Pub Date : 2023-11-14DOI: 10.1080/00221546.2023.2266354
Zhamilya Mukasheva, Sofia Collignon, Ursula Hackett
Tuition levels in the US have been rising at an above-the-inflation pace, leading to spiraling student debt levels and negative effects on students’ well-being. While student outcomes of rising tuition are well known, the political reasons behind the decisions of policy makers to contain tuition increases or not remain poorly understood. In this article, we focus on electoral accountability that policy makers face for rising tuition by examining voters’ reactions. Using a survey experiment with a sample of US adults (N = 1040), we show that clarity of responsibility is an important factor affecting reactions to rising tuition levels. When voters are informed about the role of the government in tuition setting, they are more likely to vote out policy makers responsible for cuts in funding. We show a similar relationship in observational data using a nationally representative survey from Cooperative Congressional Election Study. State governors’ approval is lower in states where tuition levels increased recently, and the relationship is moderated by the visibility of government in tuition-setting. By demonstrating that policy makers face repercussions for rising tuition but are able to avoid blame in certain conditions, we contribute to scholarly understanding of preferences of policy makers in higher education.
{"title":"Electoral Accountability for Rising Tuition in the US: Evidence from a Survey Experiment and Observational Data","authors":"Zhamilya Mukasheva, Sofia Collignon, Ursula Hackett","doi":"10.1080/00221546.2023.2266354","DOIUrl":"https://doi.org/10.1080/00221546.2023.2266354","url":null,"abstract":"Tuition levels in the US have been rising at an above-the-inflation pace, leading to spiraling student debt levels and negative effects on students’ well-being. While student outcomes of rising tuition are well known, the political reasons behind the decisions of policy makers to contain tuition increases or not remain poorly understood. In this article, we focus on electoral accountability that policy makers face for rising tuition by examining voters’ reactions. Using a survey experiment with a sample of US adults (N = 1040), we show that clarity of responsibility is an important factor affecting reactions to rising tuition levels. When voters are informed about the role of the government in tuition setting, they are more likely to vote out policy makers responsible for cuts in funding. We show a similar relationship in observational data using a nationally representative survey from Cooperative Congressional Election Study. State governors’ approval is lower in states where tuition levels increased recently, and the relationship is moderated by the visibility of government in tuition-setting. By demonstrating that policy makers face repercussions for rising tuition but are able to avoid blame in certain conditions, we contribute to scholarly understanding of preferences of policy makers in higher education.","PeriodicalId":54209,"journal":{"name":"Journal of Higher Education","volume":"54 14","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134901614","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-02DOI: 10.1080/00221546.2023.2270105
Cinthya Salazar, Cindy Barahona, Francesco Yepez-Coello
ABSTRACTIn this longitudinal qualitative study, we examined how 23 undocumented college students with and without DACA navigated the college graduation process and transitioned out of higher education. Despite the growing number of undocumented students with and without DACA enrolling and graduating from college over the past 10 years, few studies have been conducted about this significant life event that can involve numerous new challenges and opportunities for them. We used Schlossberg’s (2008) transition theory to design the study and analyze our data. We found that undocumented students with and without DACA perceived their transition out of higher education as an expected change with unanticipated conditions and non-events out of their control. Surprisingly, the data showed that having DACA did not translate into more stability for participants at the time of graduation. The uncertainty connected to participants’ immigration status, coupled with the ambiguous sociopolitical climate and the COVID-19 pandemic, continuously created unpredictable situations that clouded their ability to navigate the changes with confidence. In this article we present our findings through two in-depth participant narratives to bolster humanizing and counterstorytelling practices in higher education scholarship. We offer implication for research, policy, and practice.KEYWORDS: Undocumented college studentscollege graduationtransitionsSchlossbergCOVID- 19 pandemiccounterstorytellingparticipatory action research Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. Currently, new DACA applications are not being accepted. Only, DACA renewals are being processed (USCIS, Citation2023).2. Recognizing the harmful impact terms like and have on undocumented people, we strike them through when referencing the work of scholars who use such terminology. Within our scholarship we do not use such terms to avoid the dehumanization and criminalization of undocumented communities.Additional informationFundingThis work was supported by the Texas A&M University.
