Women's Educational Opportunities: Factors that Influence Their Graduate School Aspirations

Autor/inn/en	Davis, Sharrika D.; Amelink, Catherine; Hirt, Joan B.; Miyazaki, Yasuo
Titel	Women's Educational Opportunities: Factors that Influence Their Graduate School Aspirations
Quelle	In: NASPA Journal About Women in Higher Education, 5 (2012) 2, S.141-165 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-7882
DOI	10.1515/njawhe-2012-1111
Schlagwörter	Academic Ability; Females; Academic Aspiration; Equal Education; Grade Point Average; Educational Opportunities; Expectation; Graduate Study; Peer Relationship; African American Students; Hispanic American Students; Undergraduate Students; Racial Differences; Student Experience; Influences; Regression (Statistics); Teacher Student Relationship; Gender Issues; Womens Education; Correlation; Predictor Variables; Statistical Analysis + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Bildungsangebot; Bildungschance; Expectancy; Erwartung; Aufbaustudium; Graduiertenstudium; Hauptstudium; Peer-Beziehungen; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Rassenunterschied; Studienerfahrung; Influence; Einfluss; Einflussfaktor; Regression; Regressionsanalyse; Teacher student relationships; Lehrer-Schüler-Beziehung; Geschlechterfrage; 'Women''s education'; Frauenbildung; Korrelation; Prädiktor; Statistische Analyse
Abstract	Education is one key to economic prosperity. However, in a society bolstered by patriarchal systems, economic and educational inequalities exist among the genders. The purpose of this study was to determine whether certain collegiate experiences predict undergraduate women's expectation to enroll in graduate study and to determine if the experiences influence expectation to enroll by race. The study employed logistic regression to explore the relationship between undergraduate women's educational aspirations and family, faculty and peer influences and those differences by race/ethnicity. The results revealed that academic ability (GPA) and peer experiences influenced advanced degree aspirations. In addition, being of African-American or Latina decent is associated with a higher level of advanced degree aspiration. Also, as frequency of interactions between faculty and African-American women increase--aspiration decreases. These findings suggest that it is important to consider the various factors that influence advanced degree aspiration. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10