Hongwei Yu, Lyle McKinney, Andrea Burridge, Susana H. Hernández
{"title":"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","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":null,"pages":null},"PeriodicalIF":1.9000,"publicationDate":"2024-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"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\":null,\"pages\":null},\"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}","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}
How First-Year Academic Momentum Influences Transfer Outcomes Among Different Racial and Ethnic Groups
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.
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.