{"title":"Where Do I Go from Here? Examining the Transition of Undocumented Students Graduating from College","authors":"Cinthya Salazar, Cindy Barahona, Francesco Yepez-Coello","doi":"10.1080/00221546.2023.2270105","DOIUrl":"https://doi.org/10.1080/00221546.2023.2270105","url":null,"abstract":"ABSTRACTIn this longitudinal qualitative study, we examined how 23 undocumented college students with and without DACA navigated the college graduation process and transitioned out of higher education. Despite the growing number of undocumented students with and without DACA enrolling and graduating from college over the past 10 years, few studies have been conducted about this significant life event that can involve numerous new challenges and opportunities for them. We used Schlossberg’s (2008) transition theory to design the study and analyze our data. We found that undocumented students with and without DACA perceived their transition out of higher education as an expected change with unanticipated conditions and non-events out of their control. Surprisingly, the data showed that having DACA did not translate into more stability for participants at the time of graduation. The uncertainty connected to participants’ immigration status, coupled with the ambiguous sociopolitical climate and the COVID-19 pandemic, continuously created unpredictable situations that clouded their ability to navigate the changes with confidence. In this article we present our findings through two in-depth participant narratives to bolster humanizing and counterstorytelling practices in higher education scholarship. We offer implication for research, policy, and practice.KEYWORDS: Undocumented college studentscollege graduationtransitionsSchlossbergCOVID- 19 pandemiccounterstorytellingparticipatory action research Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. Currently, new DACA applications are not being accepted. Only, DACA renewals are being processed (USCIS, Citation2023).2. Recognizing the harmful impact terms like and have on undocumented people, we strike them through when referencing the work of scholars who use such terminology. Within our scholarship we do not use such terms to avoid the dehumanization and criminalization of undocumented communities.Additional informationFundingThis work was supported by the Texas A&M University.","PeriodicalId":54209,"journal":{"name":"Journal of Higher Education","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135934008","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-31DOI: 10.1080/00221546.2023.2264463
Jude Paul Matias Dizon
{"title":"“People That Look Like Me Commit Crime”: Racial Beliefs Among Campus Police Officers","authors":"Jude Paul Matias Dizon","doi":"10.1080/00221546.2023.2264463","DOIUrl":"https://doi.org/10.1080/00221546.2023.2264463","url":null,"abstract":"","PeriodicalId":54209,"journal":{"name":"Journal of Higher Education","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135871484","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-05DOI: 10.1080/00221546.2023.2259773
Claudia García-Louis, Stephen Santa-Ramirez, Juanita K. Hinojosa
ABSTRACTDespite the racial, ethnic, linguistic, geographic, and cultural heterogeneity of LatinXs, extant educational research positions them as a monoracial, and oftentimes monolithic, group. Most research on LatinXs primarily focuses on mestizX-identified individuals. Inadvertently, the presence and experiences AfroLatinXs have largely been invisibilized. The limited research on AfroLatinXs in higher education mostly presents the experiences of students. Minimal published empirical research centers on the lived experiences of AfroLatinXs working in higher education. This study seeks to address this gap by exploring the racialized educational and professional experiences of self-identified AfroLatinX higher education professionals. Findings reveal how they experience an outsider–insider paradox that amounts to (in)visibility, lack of recognition in both Black and LatinX circles, and how language is utilized as a tool of exclusion and inclusion. Collaborators underscore how their racialized experiences motivated them to pursue a career in higher education.KEYWORDS: AfroLatinX, facultyhigher education professionalsracializationLatinX heterogeneitynepantlathe fact of AfroLatinidad Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. The signifier of LatinX, is utilized as opposed to Latina/o, Latin@, and even Latinx. The “X complicates and makes space for discussions that do not solely rely on binary configurations” (Milian, Citation2019, p. 2). It accounts for the experience in the labor force and geographic crossings; placing emphasis on an X represents the liminality of LatinX in the United States.2. The terms Afro-Latin American, Afro-Latino/a, and Afro-Latin@ are referenced throughout the literature; however, in this study we employ the use of AfroLatinX for the same reasons we use LatinX. The hyphen is removed to counter the imposition of a hyphenated identity.
