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1.
With the purpose of gaining a better understanding of the impacts that attending a work college may have on students while
in college and up to 25 years later, this study estimated the effects of graduating from a group of work colleges on alumni
educational and employment outcomes. Based on an overall sample of 7083 alumni from 5 work colleges, 20 private liberal arts
colleges, and 5 public regional universities, a series of regression equations tested for differences across a range of college
and employment related outcomes. With respect to a variety of facets of undergraduate educational outcomes, results indicate
that attending a work college, relative to other types of institutions, has significant long-term effects. With respect to
socioeconomic outcomes, results indicate that work colleges provide the greatest benefit to students from families with relatively
low parental incomes.
This research was supported by grants from The Mellon and Spencer Foundations. 相似文献
2.
Using data from three waves of longitudinal surveys of the 2001 freshman cohort of the Gates Millennium Scholars (GMS) program,
this study examined linkages between student engagement in college activities and early career earnings in the labor market.
The results indicated that social engagement was positively related to early career earnings of college graduates while academic
engagement was not. When considering students who majored in STEM fields versus those in non-STEM fields, results showed academic
engagement to be positively related to early career earnings for non-STEM students but slightly negatively related to earnings
in the labor market for STEM students. Social engagement was positive for graduates in the STEM fields but not significant
for non-STEM students. Altogether, results show a complex relationship between student engagement and early career earnings.
Implications for research and institutional policy are discussed. 相似文献
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The present study is organized around the central hypothesis that the high school context affects students’ postsecondary
outcomes. Drawing on a nationally representative sample of high school seniors from the Educational Longitudinal Survey (ELS:2002),
this study broadens our empirical understanding of how students’ acquisition of human, social, and cultural capital at the
individual and school level affects 2- and 4-year college attendance. Results highlight the normative role of high schools
in promoting college enrollment, particularly the role of socioeconomics, academic preparation, and access to parent, peer,
and college-linking networks. This study advances our understanding of the secondary-postsecondary nexus and has implications
for policies and practices aimed at realizing the current administration’s promise of providing greater access to postsecondary
education for all students. 相似文献
6.
Research in Higher Education - As tuition becomes a more prominent tool to address financial challenges of colleges and universities, it is critically important to examine the implications of... 相似文献
7.
Pascarella Ernest T. Wolniak Gregory C. Pierson Christopher T. 《Research in higher education》2003,44(3):301-314
This study analyzed data from 285 students attending 5 community colleges to identify the institutional and college experience variables influencing end-of-first-year educational degree plans. Controlling for an extensive array of important confounding influences, the estimated average precollege degree plans of students at the community college one attended had significant, positive total and direct effects on an individual student's end-of-first-year overall educational degree plans and plans to obtain at least a bachelor's degree. In the prediction of end-of-first-year overall educational degree plans, there were significant conditional effects involving sex, race, and precollege degree plans. 相似文献
8.
The purpose of this study was to improve our understanding of the association between major field of study in college and
early career earnings among a sample of academically accomplished minority students. Results demonstrate the economic benefits
minority students experience from majoring in a Science, Technology, Engineering and Math field during college, and highlight
the importance of gaining employment in a closely related field in order to secure those benefits. The results also illustrate
the need to carefully account for self-selection when estimating the earnings premiums in relation to educational experiences
during college. Implications for policy and research are discussed. 相似文献
9.
Tricia A. Seifert Kathleen M. Goodman Nathan Lindsay James D. Jorgensen Gregory C. Wolniak Ernest T. Pascarella Charles Blaich 《Research in higher education》2008,49(2):107-125
Despite scholars’ praise of liberal arts education as a model form, very little research has examined the actual impact of
liberal arts education on learning outcomes. The elaborate rhetoric and anecdotal support, long used to advance liberal arts
education as the premier type of education with value for all, is no longer sufficient. The practices and conditions that
lead to outcomes of a liberally educated student remain an empirical black box. Guided by the work of Pascarella et al. [2005, Liberal arts colleges and liberal arts education: New evidence on impacts. ASHE Higher Education Report, 31(3)], this study examined the extent to which an institutional ethos, that values student–student
and student–faculty interaction within a supportive environment characterized by high expectations for developing the intellectual
arts, manifests in the lived experiences of students and predicts the development of outcomes theoretically associated with
the liberal arts. Specifically, we investigated the construct and predictive validity of the liberal arts experience scale
relative to liberal arts outcomes. Using data from the first phase of the Wabash National Study of Liberal Arts Education,
net of student background characteristics and institution attended, we found liberal arts experiences had a positive effect
on four of six liberal arts outcomes, including intercultural effectiveness, inclination to inquire and lifelong learning,
well-being, and leadership.
相似文献
| Tricia A. SeifertEmail: |
10.
Matthew J. Mayhew Gregory C. Wolniak Ernest T. Pascarella 《Research in higher education》2008,49(4):337-356
We investigated curricular conditions and educational practices that influenced the development of life-long learning orientations
among 405 undergraduate students. Results suggest that growth in life-long learning orientations was facilitated by instruction
that included opportunities for reflection, active learning, and perspective-taking and that provided students with opportunities
for positively interacting with diverse peers. Negative diverse peer interactions were found to stifle development. Implications
for researchers and practitioners are discussed. 相似文献