Pub Date : 2023-09-01DOI: 10.1353/rhe.2023.a907271
Jeremy Wright-Kim, Laura W. Perna
Abstract: Inequities in faculty representation and support have long been documented, though a potentially key contributor to these inequities—negotiation behavior—remains underexplored. We leverage descriptive analyses and hierarchical linear modeling with a sample of over 30,000 faculty to explore gender- and race-based differences across negotiating behavior and institutional responses. Results suggest significant differences in the likelihood of seeking and receiving external offers and negotiating employment. Men of color are less likely to engage in many behaviors, though women of color may be less successful in receiving changes to their employment context. Results have implications for faculty, institutional policy, and future research.
{"title":"Gender and Race-Based Differences in Negotiating Behavior among Tenured and Tenure-Track Faculty at Four-Year Institutions","authors":"Jeremy Wright-Kim, Laura W. Perna","doi":"10.1353/rhe.2023.a907271","DOIUrl":"https://doi.org/10.1353/rhe.2023.a907271","url":null,"abstract":"Abstract: Inequities in faculty representation and support have long been documented, though a potentially key contributor to these inequities—negotiation behavior—remains underexplored. We leverage descriptive analyses and hierarchical linear modeling with a sample of over 30,000 faculty to explore gender- and race-based differences across negotiating behavior and institutional responses. Results suggest significant differences in the likelihood of seeking and receiving external offers and negotiating employment. Men of color are less likely to engage in many behaviors, though women of color may be less successful in receiving changes to their employment context. Results have implications for faculty, institutional policy, and future research.","PeriodicalId":47732,"journal":{"name":"Review of Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135428466","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}
: In this comparative case study of 22 student-mothers in Georgia and New York during the COVID-19 pandemic, we explore the role social capital plays in mitigating participants’ challenges. Using Adler and Kwon’s (2002) bridging versus bonding forms of capital, we argue participants turned to their internal, primarily women-comprised networks (bonding) to navigate academics and parenting after the pandemic eroded opportunities for bridging capital. We highlight the ways that student-mothers’ primarily womencomprised networks stepped in to provide important support to facilitate participants’ persistence when higher education institutions were unable to do so. This study challenges dominant notions of social capital and brings to light its often-hidden gendered nature to underscore how a strong internal support network can lead to individual and, ultimately, societal benefits. The results of this study have implications far beyond the COVID-19 pandemic, challenging educators to think critically about how to harness the support networks of minoritized and marginalized students to facilitate student success
{"title":"The Ties That Bind: Student Mothers’ Social Capital During the COVID-19 Pandemic","authors":"Margaret W. Sallee, Alyssa Stefanese Yates","doi":"10.1353/rhe.0.a904510","DOIUrl":"https://doi.org/10.1353/rhe.0.a904510","url":null,"abstract":": In this comparative case study of 22 student-mothers in Georgia and New York during the COVID-19 pandemic, we explore the role social capital plays in mitigating participants’ challenges. Using Adler and Kwon’s (2002) bridging versus bonding forms of capital, we argue participants turned to their internal, primarily women-comprised networks (bonding) to navigate academics and parenting after the pandemic eroded opportunities for bridging capital. We highlight the ways that student-mothers’ primarily womencomprised networks stepped in to provide important support to facilitate participants’ persistence when higher education institutions were unable to do so. This study challenges dominant notions of social capital and brings to light its often-hidden gendered nature to underscore how a strong internal support network can lead to individual and, ultimately, societal benefits. The results of this study have implications far beyond the COVID-19 pandemic, challenging educators to think critically about how to harness the support networks of minoritized and marginalized students to facilitate student success","PeriodicalId":47732,"journal":{"name":"Review of Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136136431","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 : 2023-06-01DOI: 10.1353/rhe.2023.a900568
Justin C. Ortagus, Kelly Rosinger, Robert Kelchen, Nicholas Voorhees, Garam Chu, Hope Allchin
The majority of states in the U.S. have adopted a performance-based funding (PBF) policy, but we know very little about how PBF adoption affects completion outcomes among underserved subgroups of students or whether specific design elements of PBF policies exacerbate inequities facing traditionally disadvantaged students. In this study, we show that high-dosage PBF policies had a negative impact on bachelor’s degree production among racially minoritized students but a positive impact on bachelor’s degree production among white students. We also report a positive impact on bachelor’s degree production among adult students when the PBF policy included a targeted incentive for graduating adult students, suggesting that PBF policy design represents a critical but understudied area of study with implications for underserved students.
{"title":"A National Analysis of the Impact of Performance-Based Funding on Completion Outcomes Among Underserved Students","authors":"Justin C. Ortagus, Kelly Rosinger, Robert Kelchen, Nicholas Voorhees, Garam Chu, Hope Allchin","doi":"10.1353/rhe.2023.a900568","DOIUrl":"https://doi.org/10.1353/rhe.2023.a900568","url":null,"abstract":"The majority of states in the U.S. have adopted a performance-based funding (PBF) policy, but we know very little about how PBF adoption affects completion outcomes among underserved subgroups of students or whether specific design elements of PBF policies exacerbate inequities facing traditionally disadvantaged students. In this study, we show that high-dosage PBF policies had a negative impact on bachelor’s degree production among racially minoritized students but a positive impact on bachelor’s degree production among white students. We also report a positive impact on bachelor’s degree production among adult students when the PBF policy included a targeted incentive for graduating adult students, suggesting that PBF policy design represents a critical but understudied area of study with implications for underserved students.","PeriodicalId":47732,"journal":{"name":"Review of Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136173006","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}
This study uses nationally representative longitudinal data and propensity score modeling to evaluate the effects of first-year engagement experiences at community college-including social and academic contact with faculty and participation in study groups and clubs-on achievement, persistence, degree attainment, and vertical transfer. Speaking with faculty about academic matters improved short- and long-term outcomes, while engaging in study groups and clubs improved early outcomes, with less sizeable long-term impacts. The findings highlight the need for continued inquiry into community college engagement using longitudinal data with detailed engagement and outcome measures to determine best practices.