{"title":"(In)visibility to Advocacy: The Insider–Outsider Experiences of AfroLatinX Higher Education Professionals","authors":"Claudia García-Louis, Stephen Santa-Ramirez, Juanita K. Hinojosa","doi":"10.1080/00221546.2023.2259773","DOIUrl":"https://doi.org/10.1080/00221546.2023.2259773","url":null,"abstract":"ABSTRACTDespite the racial, ethnic, linguistic, geographic, and cultural heterogeneity of LatinXs, extant educational research positions them as a monoracial, and oftentimes monolithic, group. Most research on LatinXs primarily focuses on mestizX-identified individuals. Inadvertently, the presence and experiences AfroLatinXs have largely been invisibilized. The limited research on AfroLatinXs in higher education mostly presents the experiences of students. Minimal published empirical research centers on the lived experiences of AfroLatinXs working in higher education. This study seeks to address this gap by exploring the racialized educational and professional experiences of self-identified AfroLatinX higher education professionals. Findings reveal how they experience an outsider–insider paradox that amounts to (in)visibility, lack of recognition in both Black and LatinX circles, and how language is utilized as a tool of exclusion and inclusion. Collaborators underscore how their racialized experiences motivated them to pursue a career in higher education.KEYWORDS: AfroLatinX, facultyhigher education professionalsracializationLatinX heterogeneitynepantlathe fact of AfroLatinidad Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. The signifier of LatinX, is utilized as opposed to Latina/o, Latin@, and even Latinx. The “X complicates and makes space for discussions that do not solely rely on binary configurations” (Milian, Citation2019, p. 2). It accounts for the experience in the labor force and geographic crossings; placing emphasis on an X represents the liminality of LatinX in the United States.2. The terms Afro-Latin American, Afro-Latino/a, and Afro-Latin@ are referenced throughout the literature; however, in this study we employ the use of AfroLatinX for the same reasons we use LatinX. The hyphen is removed to counter the imposition of a hyphenated identity.","PeriodicalId":54209,"journal":{"name":"Journal of Higher Education","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135480906","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-05DOI: 10.1080/00221546.2023.2259772
Rosemary J. Perez, Angie Kim, Amber Williams, Raúl Gámez, Jarett D. Haley, Christian Feliciano
ABSTRACTGrounding our work in shared commitments to community care, our collective of racially minoritized higher education scholars aims to resist the often overly competitive and isolating nature of research teams in graduate education. Our commitments to community care are also in opposition to a hyperfocus on productivity as a measure of success in the academy. In this collaborative autoethnography, we reflected upon and made meaning of our experiences as a research team of racially minoritized scholars at a predominantly white institution who are striving to enact our commitments to community care. Using socialization and the theory of refusal as guiding frameworks, we identified three concepts that were vital to our efforts as a team: (a) holding space for racialization and resistance, (b) deliberate centering of the collective learning process and co-construction of knowledge, and (c) acknowledging the tension between production pressures and maintaining relationships. Our findings highlight how research teams can serve as sites of connection, refusal, and resistance for racially minoritized scholars in higher education. By committing to mutuality and our humanity, we also illustrate how research teams can be used to imagine and create new futures in the academy.KEYWORDS: Graduate educationsocializationrefusalresearch teamsideal worker AcknowledgmentsThank you to Kati Lebioda, Liz Jones, Judy Kim, and Laura Lee Smith for the gift of their presence and partnership as new and former members of our research team.Disclosure statementNo potential conflict of interest was reported by the author(s).
