Research in Higher Education最新文献_第2页

Tennessee’s Burden: How Students Apply for State Financial Aid within One Southern State 田纳西州的负担：一个南方州的学生如何申请州政府资助

IF 2.1 3区教育学

Research in Higher Education Pub Date : 2024-06-29 DOI: 10.1007/s11162-024-09793-8

Annie Everett, Kelly Rosinger, Dominique J. Baker, Hyung-Jung Kim, Robert Kelchen, Justin C. Ortagus

{"title":"Tennessee’s Burden: How Students Apply for State Financial Aid within One Southern State","authors":"Annie Everett, Kelly Rosinger, Dominique J. Baker, Hyung-Jung Kim, Robert Kelchen, Justin C. Ortagus","doi":"10.1007/s11162-024-09793-8","DOIUrl":"https://doi.org/10.1007/s11162-024-09793-8","url":null,"abstract":"Administrative burden, or the frictions individuals experience in accessing public programs, has implications for whether and which eligible individuals receive aid. While prior research documents barriers to accessing federal financial aid, less is known about the extent to which state aid programs impose administrative burden, how administrative burden varies across aid programs, or how administrative burden relates to target populations. This study examines administrative burden in 23 state aid programs in Tennessee. We find programs targeting less-advantaged students (technical and community college students) had lower burdens than programs where aid could be used in the four-year sector or across sectors. The state’s only program explicitly targeting racially minoritized students had a significantly higher burden than other aid programs. Programs targeting more-advantaged students (merit-aid programs, students at four-year colleges and universities) had similar burdens relative to other programs. We discuss implications for designing more equitable and effective state aid programs.","PeriodicalId":48200,"journal":{"name":"Research in Higher Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141510531","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Roles of Faculty Hiring and Retention in Shaping Diversity and Representation in US Higher Education Institutions: A Retrospective and Prospective Analysis from 2001 to 2035 教师聘用和留任在塑造美国高等教育机构多样性和代表性方面的作用：2001 至 2035 年的回顾性和前瞻性分析

IF 2.1 3区教育学

Research in Higher Education Pub Date : 2024-06-27 DOI: 10.1007/s11162-024-09810-w

Trang Pham, Yung-Yu Tsai

{"title":"The Roles of Faculty Hiring and Retention in Shaping Diversity and Representation in US Higher Education Institutions: A Retrospective and Prospective Analysis from 2001 to 2035","authors":"Trang Pham, Yung-Yu Tsai","doi":"10.1007/s11162-024-09810-w","DOIUrl":"https://doi.org/10.1007/s11162-024-09810-w","url":null,"abstract":"U.S. higher education institutions are adjusting their faculty hiring to respond to the demands of an increasingly diverse racial and ethnic student population. However, it is not always clear whether specific faculty policies are intended to address the matter of diversity or representation—two similar but qualitatively different concepts. Essentially, the policy choices that institutions make result in different implementation approaches and long-term outcomes. Using data from the Integrated Postsecondary Education Data System (IPEDS) from 2001 to 2021, this study measures and compares the changes in faculty diversity and student-faculty representation in U.S. higher education institutions over the past two decades. It then develops several simulated scenarios to project the future racial and ethnic landscape of American campuses, depending on the different policy choices that institutions make through their hiring and retention policies. Our recommendation calls for balanced efforts in the retention and hiring of minoritized and underrepresented faculty, adapted to the individual circumstances of institutions.","PeriodicalId":48200,"journal":{"name":"Research in Higher Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141510530","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

International Education’s Academic Benefit: Potential for Community College Virtual International Exchange 国际教育的学术效益：社区学院虚拟国际交流的潜力

IF 2.1 3区教育学

Research in Higher Education Pub Date : 2024-06-25 DOI: 10.1007/s11162-024-09808-4

Melissa Whatley

{"title":"International Education’s Academic Benefit: Potential for Community College Virtual International Exchange","authors":"Melissa Whatley","doi":"10.1007/s11162-024-09808-4","DOIUrl":"https://doi.org/10.1007/s11162-024-09808-4","url":null,"abstract":"This study focuses on the potential academic benefit of virtual international exchange for community colleges and the students they enroll through a comparison of virtual exchange and study abroad. Using data from two community colleges in the US Southeast, this study draws upon the notion of socioacademic integration. Specifically, this study theorizes that both virtual exchange and study abroad have a positive relationship with students’ academic outcomes given their potential to foster socioacademic integrative moments. However, given the scalability of virtual international exchange, it was expected that these programs are associated with a greater relationship to students’ academic outcomes in the aggregate. This study’s results generally confirm these expectations, although findings for virtual exchange are less positive compared to study abroad. Results have implications for the establishment and success of both approaches to international education programming at community colleges. The potential for virtual international exchange to reach a larger group of students compared to study abroad, thus having a greater aggregate impact on students’ success and outcomes, has key policy implications particularly for community colleges, for which service to the community is an integral component of institutional mission.","PeriodicalId":48200,"journal":{"name":"Research in Higher Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141510532","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

