TY - JOUR
T1 - Emerging from the pipeline
T2 - African American students, socioeconomic status, and college experiences and outcomes
AU - Walpole, Marybeth
N1 - Funding Information:
This study utilized data from the national study of the Cooperative Institutional Research Program (CIRP) sponsored by the Higher Education Research Institute (HERI) at UCLA and the American Council on Education. Specifically, the study used the 1985 Freshman Survey, the 1989 Follow-Up Survey, and the 1994 Follow-Up Survey, yielding a sample of approximately 12,400 subjects from over 200 college and universities who responded to all three surveys (Astin et al. 1999). The Freshman Survey provides a host of information regarding student backgrounds, plans and aspirations. Distributed by campus officials to their first year students, in 1985 almost 280,000 students responded from over 540 institutions. The Four-Year and Nine-Year Follow-Up Surveys provide extensive information on students’ activities while in college, their plans and aspirations following college, and early insight into their educational and occupational attainment following college. The 1989 follow up was conducted in three waves with responses from over 27,000 students (29%) on almost 400 campuses. The 1994 follow up was sent only to people who had completed both the 1985 and 1989 instruments, with the response rate of over 51%. For this study that sample of 12,400 was restricted to African Americans who attended 4-year institutions, yielding a modest study sample of approximately 365 students.
PY - 2008/5
Y1 - 2008/5
N2 - This study focuses on how social class affects the college experiences and outcomes for African American students in 4-year colleges and universities. Using a national, longitudinal data base, the findings indicate that low SES African American students have less contact with faculty, study less, are less involved with student organizations, work more, and have lower grades than do their high SES peers or all African American students. Furthermore, 9 years after entering college, low SES students report lower incomes, lower rates of degree attainment and lower aspirations than their high SES peers, and were less likely to have attended graduate school. Logistic regression results indicate that sex, college GPA, and plans following college significantly affect the likelihood that a student will attend graduate school.
AB - This study focuses on how social class affects the college experiences and outcomes for African American students in 4-year colleges and universities. Using a national, longitudinal data base, the findings indicate that low SES African American students have less contact with faculty, study less, are less involved with student organizations, work more, and have lower grades than do their high SES peers or all African American students. Furthermore, 9 years after entering college, low SES students report lower incomes, lower rates of degree attainment and lower aspirations than their high SES peers, and were less likely to have attended graduate school. Logistic regression results indicate that sex, college GPA, and plans following college significantly affect the likelihood that a student will attend graduate school.
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U2 - 10.1007/s11162-007-9079-y
DO - 10.1007/s11162-007-9079-y
M3 - Article
AN - SCOPUS:40549125368
SN - 0361-0365
VL - 49
SP - 237
EP - 255
JO - Research in Higher Education
JF - Research in Higher Education
IS - 3
ER -