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Structuring Opportunity After Entry: Who Has Access to High Quality Instruction During College?


by Josipa Roksa 2016


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Cite This Article as: Teachers College Record Volume 118 Number 2, 2016, p. 1-28
http://www.tcrecord.org ID Number: 18231, Date Accessed: 12/13/2017 3:51:53 PM
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About the Author
  • Josipa Roksa
    University of Virginia
    E-mail Author
    JOSIPA ROKSA is Associate Professor of Sociology and Education at the University of Virginia. Roksa has examined inequality in higher education from different perspectives, studying a range of topics from remedial education and transfer between two-year and four-year institutions, to the role of state contexts in shaping access and attainment in higher education, and the importance of life course transitions, including work, marriage/cohabitation and parenthood, for educational success. In addition to her research on inequality in entry and completion, she is co-author of two volumes examining how much students learn in higher education and what consequences that has for their lives beyond college: Academically Adrift: Limited Learning on College Campuses (University of Chicago Press, 2011) and Aspiring Adults Adrift: Tentative Transitions of College Graduates (University of Chicago Press, 2014).
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