Race and Stratification in College Enrollment over Time

Autor/inn/en	Baker, Rachel; Klasik, Daniel; Reardon, Sean F.
Titel	Race and Stratification in College Enrollment over Time
Quelle	In: AERA Open, 4 (2018) 1, (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-8584
Schlagwörter	Racial Differences; Ethnicity; College Attendance; Enrollment Trends; Selective Admission; Hispanic American Students; White Students; African American Students; High School Graduates; Graduation; Economic Factors; Social Stratification; College Choice; Academic Achievement; Family Influence; Institutional Characteristics; Educational Attainment + Suchen Sie Ihr Suchwort? Rassenunterschied; Ethnizität; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Bildungsselektion; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; African Americans; Afroamerikaner; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Abschluss; Graduierung; Ökonomischer Faktor; Soziale Zusammensetzung; Studienortwahl; Schulleistung; Bildungsabschluss; Bildungsgut
Abstract	We measure college enrollment selectivity gaps by race-ethnicity using a novel method that is sensitive to both the level (2- vs. 4-year) and selectivity of the college in which students enroll. We find that overall Hispanic-White and Black-White enrollment selectivity gaps closed in the United States between 1986 and 2014. This overall closing of gaps appears to be related to the closing of high school graduation gaps. However, this contraction was driven almost entirely by students at the margin between no college and college enrolling in non-degree-granting programs. Among students who enrolled in degree-granting schools, Black students have enrolled at increasingly less selective institutions than White students, whereas Hispanic-White gaps remained relatively unchanged over the nearly 30 years of our study. These gaps are concerning because of their implications for long-term economic inequality. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01