摘要基于对社区关怀的共同承诺，我们的少数种族高等教育学者集体旨在抵制研究生教育中研究团队经常过度竞争和孤立的性质。我们对社区护理的承诺也与过度关注生产力作为衡量学院成功的标准相反。在这个合作的自我民族志中，我们反思了我们作为一个由少数种族学者组成的研究团队在一个以白人为主的机构中努力实现我们对社区关怀的承诺，并为我们的经历赋予了意义。利用社会化和拒绝理论作为指导框架，我们确定了三个对我们作为一个团队的努力至关重要的概念:(a)为种族化和抵抗提供空间;(b)有意识地以集体学习过程和知识的共同构建为中心;(c)承认生产压力和维持关系之间的紧张关系。我们的研究结果强调了研究团队如何成为高等教育中少数族裔学者联系、拒绝和抵抗的场所。通过致力于相互关系和我们的人性，我们也说明了如何利用研究团队来想象和创造学术界的新未来。关键词:研究生教育社会化拒绝研究团队员工致谢感谢Kati Lebioda, Liz Jones, Judy Kim和Laura Lee Smith作为我们研究团队的新成员和前任成员的到来和合作。披露声明作者未报告潜在的利益冲突。
{"title":"Building Capacity for Collective Possibilities: Reimagining Research Teams in Higher Education","authors":"Rosemary J. Perez, Angie Kim, Amber Williams, Raúl Gámez, Jarett D. Haley, Christian Feliciano","doi":"10.1080/00221546.2023.2259772","DOIUrl":"https://doi.org/10.1080/00221546.2023.2259772","url":null,"abstract":"ABSTRACTGrounding our work in shared commitments to community care, our collective of racially minoritized higher education scholars aims to resist the often overly competitive and isolating nature of research teams in graduate education. Our commitments to community care are also in opposition to a hyperfocus on productivity as a measure of success in the academy. In this collaborative autoethnography, we reflected upon and made meaning of our experiences as a research team of racially minoritized scholars at a predominantly white institution who are striving to enact our commitments to community care. Using socialization and the theory of refusal as guiding frameworks, we identified three concepts that were vital to our efforts as a team: (a) holding space for racialization and resistance, (b) deliberate centering of the collective learning process and co-construction of knowledge, and (c) acknowledging the tension between production pressures and maintaining relationships. Our findings highlight how research teams can serve as sites of connection, refusal, and resistance for racially minoritized scholars in higher education. By committing to mutuality and our humanity, we also illustrate how research teams can be used to imagine and create new futures in the academy.KEYWORDS: Graduate educationsocializationrefusalresearch teamsideal worker AcknowledgmentsThank you to Kati Lebioda, Liz Jones, Judy Kim, and Laura Lee Smith for the gift of their presence and partnership as new and former members of our research team.Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":54209,"journal":{"name":"Journal of Higher Education","volume":"74 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135481575","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-05DOI: 10.1080/00221546.2023.2265285
Desiree Forsythe
ABSTRACTThere is a mountain of evidence demonstrating that students with marginalized, i.e. purposefully socially excluded, identities experience significantly worse academic and social outcomes in STEM disciplines. However, there has been less attention on how white women, who experience sexism due to their gender but are privileged due to their race, simultaneously contribute to and play a role in dismantling systemic racism. In this study, I used constructivist grounded theory to explore the process through which white women in STEM commit to racial justice both within and outside of their disciplines. Interviews with 36 white women in STEM across a range of disciplines helped build an emergent model that illustrated how participants advanced through three stages to move toward actionable anti-racist commitment. However, many participants struggled to connect STEM with their anti-racist practice, as many STEM disciplines lacked anti-racism curriculum and/or the ability to practice anti-racism within STEM. This model helps illustrate the complex process in which white women in STEM become committed to racial justice. Within STEM specifically, this research has direct implications for the importance of adding social contexts and anti-racist material directly into STEM curricula to foster anti-racist practices for future STEM professionals.KEYWORDS: White supremacyanti-racismSTEMwomenactivism Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. In the context of this paper, marginalized focuses specifically on students who are white non-men or people of color. However, it is important to note that there are many marginalized students within STEM, including students with disabilities, students who are LGBGTQ+, and those who hold intersectional identities.
