How First-Year Academic Momentum Influences Transfer Outcomes Among Different Racial and Ethnic Groups

IF 1.9 3区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Hongwei Yu, Lyle McKinney, Andrea Burridge, Susana H. Hernández
{"title":"How First-Year Academic Momentum Influences Transfer Outcomes Among Different Racial and Ethnic Groups","authors":"Hongwei Yu, Lyle McKinney, Andrea Burridge, Susana H. Hernández","doi":"10.1007/s11162-024-09803-9","DOIUrl":null,"url":null,"abstract":"<p>Longstanding disparities in four-year transfer rates for Black/African American and Latinx/Hispanic community college students, relative to their Asian and white peers, raise important equity questions about the vertical transfer function in the U.S. higher education system. Using data from one of the nation’s largest and most racially and ethnically diverse community college systems, we examined whether differences in early academic momentum (e.g., first-year cumulative GPA, summer enrollment, number of first-year credits attempted and earned) were a root cause of gaps in transfer outcomes between different racial and ethnic groups. Multi-group structural equation modeling (SEM) results revealed a strong relationship between early academic momentum and vertical transfer success for community college students. However, the results showed academic momentum did not operate in the same manner for all racial and ethnic groups and some indicators were particularly important for improving transfer outcomes for Black/African American and Latinx/Hispanic students. These results have important implications for community college research and practice pertinent to vertical transfer outcomes.</p>","PeriodicalId":48200,"journal":{"name":"Research in Higher Education","volume":"9 1","pages":""},"PeriodicalIF":1.9000,"publicationDate":"2024-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Research in Higher Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s11162-024-09803-9","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

Abstract

Longstanding disparities in four-year transfer rates for Black/African American and Latinx/Hispanic community college students, relative to their Asian and white peers, raise important equity questions about the vertical transfer function in the U.S. higher education system. Using data from one of the nation’s largest and most racially and ethnically diverse community college systems, we examined whether differences in early academic momentum (e.g., first-year cumulative GPA, summer enrollment, number of first-year credits attempted and earned) were a root cause of gaps in transfer outcomes between different racial and ethnic groups. Multi-group structural equation modeling (SEM) results revealed a strong relationship between early academic momentum and vertical transfer success for community college students. However, the results showed academic momentum did not operate in the same manner for all racial and ethnic groups and some indicators were particularly important for improving transfer outcomes for Black/African American and Latinx/Hispanic students. These results have important implications for community college research and practice pertinent to vertical transfer outcomes.

Abstract Image

一年级学业成绩如何影响不同种族和族裔群体的转学结果
相对于亚裔和白人同龄人,黑人/非裔美国人和拉美裔/西班牙裔社区大学学生的四年转学率长期存在差异,这就提出了美国高等教育体系中纵向转学功能的重要公平问题。利用美国最大、种族和民族最多元化的社区大学系统的数据,我们研究了早期学业发展势头(如第一年累积 GPA、暑期入学、第一年尝试和获得的学分数)的差异是否是不同种族和民族群体之间转学结果差距的根本原因。多组结构方程建模(SEM)结果显示,社区学院学生的早期学习动力与纵向转学成功率之间存在密切关系。然而,结果表明,学术动力并不是以同样的方式作用于所有种族和族裔群体,有些指标对于改善黑人/非洲裔美国人和拉美裔/西班牙裔学生的转学结果尤为重要。这些结果对社区学院有关纵向转学结果的研究和实践具有重要意义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
Research in Higher Education
Research in Higher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.40
自引率
9.50%
发文量
52
期刊介绍: Research in Higher Education publishes studies that examine issues pertaining to postsecondary education. The journal is open to studies using a wide range of methods, but has particular interest in studies that apply advanced quantitative research methods to issues in postsecondary education or address postsecondary education policy issues. Among the topics of interest to the journal are: access and retention; student success; equity; faculty issues; institutional productivity and assessment; postsecondary education governance; curriculum and instruction; state and federal higher education policy; and financing of postsecondary education. The journal encourages submissions from scholars in disciplines outside of higher education, and studies from outside the United States that address issues that are of interest to the readership. The journal will on occasion publish short notes of a methodological nature, literature reviews of topics pertaining to postsecondary research, and “research and practice” studies illustrating how postsecondary research can inform decision making.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信