Understanding Differences in College Persistence: A Longitudinal Examination of Financial Circumstances, Family Obligations, and Discrimination in an Ethnically Diverse Sample

Autor/inn/en	Witkow, Melissa R.; Huynh, Virginia; Fuligni, Andrew J.
Titel	Understanding Differences in College Persistence: A Longitudinal Examination of Financial Circumstances, Family Obligations, and Discrimination in an Ethnically Diverse Sample
Quelle	In: Applied Developmental Science, 19 (2015) 1, S.4-18 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8691
DOI	10.1080/10888691.2014.946030
Schlagwörter	High School Students; Grade 12; College Students; Academic Persistence; Longitudinal Studies; Social Influences; Outcomes of Education; Ethnicity; Racial Differences; Age Differences; Generational Differences; Predictor Variables; Hispanic American Students; Asian American Students; White Students; Academic Achievement; Socioeconomic Status; Social Bias; Grade Point Average; Financial Problems; Family Relationship; Family Influence; College Attendance; Barriers; California + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 12; 12. Schuljahr; Schuljahr 12; Collegestudent; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Sozialer Einfluss; Lernleistung; Schulerfolg; Ethnizität; Rassenunterschied; Age; Difference; Age difference; Altersunterschied; Prädiktor; Hispanic; Hispanic Americans; Hispanoamerikaner; Asian immigrant; United States; Asiatischer Einwanderer; USA; Schulleistung; Socio-economic status; Sozioökonomischer Status; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Kalifornien
Abstract	Ethnic and generational differences in motivation and achievement have been well-established. However, minimal research has examined the role of social factors on educational outcomes among individuals from diverse backgrounds. With a longitudinal sample of 408 Latino, Asian, and European-American students, we examine family, discrimination, and financial factors in 12th grade and two years later as predictors of persistence four years after high school, and as mediators of ethnic and generational differences in persistence. Results indicate that family obligations, discrimination, and financial burdens are associated with reduced rates of persistence, while high school GPA, SES, and financial aid are associated with higher rates of persistence. Ethnic differences in persistence are related to high school GPA and SES, as well as financial circumstances. Reducing ethnic disparities in college persistence should thus involve attention not only to academic factors, but also to family circumstances that may cause college attendance to be a hardship. (As Provided).
Anmerkungen	Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01