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

IF 2.1 3区教育学

Research in Higher Education Pub Date : 2024-06-19 DOI: 10.1007/s11162-024-09803-9

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":"https://doi.org/10.1007/s11162-024-09803-9","url":null,"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.","PeriodicalId":48200,"journal":{"name":"Research in Higher Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141510533","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

It’s About Time: The Inequitable Distribution of Time as a Resource for College, by Gender and Race/Ethnicity 是时候了：按性别和种族/族裔分列的大学时间资源不公平分配情况

IF 2.1 3区教育学

Research in Higher Education Pub Date : 2024-06-18 DOI: 10.1007/s11162-024-09796-5

Claire Wladis, Alyse C. Hachey, Katherine Conway

{"title":"It’s About Time: The Inequitable Distribution of Time as a Resource for College, by Gender and Race/Ethnicity","authors":"Claire Wladis, Alyse C. Hachey, Katherine Conway","doi":"10.1007/s11162-024-09796-5","DOIUrl":"https://doi.org/10.1007/s11162-024-09796-5","url":null,"abstract":"Existing qualitative research in higher education on students’ work and family commitments already suggests that time as a resource for college is likely not distributed equitably by race/ethnicity or gender. However, the relationship between race/ethnicity, gender, and time as a resource for college has yet to be quantitatively measured in large-scale higher education research. This study explored whether gender or race/ethnicity correlated with differences in time as a resource for college; and further, the extent to which differences in time as a resource for college may be explained by other factors such as age, number of children, and access to childcare. Retrospective survey responses (n = 41,579) on self-reported time use were merged with institutional data records from students at the City University of New York (CUNY), a large diverse public university in the U.S. Women, Black, and Hispanic students were all significantly more time poor than male, White, or Asian students. Age accounted for significant portions of these differences, perhaps because it correlates with increased work and family responsibilities. Having children as well as a student’s access to childcare also explained a significant portion of inequitable distributions of time as a resource for college.","PeriodicalId":48200,"journal":{"name":"Research in Higher Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141510534","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Student Ratings of Instruction: Updating Measures to Reflect Recent Scholarship 学生对教学的评价：更新衡量标准以反映最新学术成果

IF 2.1 3区教育学

Research in Higher Education Pub Date : 2024-06-08 DOI: 10.1007/s11162-024-09804-8

Kathleen D. Dyer, D. Donnelly-Hermosillo

引用次数: 0

Understanding Asians’ Success in Pursuing and Completing STEM Degrees 了解亚裔成功攻读并完成 STEM 学位的情况

IF 2.1 3区教育学

Research in Higher Education Pub Date : 2024-06-07 DOI: 10.1007/s11162-024-09801-x

Yapeng Wang

引用次数: 0

The Roles of Identity-Based Motivation and Perceived Instrumentality for Probationary Students’ Positive Self-Beliefs, Self-Regulation, and Performance 基于身份的动机和感知工具对缓刑学生的积极自我信念、自我调节和表现的作用

IF 2.1 3区教育学

Research in Higher Education Pub Date : 2024-06-07 DOI: 10.1007/s11162-024-09800-y

Jieun Lee

引用次数: 0

Caring Too Much? Emotional Labor and Compassion Fatigue Among Faculty During the COVID-19 Pandemic 关心太多？COVID-19 大流行期间教师的情感劳动和同情疲劳

IF 2.1 3区教育学

Research in Higher Education Pub Date : 2024-06-06 DOI: 10.1007/s11162-024-09799-2

Katie Constantin, Gemini Creason-Parker, Cynthia Werner, Elizabeth D. Jenkins, Vansa Shewakramani Hanson, Rose L. Siuta

引用次数: 0

Evaluating the Short-term Causal Effect of Early Alert on Student Performance 评估早期预警对学生成绩的短期因果效应

IF 2.1 3区教育学

Research in Higher Education Pub Date : 2024-06-06 DOI: 10.1007/s11162-024-09795-6

André Rossi de Oliveira

引用次数: 0