Male and Female Pathways through Four-Year Colleges: Disruption and Sex Stratification in Higher Education

Autor/in	Ewert, Stephanie
Titel	Male and Female Pathways through Four-Year Colleges: Disruption and Sex Stratification in Higher Education
Quelle	In: American Educational Research Journal, 47 (2010) 4, S.744-773 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831210374351
Schlagwörter	Females; Time to Degree; Academic Achievement; Gender Differences; Social Stratification; Longitudinal Studies; College Students; High School Students; College Preparation; Graduation Rate; Academic Persistence; Grade Point Average; Institutional Characteristics; Racial Differences; African American Students; Marital Status; Socioeconomic Influences; Family Influence; College Entrance Examinations; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Schulleistung; Geschlechterkonflikt; Soziale Zusammensetzung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Collegestudent; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Rassenunterschied; African Americans; Afroamerikaner; Familienstand; Sozioökonomischer Faktor; Aufnahmeprüfung
Abstract	Pathways through college vary by sex in ways that may contribute to the contemporary male-female gap in college graduation that favors women. Although past research has documented sex differences in college pathways, little research has investigated the underlying causes of this variation. Using data from the National Education Longitudinal Study, this study empirically tests leading hypotheses for why men are more likely than women to progress through college discontinuously and part-time. This study finds that high school academic performance, which indicates preparation for college, accounts for part of the male-female gap in college pathways. Poorer academic performance at the beginning of college further increases the likelihood that men, relative to women, will disrupt their college experience. (Contains 3 tables, 3 figures, and 3 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10