{"title":"Short- and Long-Term Impacts of Engagement Experiences with Faculty and Peers at Community Colleges.","authors":"Lauren Schudde","doi":"10.1353/rhe.2019.0001","DOIUrl":"https://doi.org/10.1353/rhe.2019.0001","url":null,"abstract":"<p><p>This study uses nationally representative longitudinal data and propensity score modeling to evaluate the effects of first-year engagement experiences at community college-including social and academic contact with faculty and participation in study groups and clubs-on achievement, persistence, degree attainment, and vertical transfer. Speaking with faculty about academic matters improved short- and long-term outcomes, while engaging in study groups and clubs improved early outcomes, with less sizeable long-term impacts. The findings highlight the need for continued inquiry into community college engagement using longitudinal data with detailed engagement and outcome measures to determine best practices.</p>","PeriodicalId":47732,"journal":{"name":"Review of Higher Education","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/rhe.2019.0001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10220851","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2014-01-01DOI: 10.1007/978-981-10-0315-8_8
K. Mestan, A. Harvey
{"title":"The Higher Education Continuum: Access, Achievement and Outcomes among Students from Non- English Speaking Backgrounds.","authors":"K. Mestan, A. Harvey","doi":"10.1007/978-981-10-0315-8_8","DOIUrl":"https://doi.org/10.1007/978-981-10-0315-8_8","url":null,"abstract":"","PeriodicalId":47732,"journal":{"name":"Review of Higher Education","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2014-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86776341","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 : 2014-01-01DOI: 10.1142/9789813200807_0014
K. Soh
{"title":"Problems of Indicator Weights and Multicolinearity in World University Rankings: Comparisons of Three Systems.","authors":"K. Soh","doi":"10.1142/9789813200807_0014","DOIUrl":"https://doi.org/10.1142/9789813200807_0014","url":null,"abstract":"","PeriodicalId":47732,"journal":{"name":"Review of Higher Education","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2014-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74058451","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 : 2013-04-01DOI: 10.1108/978-1-83982-498-220201004
T. Bourner, L. Heath, A. Rospigliosi
This paper explores the concept of a 'fully-functioning university' focusing on what this implies for the education of university stuents. The 'tri-partite' mission of a university are discussed: subject-centred Higher Education, student-centred Higher Education and society-centred Higher Education.
{"title":"The Fully Functioning University and its Higher Education","authors":"T. Bourner, L. Heath, A. Rospigliosi","doi":"10.1108/978-1-83982-498-220201004","DOIUrl":"https://doi.org/10.1108/978-1-83982-498-220201004","url":null,"abstract":"This paper explores the concept of a 'fully-functioning university' focusing on what this implies for the education of university stuents. The 'tri-partite' mission of a university are discussed: subject-centred Higher Education, student-centred Higher Education and society-centred Higher Education.","PeriodicalId":47732,"journal":{"name":"Review of Higher Education","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2013-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75761330","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 : 2012-01-01DOI: 10.1142/9789813200807_0003
K. Soh
{"title":"Profiling Universities, Not Only Ranking Them: Maximising the Information of Predictors.","authors":"K. Soh","doi":"10.1142/9789813200807_0003","DOIUrl":"https://doi.org/10.1142/9789813200807_0003","url":null,"abstract":"","PeriodicalId":47732,"journal":{"name":"Review of Higher Education","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2012-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85940169","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}
Using the National Education Longitudinal Study, this study explored various factors that predicted bachelor’s degree attainment among rural youth attending a four-year institution. Results showed that Hispanic origin, family income, parental educational expectations, the rigor of the high school curriculum, timing and intensity of college enrollment, and participation in Greek social clubs were significant predictors. Contrary to expectations, gender, parental education, family structure, number of siblings, institutional features of the college first attended, and participation in intramural athletics and student government were insignificant predictors. The discussion highlights implications for secondary and postsecondary policies.
{"title":"Predictors of Bachelor's Degree Completion among Rural Students at Four-Year Institutions.","authors":"Soo-Yong Byun, Matthew J Irvin, Judith L Meece","doi":"10.1353/rhe.2012.0023","DOIUrl":"https://doi.org/10.1353/rhe.2012.0023","url":null,"abstract":"Using the National Education Longitudinal Study, this study explored various factors that predicted bachelor’s degree attainment among rural youth attending a four-year institution. Results showed that Hispanic origin, family income, parental educational expectations, the rigor of the high school curriculum, timing and intensity of college enrollment, and participation in Greek social clubs were significant predictors. Contrary to expectations, gender, parental education, family structure, number of siblings, institutional features of the college first attended, and participation in intramural athletics and student government were insignificant predictors. The discussion highlights implications for secondary and postsecondary policies.","PeriodicalId":47732,"journal":{"name":"Review of Higher Education","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2012-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/rhe.2012.0023","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"32021201","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2011-01-01DOI: 10.1142/9789813200807_0001
K. Soh
{"title":"Don’t read university rankings like reading football league tables: Taking a close look at the indicators","authors":"K. Soh","doi":"10.1142/9789813200807_0001","DOIUrl":"https://doi.org/10.1142/9789813200807_0001","url":null,"abstract":"","PeriodicalId":47732,"journal":{"name":"Review of Higher Education","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2011-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90066986","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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