Stratified Trajectories: Charting Equity Gaps in Program Pathways among Community College Students

Autor/inn/en	Lin, Yuxin; Fay, Maggie P.; Fink, John
Titel	Stratified Trajectories: Charting Equity Gaps in Program Pathways among Community College Students
Quelle	In: Research in Higher Education, 64 (2023) 4, S.547-573 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lin, Yuxin) ORCID (Fay, Maggie P.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-0365
DOI	10.1007/s11162-022-09714-7
Schlagwörter	Community Colleges; Two Year College Students; Racial Differences; Ethnic Groups; Educational Opportunities; Access to Education; Equal Education; Educational Change; Social Differences; Educational Attainment; Outcomes of Education; Longitudinal Studies; Enrollment Trends; Student Records; College Transfer Students; Academic Achievement; Bachelors Degrees; White Students; African American Students; Hispanic American Students; Educational Benefits + Suchen Sie Ihr Suchwort? Community college; Community College; Rassenunterschied; Ethnie; Bildungsangebot; Bildungschance; Education; Access; Bildung; Zugang; Bildungszugang; Bildungsreform; Sozialer Unterschied; Bildungsabschluss; Bildungsgut; Lernleistung; Schulerfolg; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schülerakte; Hochschulwechsel; Schulwechsel; Studienortwechsel; Schulleistung; 'Bachelor''s degrees'; Bachelor-Studiengang; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Bildungsertrag
Abstract	A primary focus among colleges implementing student success reforms has been to increase overall rates of completing any credential and to reduce racial and socioeconomic equity gaps in such completion rates. The focus on general completion may overlook inequities in the type of program students complete, which is particularly significant given the wide variety of credentials offered at community colleges and the resulting variation in labor market returns among completers. Our study examines racial/ethnic stratification among community college students as they enter and progress through programs leading to higher or lower opportunities in the labor market. Using a discrete-time survival analysis and longitudinal enrollment and transcript data. We track enrollment, completion, and transfer for up to 9 years. We also measure achievement of academic milestones (such as credit accrual) along educational pathways associated with higher rates of credential completion and transfer over the long term. Results suggest that a significant gap in the likelihood of bachelor's degree completion between Black and White students emerges episodically, while the gap between Hispanic and White students develops earlier and remains consistent over time. Results also suggest that, while all students generally benefit from attainment of academic milestones, doing so disproportionately benefits Black and Hispanic students. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01