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Articles
by Yasuko Kanno — 2018
This longitudinal ethnographic study follows the college choice experiences of two-high performing English learners (ELs) from junior year to high school graduation. It investigates why even high-achieving ELs have limited access to four-year college.

by Federick Ngo, W. Edward Chi & Elizabeth Park — 2018
This study investigates possibilities for placing community college students in mathematics courses using a holistic set of measures beyond placement tests. These include academic background measures such as high school grades and math courses taken and noncognitive indicators of motivation, time use, and social support.

by Tang Heng — 2018
This qualitative study follows 18 Chinese international undergraduates over a year to investigate strategies they used to cope with challenges in U.S. colleges. Findings reveal fluid responses to intersecting and changing sociocultural expectations, thus contesting stereotypes around Chinese students and illuminating implications for college policies.

by Robert Toutkoushian, Robert Stollberg & Kelly Slaton — 2018
In this study, we used data from the Education Longitudinal Study of 2002 to determine if the way in which researchers define first-generation college students (FGCS) matters with regard to its connections to the postsecondary aspirations and actions of students. We find that FGCS face deficits relative to non-FGCS in aspirations and enrollment and that the associations vary considerably by how FGCS is defined.

by Sarah Ryan — 2017
This study examines whether group-level variability in the utility of parent social capital can help explain the recent finding that parent income and education confer greater benefits among White youth, relative to similar Hispanic youth, when it comes to 4-year college enrollment.

by Bridget Kelly & Rachelle Winkle-Wagner — 2017
This article takes a unique approach methodologically and conceptually to examine the context, culture, norms, and assumptions embedded within the tenure system at predominantly White research universities.

by Melissa Radey — 2017
In light of increasingly common, non-traditional pathways to college enrollment and the potential importance of post-secondary education for family well-being, this article examines mothers’ college enrollment in their child’s first 9 years among a cohort who gave birth in 1998.

by Jeffrey Harding, Maggie Parker & Robert Toutkoushian — 2017
This article provides secondary statistical analysis of data from New Hampshire regarding the timing of information and decision-making in the college choice process.

by Ahlam Lee — 2017
This article explores the effects of computer-based learning activities in math classrooms on STEM major selection in 4-year postsecondary institutions. The author uses a nationally representative sample of U.S. young adults who enrolled in 4-year postsecondary institutions by 2006.

by Xueli Wang, Yating Chuang & Bo McCready — 2017
Drawing upon national data and two quasi-experimental methods, this study investigates the effect of earning an associate degree prior to transfer on community college transfer students’ success at 4-year institutions.

by Xueli Wang — 2016
This study examines the relationship among transfer to four-year institutions of varying selectivity and a rich set of institutional, academic, and individual factors for a national sample of beginning community college students. Conceptually and methodologically, this research extends existing scholarship on transfer by taking into account the heterogeneity of receiving four-year institutions.

by Shaun Harper & Christopher Newman — 2016
This article is about Black undergraduate men’s academic adjustment experiences in the first college year. It is based on a study of 219 achievers at 42 colleges and universities across 20 states in the United States.

by Xueli Wang — 2016
Guided by Weidman’s Undergraduate Socialization Theory, this study explores factors influencing the educational expectations and progress of students at a public 2-year college in a Midwestern state.

by Josipa Roksa — 2016
When inequality of opportunity is discussed in higher education, it typically pertains to access to college. This article shifts attention to instructional quality and examines whether students from all sociodemographic groups report similar levels of instructional quality and whether that changes as they progress through college.

by Gregory Wolniak & Panagiotis (Panos) Rekoutis — 2016
This study examines dimensions of positive strategies for coping with the college environment among students from adverse backgrounds in relation to the different services and support systems students may access. The data analyzed was from a 2012 survey of enrolled college students who were recipients of a scholarship based on the severe adversity they had experienced prior to college and evidence of resilience.

by Toby Park — 2015
In this study, the author seeks to test whether enrolling full time at a community college has a discernible effect on transferring to a four-year university by following four cohorts of first-time traditionally aged college students who graduated from a public high school in Texas in the years 2000–2003.

by Lorenzo Baber — 2015
Despite traditional notions of meritocracy, higher education has a long history of exclusionary practices. This chapter explores connections between such practices and racial ideology in the United States, including the recent concept of “post-racialism.”

by Lara Perez-Felkner — 2015
This study investigates how underrepresented students experience the social contexts of their schools in relation to their college ambitions, and the particular attributes of schools’ social contexts that might facilitate their transition to four-year colleges.

by Nicholas Hillman, Melanie Gast & Casey George-Jackson — 2015
This study updates and extends the literature on how families financially prepare for college and examines socioeconomic and racial/ethnic disparities in timing of college financial preparations.

by Guadalupe Martinez & Regina Deil-Amen — 2015
This qualitative study explores the relevance of high school messages and curricular placement on the transition of Latino students into a university, particularly as they consider the meaning of the challenges they face in their first year of college.

by Alison Cook-Sather — 2015
In the context of a program that pairs undergraduate students and college faculty members in semester-long partnerships to explore and revise pedagogical practices, this discussion offers an invitation to reframe both how we conceptualize differences of position, perspective, and identity, and how we think about our relationships with others in higher education.

by David Tandberg, Nicholas Hillman & Mohamed Barakat — 2014
Performance-based funding programs have become a popular state policy strategy for increasing college completions, among other things. This study asks, To what extent does the introduction of performance funding programs impact two-year degree completion among participating states? Using a difference-in-differences technique, we find that the program had no effect on average and mixed results for the individual states. We conclude that the policy is not a “silver bullet” for improving community college completions.