{"title":"Committing to Racial Justice as a White Woman in STEM: Using Constructivist Grounded Theory to Explore White Activism","authors":"Desiree Forsythe","doi":"10.1080/00221546.2023.2265285","DOIUrl":"https://doi.org/10.1080/00221546.2023.2265285","url":null,"abstract":"ABSTRACTThere is a mountain of evidence demonstrating that students with marginalized, i.e. purposefully socially excluded, identities experience significantly worse academic and social outcomes in STEM disciplines. However, there has been less attention on how white women, who experience sexism due to their gender but are privileged due to their race, simultaneously contribute to and play a role in dismantling systemic racism. In this study, I used constructivist grounded theory to explore the process through which white women in STEM commit to racial justice both within and outside of their disciplines. Interviews with 36 white women in STEM across a range of disciplines helped build an emergent model that illustrated how participants advanced through three stages to move toward actionable anti-racist commitment. However, many participants struggled to connect STEM with their anti-racist practice, as many STEM disciplines lacked anti-racism curriculum and/or the ability to practice anti-racism within STEM. This model helps illustrate the complex process in which white women in STEM become committed to racial justice. Within STEM specifically, this research has direct implications for the importance of adding social contexts and anti-racist material directly into STEM curricula to foster anti-racist practices for future STEM professionals.KEYWORDS: White supremacyanti-racismSTEMwomenactivism Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. In the context of this paper, marginalized focuses specifically on students who are white non-men or people of color. However, it is important to note that there are many marginalized students within STEM, including students with disabilities, students who are LGBGTQ+, and those who hold intersectional identities.","PeriodicalId":54209,"journal":{"name":"Journal of Higher Education","volume":"159 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135482648","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-27DOI: 10.1080/00221546.2023.2241331
Xiaodan Hu, Hsun-Yu Chan
ABSTRACTGuided by the STEM pathway model, our study hypothesizes that dual enrollment can serve as an effective strategy to improve and equalize college students’ access to STEM programs. We analyzed a nationally representative dataset to disaggregate the influence of dual enrollment course-taking (i.e. participation, dual credits in Math/Science, number of dual credits) on students’ STEM major selection, with a focus on traditionally underrepresented students in STEM. We found that taking dual enrollment courses in general is positively associated with the probability of majoring in STEM, especially at the baccalaureate level. However, taking dual enrollment courses in Math/Science is not associated with the probability of majoring in STEM when compared with students with no dual enrollment courses in Math/Science. The relationship between dual enrollment course-taking and STEM outcomes varies across different student background groups: It is consistently positive for students of higher household income to major in STEM but not statistically significant for low-income students. We discussed practical implications and future research with a focus on the role dual enrollment plays in advancing postsecondary STEM access.KEYWORDS: Dual enrollmentSTEMcollege major choicesociodemographic backgroundHigh School Longitudinal Study Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. Specifically, the multiple imputation procedure addressed missing values in the control variables: race/ethnicity (3.8%), SES (6.8%), high school GPA (7.4%), educational expectations (7.5%), highest math level (7.2%), the number of AP/IB credits (4.4%), and intent to major in STEM (6.9%), respectively.2. Because the HSLS data does not properly report gender identity (Marine, Citation2011), we use students’ sex assigned at birth as a binary indicator to create the subgroups.3. Due to the relatively small and unbalanced number of treated observations in each racial/ethnic group, we were unable to conduct subgroup analyses using propensity score models based on individual racial/ethnic groups. Thus, we had to aggregate racially minoritized groups based on their student-of-color status. We first defined students of color as students who identify as non-White. In additional analyses, we excluded Asian American students from the sub-sample given their relatively high performance in STEM fields (National Center of Educational Statistics [NCES], Citation2022).4. The readers should be cautioned that, due to the treatment transformation, it is challenging to interpret the coefficients in the context of DE credits earned. Additionally, these commands are not supported by the svy prefix to account for complex survey data, the dose-response model only provides suggestive evidence, without generalization to the broader population. Given these methodological challenges, we present the dose-response findings as supplemental analyses in Appendix D.Additi
