上大学还是破产,或者两者兼而有之:大衰退对黑人和拉丁裔年轻人大学入学率的影响

IF 1.7 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Journal of Research on Educational Effectiveness Pub Date : 2022-04-26 DOI:10.1080/19345747.2022.2054885
Tolani A. Britton
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摘要

摘要:本文着眼于经济大衰退是否导致了18-24岁学生的两年制和四年制大学入学模式的变化。特别是,我研究了黑人和拉丁裔学生的入学概率是如何变化的。目前还不清楚大衰退是否会增加或减少这些人群的大学入学率。一方面,较高的失业率可能促使人们上大学,但另一方面,信贷可用性的降低可能会降低个人支付成本的能力。我使用2002年至2012年的当前人口调查(CPS)十月教育补刊作为数据源,使用不同州经济衰退的严重程度来比较在经济衰退期间失业率增长相对较大的州,入学率的变化情况。我发现,大衰退开始后,黑人学生上大学的可能性增加了。有一些微弱的证据表明,拉丁裔学生的入学人数可能有所增加。在失业率高于平均水平的州,入学的可能性并不大。
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College or Bust… or Both: The Effects of the Great Recession on College Enrollment for Black and Latinx Young Adults
Abstract This article looks at whether the Great Recession led to changes in two-year and four-year college enrollment patterns for students aged 18–24. In particular, I examine how the probability of enrollment changed for Black and Latinx students. It is not initially clear whether the Great Recession would increase or decrease college enrollment for these populations. On the one hand, higher unemployment rates could prompt people to enroll in college, but on the other, reduced credit availability could decrease an individual’s ability to cover costs. I use the severity of the recession in different states to compare how enrollment changed in states that had relatively larger increases in the unemployment rates during the recession using the Current Population Survey (CPS) October Education supplements from 2002 to 2012 as the data source. I find that the probability of college enrollment increased after the onset of the Great Recession for Black students. There is some weak evidence that enrollment might have increased for Latinx students. Enrollment was not more likely in states with higher than average unemployment rates.
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来源期刊
Journal of Research on Educational Effectiveness
Journal of Research on Educational Effectiveness EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.00
自引率
11.10%
发文量
37
期刊介绍: As the flagship publication for the Society for Research on Educational Effectiveness, the Journal of Research on Educational Effectiveness (JREE) publishes original articles from the multidisciplinary community of researchers who are committed to applying principles of scientific inquiry to the study of educational problems. Articles published in JREE should advance our knowledge of factors important for educational success and/or improve our ability to conduct further disciplined studies of pressing educational problems. JREE welcomes manuscripts that fit into one of the following categories: (1) intervention, evaluation, and policy studies; (2) theory, contexts, and mechanisms; and (3) methodological studies. The first category includes studies that focus on process and implementation and seek to demonstrate causal claims in educational research. The second category includes meta-analyses and syntheses, descriptive studies that illuminate educational conditions and contexts, and studies that rigorously investigate education processes and mechanism. The third category includes studies that advance our understanding of theoretical and technical features of measurement and research design and describe advances in data analysis and data modeling. To establish a stronger connection between scientific evidence and educational practice, studies submitted to JREE should focus on pressing problems found in classrooms and schools. Studies that help advance our understanding and demonstrate effectiveness related to challenges in reading, mathematics education, and science education are especially welcome as are studies related to cognitive functions, social processes, organizational factors, and cultural features that mediate and/or moderate critical educational outcomes. On occasion, invited responses to JREE articles and rejoinders to those responses will be included in an issue.
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