245089","url":null,"abstract":"One major responsibility of K–12 teachers in United States public schools is to meet the needs of disabled students. While many preservice and in-service teacher training programs present educators with information related to service delivery as outlined in a student’s Individualized Education Program or 504 plan, they rarely address how to talk about disability with all students. This qualitative study examines 50 in-service teachers’ experiences related to disability training and explores the implications of this training on teachers’ disability discussion practices. Findings reveal that teacher training is primarily focused on compliance and “fixing” disability; training and prior experiences affect how teachers define disability; and training affects the framework that teachers use when discussing disability with their students. Based on the findings of this study, we offer recommendations to help programs reimagine training and view disability as a minoritized identity. Results of this study address a significant gap in preparing teachers for disability discussion.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"101 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140811148","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-13DOI: 10.1177/23328584241242752
Jorge Burmicky, Antonio Duran, Natalie Muñoz
Latinx/a/o senior leaders remain underrepresented in the executive ranks, and more research is needed to adequately address equity gaps in higher education leadership. By employing a systematic literature review approach, we examined 57 pieces of scholarship that focused on the experiences of senior Latinx/a/o leaders in postsecondary education. This exploration was aimed at equipping higher education scholars and practitioners with the tools to understand how Latinx/a/o leaders navigate challenges and opportunities in higher education. We identified three major themes: 1) scholarship focusing on individual traits and important identity-based differences; 2) research describing the environmental and structural conditions that shape these leaders’ realities; and 3) literature describing these individuals’ leadership pathways. As an effort to make this body of work more accessible to researchers and decision-makers, we provided implications for research and practice to shape the field of Latinx/a/o leadership in higher education.
{"title":"Latinx/a/o Senior Leaders in U.S Higher Education: A Systematic Review of the Literature","authors":"Jorge Burmicky, Antonio Duran, Natalie Muñoz","doi":"10.1177/23328584241242752","DOIUrl":"https://doi.org/10.1177/23328584241242752","url":null,"abstract":"Latinx/a/o senior leaders remain underrepresented in the executive ranks, and more research is needed to adequately address equity gaps in higher education leadership. By employing a systematic literature review approach, we examined 57 pieces of scholarship that focused on the experiences of senior Latinx/a/o leaders in postsecondary education. This exploration was aimed at equipping higher education scholars and practitioners with the tools to understand how Latinx/a/o leaders navigate challenges and opportunities in higher education. We identified three major themes: 1) scholarship focusing on individual traits and important identity-based differences; 2) research describing the environmental and structural conditions that shape these leaders’ realities; and 3) literature describing these individuals’ leadership pathways. As an effort to make this body of work more accessible to researchers and decision-makers, we provided implications for research and practice to shape the field of Latinx/a/o leadership in higher education.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"31 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140568239","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-22DOI: 10.1177/23328584241237971
Claire Wladis, Alyse C. Hachey, Katherine M. Conway
Existing research demonstrates gender- and race/ethnicity-based inequities in college outcomes. Separately, recent research suggests a relationship between time poverty and college outcomes for student parents and online students. However, to date, no studies have empirically explored whether differential access to time as a resource for college may explain differential outcomes by gender or race/ethnicity. To address this, this study explored the relationship between time poverty, gender or race/ethnicity, and college outcomes at a large urban public university with two and four year campuses. Time poverty explained a significant proportion of differential outcomes (retention and credit accumulation) by gender and race/ethnicity. More time-poor groups also dedicated a larger proportion of their (relatively limited) discretionary time to their education, suggesting that inequitable distributions of time may contribute to other negative outcomes (e.g., reduced time for sleep, exercise, healthcare). This suggests that time poverty is a significant but understudied equity issue in higher education.
{"title":"It’s About Time, Part II: Does Time Poverty Contribute to Inequitable College Outcomes by Gender and Race/Ethnicity?","authors":"Claire Wladis, Alyse C. Hachey, Katherine M. Conway","doi":"10.1177/23328584241237971","DOIUrl":"https://doi.org/10.1177/23328584241237971","url":null,"abstract":"Existing research demonstrates gender- and race/ethnicity-based inequities in college outcomes. Separately, recent research suggests a relationship between time poverty and college outcomes for student parents and online students. However, to date, no studies have empirically explored whether differential access to time as a resource for college may explain differential outcomes by gender or race/ethnicity. To address this, this study explored the relationship between time poverty, gender or race/ethnicity, and college outcomes at a large urban public university with two and four year campuses. Time poverty explained a significant proportion of differential outcomes (retention and credit accumulation) by gender and race/ethnicity. More time-poor groups also dedicated a larger proportion of their (relatively limited) discretionary time to their education, suggesting that inequitable distributions of time may contribute to other negative outcomes (e.g., reduced time for sleep, exercise, healthcare). This suggests that time poverty is a significant but understudied equity issue in higher education.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"103 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140202424","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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