{"title":"Preparing for the STEM Pathways? Dual Enrollment and College Major Choice in STEM","authors":"Xiaodan Hu, Hsun-Yu Chan","doi":"10.1080/00221546.2023.2241331","DOIUrl":"https://doi.org/10.1080/00221546.2023.2241331","url":null,"abstract":"ABSTRACTGuided by the STEM pathway model, our study hypothesizes that dual enrollment can serve as an effective strategy to improve and equalize college students’ access to STEM programs. We analyzed a nationally representative dataset to disaggregate the influence of dual enrollment course-taking (i.e. participation, dual credits in Math/Science, number of dual credits) on students’ STEM major selection, with a focus on traditionally underrepresented students in STEM. We found that taking dual enrollment courses in general is positively associated with the probability of majoring in STEM, especially at the baccalaureate level. However, taking dual enrollment courses in Math/Science is not associated with the probability of majoring in STEM when compared with students with no dual enrollment courses in Math/Science. The relationship between dual enrollment course-taking and STEM outcomes varies across different student background groups: It is consistently positive for students of higher household income to major in STEM but not statistically significant for low-income students. We discussed practical implications and future research with a focus on the role dual enrollment plays in advancing postsecondary STEM access.KEYWORDS: Dual enrollmentSTEMcollege major choicesociodemographic backgroundHigh School Longitudinal Study Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. Specifically, the multiple imputation procedure addressed missing values in the control variables: race/ethnicity (3.8%), SES (6.8%), high school GPA (7.4%), educational expectations (7.5%), highest math level (7.2%), the number of AP/IB credits (4.4%), and intent to major in STEM (6.9%), respectively.2. Because the HSLS data does not properly report gender identity (Marine, Citation2011), we use students’ sex assigned at birth as a binary indicator to create the subgroups.3. Due to the relatively small and unbalanced number of treated observations in each racial/ethnic group, we were unable to conduct subgroup analyses using propensity score models based on individual racial/ethnic groups. Thus, we had to aggregate racially minoritized groups based on their student-of-color status. We first defined students of color as students who identify as non-White. In additional analyses, we excluded Asian American students from the sub-sample given their relatively high performance in STEM fields (National Center of Educational Statistics [NCES], Citation2022).4. The readers should be cautioned that, due to the treatment transformation, it is challenging to interpret the coefficients in the context of DE credits earned. Additionally, these commands are not supported by the svy prefix to account for complex survey data, the dose-response model only provides suggestive evidence, without generalization to the broader population. Given these methodological challenges, we present the dose-response findings as supplemental analyses in Appendix D.Additi","PeriodicalId":54209,"journal":{"name":"Journal of Higher Education","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135536475","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-26DOI: 10.1080/00221546.2023.2250694
Rodrigo A. Rodríguez-Fuentes, David O’Neil
Given recent study abroad trends, Latin America (LATAM) offers untapped potential to contribute to U.S. campus internationalization. To diversify student populations and increase enrollment from LATAM, stakeholders should consider the language, academic, and cultural experiences of LATAM students admitted to U.S. graduate schools. This study bridges the gap between higher education institutions and potential students. To do so, mixed methods were employed to analyze the following: (1) responses to a 67-question survey completed by LATAM graduate students (n = 126) studying abroad at a large public R1 university in the Midwest, (2) TOEFL scores, and (3) transcripts of 13 follow-up interviews about academic, cultural, and socioeconomic backgrounds. Results underscore the importance of effective English language instruction during college years to help students meet graduate school admission scores, especially in cases where K-12 English language training was inadequate. The study considers the extent to which participants became part of a community of practice, characterized by attributes such as language proficiency, high levels of achievement, and personal investment in education.
{"title":"Underprepared Overachievers: A Study of Latin American Graduate Students Studying Abroad in the United States","authors":"Rodrigo A. Rodríguez-Fuentes, David O’Neil","doi":"10.1080/00221546.2023.2250694","DOIUrl":"https://doi.org/10.1080/00221546.2023.2250694","url":null,"abstract":"Given recent study abroad trends, Latin America (LATAM) offers untapped potential to contribute to U.S. campus internationalization. To diversify student populations and increase enrollment from LATAM, stakeholders should consider the language, academic, and cultural experiences of LATAM students admitted to U.S. graduate schools. This study bridges the gap between higher education institutions and potential students. To do so, mixed methods were employed to analyze the following: (1) responses to a 67-question survey completed by LATAM graduate students (n = 126) studying abroad at a large public R1 university in the Midwest, (2) TOEFL scores, and (3) transcripts of 13 follow-up interviews about academic, cultural, and socioeconomic backgrounds. Results underscore the importance of effective English language instruction during college years to help students meet graduate school admission scores, especially in cases where K-12 English language training was inadequate. The study considers the extent to which participants became part of a community of practice, characterized by attributes such as language proficiency, high levels of achievement, and personal investment in education.","PeriodicalId":54209,"journal":{"name":"Journal of Higher Education","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134886385","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-20DOI: 10.1080/00221546.2023.2251867