by Nicholas Bowman & Dafina-Lazarus Stewart — 2014
This article explores the extent to which students’ precollege exposure to racial/ethnic difference within schools, neighborhoods, and friendship groups predicts their complex racial attitudes upon entering college.

by Constance Iloh & William Tierney — 2014
In this paper the authors utilize a rational choice framework to examine the factors that influenced college choice for community college and for-profit college students.

by Susana Muñoz, Michelle Espino & René Antrop-González — 2014
The authors draw from the historical aspects associated with the formation of Freedom Schools during the Civil Rights era and the concept of school as sanctuary to understand the pedagogical and philosophical underpinnings associated with the establishment of Freedom University. The findings demonstrate that Freedom University is a postsecondary space with characteristics resembling a sanctuary school by centering students’ experiences within the curriculum, using Civil Rights history to complicate contemporary anti-immigration sentiments, and enacting transformational resistance by both students and faculty. The authors suggest that, by creating sanctuaries of learning on a postsecondary level, students without documentation are afforded a space to continue their education for the sake of learning but not for a college degree.

by Melinda Karp & Rachel Bork — 2014
This article draws interview data from three community colleges in Virginia to articulate the largely unspoken expectations, behaviors, and attitudes to which community college students must adhere if they are to be successful.

by Adrianna Kezar — 2013
Non-tenure track faculty now make up two-thirds of the faculty, but we have very little research on this growing population. What little we know is that they often have poor working conditions. Some leaders are beginning to alter policies and practices on campus to better support these faculty. The question addressed in this particular article is: How do non-tenure-track faculty construct an understanding of support within their department? The results showcase individual and institutional conditions that uniquely shape their views, dispelling the notion that they are a mostly homogenous group. Practical implications for improving departmental and institutional life are also offered.

by Phillip Ackerman, Ruth Kanfer & Charles Calderwood — 2013
We examined admissions and transcript records for first-year students at Georgia Tech from 1999-2009. Patterns of AP exams completed and AP exam performance were evaluated to determine the associations between AP and graduation rates, STEM persistence, and enrollment patterns—in isolation and in conjunction with traditional predictors (e.g., SAT and High School GPA).

by Gloria Crisp — 2013
This study measures the impact of co-enrollment on community college success outcomes. Results demonstrate co-enrolling significantly increases students’ odds of success.

by Jennifer Stephan — 2013
This research analyzes key aspects of an alternative counseling model, the college coach program in Chicago Public Schools, using interviews with coaches and students. The results suggest that coaches use innovative advising strategies to increase students’ social capital, resulting in more students completing key college actions.

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Book Reviews
by Andrea L. Beach, Mary Deane Sorcinelli, Ann E. Austin, & Jaclyn K. Rivard
reviwed by Julie A. Mooney & Luciano da Rosa dos Santos — 2017

by Gerald S. Edmonds, &Tiffany M. Squires (Eds.)
reviwed by Cheryl Torrez — 2017

by Leonard Cassuto
reviwed by Rosemary Perez & Michael DuPont — 2017

by Kevin J. Dougherty, Sosanya M. Jones, Hana Lahr, Rebecca S. Natow, Lara Pheatt, & Vikash Reddy
reviwed by Monica Kerrigan & Stephanie Lezotte — 2017

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Resources
  • The Shape of the River: Long-Term Consequences of Considering Race in College and University Admissions - Chapter 1
  • Education-line
    Education-line [UK] is an indexed, full text, electronic archive of conference and working papers, reports, policy and discussion documents and early research results in the field of education and training. Education-line is an Anonymous FTP site for education—the only one of its kind in the field!
  • The Dynamics Of Race in Higher Education: An Examination of the Evidence
    The purpose of this online full-text book is to examine the research base that can contribute to the current debates about the value, means of achieving, and consequences of racial diversity in colleges and universities.
  • The College Quarterly
    The College Quarterly is an academic journal devoted to the improvement of college education and the professional development of college educators.
  • The Kept University
    Commercially sponsored research is putting at risk the paramount value of higher education—disinterested inquiry. Even more alarming, the authors argue, universities themselves are behaving more and more like for-profit companies. By Eyal Press and Jennifer Washburn
  • Community Colleges
    The Teaching in the Community Colleges (Electronic) Journal is a refereed, cross-disciplinary journal, which is published three times a year: fall (September), winter (January), and spring (May). Its purpose is to stimulate discussions on topics that are pertinent to community college instructors.
  • University, Inc.
    "A revolution is afoot in higher education.... Those who pay the piper (corporations and governments) will surely call the tune. The relevance of universities is on the line." A review of Bill Reading's book, The University in Ruins.
  • Educational Researcher
    Published by the American Educational Research Association, the Educational Researcher features section publishes manuscripts that report, synthesize, review, or analyze scholarly inquiry, especially manuscripts that focus on the interpretation, implication, or significance of R&D work in education, and manuscripts that examine developments important to the R&D field.
  • Academic Freedom, Tenure, and Student Evaluation of Faculty: Galloping Polls In The 21st Century
    Despite a history of conflicting research on the reliability and validity of student evaluation of faculty (SEF) it has typically not been viewed as an infringement on academic freedom.
  • Educational Research and Evaluation
    Educational Research And Evaluation is an international forum on theory and practice. Using a strong pan-European base, it successfully links the major geographic educational research centers with each other.
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