{"title":"匹配途径与大学毕业:学业不匹配的多维纵向框架","authors":"Dafna Gelbgiser, Sigal Alon","doi":"10.1177/00380407241238726","DOIUrl":null,"url":null,"abstract":"Academic mismatch, the incompatibility between applicants’/students’ aptitude and their desired/current academic program, is considered a key predictor of degree attainment. Evaluations of this link tend to be cross-sectional, however, focusing on specific stages of the college pipeline and ignoring mismatch at prior or later stages and their potential outcomes. We developed and tested a longitudinal and multidimensional framework that classifies mismatches along the college pipeline by direction (match, overmatch, undermatch) and stage (application, admission, enrollment). We combined them into match pathways and evaluated how these configurations shape graduation outcomes. Analyses of administrative data on all applicants and students at universities in Israel between 1998 and 2003 demonstrate the added value of this framework. We show that academic mismatch is substantially more prevalent and complex than previously depicted, with only a third of all students fully matched at all stages. Mismatch at each stage affects graduation chances, but the effect is also path-dependent. Thus, it is important to study the entire match pathway to understand how academic mismatch shapes inequality in graduation outcomes. Our findings have important implications for policies designed to increase degree attainment and diversity.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":null,"pages":null},"PeriodicalIF":3.3000,"publicationDate":"2024-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Match Pathways and College Graduation: A Longitudinal and Multidimensional Framework for Academic Mismatch\",\"authors\":\"Dafna Gelbgiser, Sigal Alon\",\"doi\":\"10.1177/00380407241238726\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Academic mismatch, the incompatibility between applicants’/students’ aptitude and their desired/current academic program, is considered a key predictor of degree attainment. Evaluations of this link tend to be cross-sectional, however, focusing on specific stages of the college pipeline and ignoring mismatch at prior or later stages and their potential outcomes. We developed and tested a longitudinal and multidimensional framework that classifies mismatches along the college pipeline by direction (match, overmatch, undermatch) and stage (application, admission, enrollment). We combined them into match pathways and evaluated how these configurations shape graduation outcomes. Analyses of administrative data on all applicants and students at universities in Israel between 1998 and 2003 demonstrate the added value of this framework. We show that academic mismatch is substantially more prevalent and complex than previously depicted, with only a third of all students fully matched at all stages. Mismatch at each stage affects graduation chances, but the effect is also path-dependent. Thus, it is important to study the entire match pathway to understand how academic mismatch shapes inequality in graduation outcomes. Our findings have important implications for policies designed to increase degree attainment and diversity.\",\"PeriodicalId\":51398,\"journal\":{\"name\":\"Sociology of Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.3000,\"publicationDate\":\"2024-04-09\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Sociology of Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1177/00380407241238726\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Sociology of Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/00380407241238726","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Match Pathways and College Graduation: A Longitudinal and Multidimensional Framework for Academic Mismatch
Academic mismatch, the incompatibility between applicants’/students’ aptitude and their desired/current academic program, is considered a key predictor of degree attainment. Evaluations of this link tend to be cross-sectional, however, focusing on specific stages of the college pipeline and ignoring mismatch at prior or later stages and their potential outcomes. We developed and tested a longitudinal and multidimensional framework that classifies mismatches along the college pipeline by direction (match, overmatch, undermatch) and stage (application, admission, enrollment). We combined them into match pathways and evaluated how these configurations shape graduation outcomes. Analyses of administrative data on all applicants and students at universities in Israel between 1998 and 2003 demonstrate the added value of this framework. We show that academic mismatch is substantially more prevalent and complex than previously depicted, with only a third of all students fully matched at all stages. Mismatch at each stage affects graduation chances, but the effect is also path-dependent. Thus, it is important to study the entire match pathway to understand how academic mismatch shapes inequality in graduation outcomes. Our findings have important implications for policies designed to increase degree attainment and diversity.
期刊介绍:
Sociology of Education (SOE) provides a forum for studies in the sociology of education and human social development. SOE publishes research that examines how social institutions and individuals’ experiences within these institutions affect educational processes and social development. Such research may span various levels of analysis, ranging from the individual to the structure of relations among social and educational institutions. In an increasingly complex society, important educational issues arise throughout the life cycle.