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Articles
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. The findings lend empirical support to the possibility that group-level differences in the operation of parent resources, and especially forms of parent social capital, between Hispanic and White students may contribute to their different patterns of college entry.

by Bridget Kelly & Rachelle Winkle-Wagner — 2017
This article takes a unique approach methodologically (qualitative longitudinal research) and conceptually (individualism and collectivism socialization and critical race feminism) to examine the context, culture, norms, and assumptions embedded within the tenure system at predominantly White research universities. In this examination, we found that particularly on campuses where Black women were marginalized and isolated, being able to find and use their voices was crucial for them to successfully navigate their faculty roles.

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 & Rob 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. Using the High School Longitudinal Study of 2009, we find that socioeconomically privileged families have greater chances of financially preparing their children for college, and they often prepare very early in their child’s life.

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.

by Xueli Wang — 2013
Drawing upon data from the first and second follow-up interviews of the Education Longitudinal Study of 2002 (ELS: 2002), this study investigated socio-demographic, motivational, and postsecondary contextual factors that explain community college students‘ baccalaureate expectations.

by Stefani Relles & William Tierney — 2013
This article presents a review of research relevant to postsecondary writing remediation. The purpose of the review is to assess empirical support for policy aimed at improving the degree completion rates of students who arrive at tertiary settings underprepared to write.

by Kevin Dougherty, Rebecca Natow, Rachel Bork, Sosanya Jones & Blanca Vega — 2013
Examination of the political origins of state performance funding for higher education in six states (Florida, Illinois, Missouri, South Carolina, Tennessee, and Washington) and the lack of its development in another two states (California and Nevada).

by Bruce Kimball & Benjamin Johnson — 2012
In view of the widespread attention given to endowments of colleges and universities in recent decades, this historical essay explains how the importance of endowment, the emphasis upon increasing it, the competition for it, and even its current meaning originated between 1890 and 1930. This development established an upper tier of wealthy universities that maintained their elite status through the ensuing century, thereby contributing to the stratification of higher education in the United States over the long term.

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Resources
  • Unequal Opportunity: Disparities in College Access Among the 50 States
    This report examines the opportunity to attend college among the states and for groups of students within states.
  • Academe
    Academe is a bimonthly magazine of the American Association of University Professors. It is a thoughtful and provocative review of developments affecting higher education faculty. Written by professors for professors.
  • Association of American Colleges and Universities
    The Association of American Colleges and Universities is the leading national association concerned with the quality, vitality and public standing of undergraduate liberal education.
  • The Other College Rankings
    A look at how colleges observe the requirement that Federal work study funds support community service.
  • Perspectives: Policy & Practice in Higher Education
    Perspectives: Policy & Practice in Higher Education provides higher education managers and administrators with innovative material which analyses and informs their practice of management.
  • National Survey of Student Engagement
    The National Survey of Student Engagement(NSSE) is designed to obtain, on an annual basis, information from scores of colleges and universities nationwide about student participation in programs and activities that institutions provide for their learning and personal development.
  • Internet teaching and the Adminstration of Knowledge
  • Journal of Higher Education Policy and Management
    The Journal of Higher Education Policy and Management is an international, peer-reviewed journal of professional experience and ideas in post-secondary education. It supports higher education managers by disseminating ideas, analyses and reports of professional experience relevant to colleagues internationally.
  • Mirage of Meritocracy
    As competition intensifies over entry to college, it becomes harder to believe the system's rhetoric of merit and equity.
  • Journal of Higher Education
    Founded in 1930, The Journal of Higher Education is the leading scholarly journal on the institution of higher education. Articles combine disciplinary methods with critical insight to investigate issues important to faculty, administrators, and program managers.
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