Andrea B. Burridge, Lyle McKinney, Gerald V. Bourdeau, Mimi M. Lee, Yolanda M. Barnes
ABSTRACTEstablishing early academic momentum via credit accumulation is strongly associated with community college student success. Using data from one of the nation’s largest and most racially diverse community college systems, our quasi-experimental study examined how different first-semester credit loads influenced persistence. For part-time students (less than 12 semester credit hours), enrolling in one additional course (3 more credits) significantly improved their chances of persistence to the subsequent term and next academic year. For part-time students, an increased credit load was significantly and positively related to persistence. However, for full-time students, an increase from 12 to 15 credits was not related to persistence. These patterns were consistent across subgroups by students’ level of academic preparation (developmental education status) and degree objective (workforce credential or transfer associate degree). Moreover, the increased course load did not significantly hinder students’ early academic performance as measured by GPA for any group and in some cases was related to increased GPA. We discuss the implications of these findings for academic advising, course scheduling, and completion initiatives at community colleges.KEYWORDS: Community college15-to-finish programsacademic momentumenrollment intensitypropensity score matchingTexas Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. At the time of our study, Texas used the Texas Success Initiative Assessment to assess students’ college-ready status in reading, writing, and mathematics. In response to a Predictive Validity Placement study, the statewide minimum passing standards to determine college-readiness were decreased (Morgan & Morales-Vale, Citation2017). Prior to that policy change, 58% of UCC’s entering students were deemed not college-ready in one or more subject areas.Additional informationFundingThis work was supported by the Greater Texas Foundation under Grant [38055493]. The opinions expressed in this report are those of the authors and do not necessarily reflect the views of Greater Texas Foundation or any director, officer or employee thereof.
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Pub Date : 2023-09-19DOI: 10.1080/00221546.2023.2251865
Xueli Wang, Ayse Okur, Xiwei Zhu, Yen Lee
ABSTRACTIn this study, we interrogated the efforts adopted by community and technical colleges in a Midwestern state to address racial inequities since the onset of COVID-19. We analyzed such efforts reported in institutional newsletters and associated media through critical content analysis supported by text mining techniques. Our findings demonstrate a notable reckoning with racial inequities on the part of institutional leaders and stakeholders. However, many initiatives remain short-term solutions and are detached from a holistic equity focus. This study challenges community and technical college leadership to reimagine their policies, structures, and practices toward advancing racial equity.KEYWORDS: COVID-19 crisiscommunity collegetechnical collegeracial equitycritical content analysis AcknowledgmentsThe authors are grateful for valuable input and feedback by Turina Bakken, Mary Ellen Kraus, Kelly Wickersham, Ben Konruff, as well as editors and anonymous reviewers of the Journal of Higher Education.Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. While in the scholarly literature the term “community college” is often used to broadly include most public “2-year” institutions, in practice, this term does not resonate with some of the institutions with workforce development as a primary mission, often with the word “technical” in their institutions’ names. To be more precise and to honor practitioner colleagues’ positionality and varying mission priorities, we use the term “community and technical college” in our study to mirror the differences in the missions and functions of public “2-year” colleges.2. Our choice of critical content analysis, as opposed to critical discourse analysis — an equally valuable approach that often represents a “competing” choice — is grounded within our research questions that center communicated content and its embedded values and ideologies, as opposed to discursive practices by different groups. While both types of analysis focus on communication and both offer insights into power dynamics and ideology, critical content analysis deals with the content of communication to uncover hidden power relations and ideologies (Jackson & Mazzei, Citation2012), while critical discourse analysis examines the social context in which communication occurs and the discursive practices used by different groups (Blommaert & Bulcaen, Citation2000).3. Among the 76 entries, five of them were from the institutions’ websites, four from national media sources, and 67 from local media websites.4. We also examined pre-pandemic newsletters (2018–2020) using R programming and generated the frequency of the key terms that appeared in the newsletters. The results showed that the term “race” or related terms only appeared 10 times in 82 newsletters during that two-year period. Additionally, the term “equity” or related terms appeared only twice, and “scholarship” in support of Students of Color only
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