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Inequality, Nonlinearity, and the Co...

Hicks, Eleonora Margareta Rose-Marie.

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Inequality, Nonlinearity, and the College Experience: An Investigation of Reverse Transfer in the American Higher Education System.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Inequality, Nonlinearity, and the College Experience: An Investigation of Reverse Transfer in the American Higher Education System./
作者:	Hicks, Eleonora Margareta Rose-Marie.
面頁冊數:	180 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.
Contained By:	Dissertation Abstracts International76-11A(E).
標題:	Education policy. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3708132
ISBN:	9781321831054

Inequality, Nonlinearity, and the College Experience: An Investigation of Reverse Transfer in the American Higher Education System.
Hicks, Eleonora Margareta Rose-Marie.

Inequality, Nonlinearity, and the College Experience: An Investigation of Reverse Transfer in the American Higher Education System. - 180 p.

Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2015.

Today, multi-institutional attendance patterns among students in higher education is prevalent. One common transfer pattern among students enrolled in four-year institutions is a nonlinear attendance pathway called revers transfer. Students from disadvantaged family and academic backgrounds are more likely than their more advantaged counterparts to reverse transfer. Reverse transfers are also less likely to earn a bachelor's degree when compared to students who stay at four-year institutions. Together, these relationships suggest that nonlinear college attendance patterns contribute to inequalities in bachelor's degree attainment with implications for students' life chances. However, since completing even some college contributes to higher earnings, reverse transfer may simultaneously level inequalities with regard to any college attainment when compared to those who dropout. Currently, we know little about why socioeconomically disadvantaged students are more likely to reverse transfer.

ISBN: 9781321831054Subjects--Topical Terms:

2191387
Education policy.

Inequality, Nonlinearity, and the College Experience: An Investigation of Reverse Transfer in the American Higher Education System.
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100 1 $a Hicks, Eleonora Margareta Rose-Marie. $3 3189755
245 1 0 $a Inequality, Nonlinearity, and the College Experience: An Investigation of Reverse Transfer in the American Higher Education System.
300 $a 180 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.
500 $a Adviser: Sara Youcha Goldrick-Rab.
502 $a Thesis (Ph.D.)--The University of Wisconsin - Madison, 2015.
520 $a Today, multi-institutional attendance patterns among students in higher education is prevalent. One common transfer pattern among students enrolled in four-year institutions is a nonlinear attendance pathway called revers transfer. Students from disadvantaged family and academic backgrounds are more likely than their more advantaged counterparts to reverse transfer. Reverse transfers are also less likely to earn a bachelor's degree when compared to students who stay at four-year institutions. Together, these relationships suggest that nonlinear college attendance patterns contribute to inequalities in bachelor's degree attainment with implications for students' life chances. However, since completing even some college contributes to higher earnings, reverse transfer may simultaneously level inequalities with regard to any college attainment when compared to those who dropout. Currently, we know little about why socioeconomically disadvantaged students are more likely to reverse transfer.
520 $a This dissertation uses national longitudinal data to explore whether unsatisfactory experiences at four-year institutions in the first year of college play a role. Moreover, it considers whether inequities in college experiences mediate the relationship between social background and reverse transfer, and whether such relationships vary according to students' social and academic backgrounds. Finally, it considers whether and how reverse transfer independently affects degree completion at four- and two-year institutions. It is possible that the negative association depicted by descriptive statistics is due to selection bias, a misidentified set of counterfactuals, and/or effect heterogeneity. Few of these issues have been addressed in prior studies and this dissertation investigates whether there is evidence of heterogeneous effects of reverse transfer on degree completion, and whether such impacts vary according to which counterfactual is specified.
520 $a The results of the inquiry indicate that students' college experiences do not mediate the relationship between social background and reverse transfer while students' academic achievement in college emerge as strong predictors of their decisions to move to a two-year institution. In turn, reverse transfer influences students' degree attainment but depends on their alternative attendance pathways. Thus, considering the strong relationship between reverse transfer and college achievement, policy makers at four-year institutions may want to consider expanding and/or developing new academic support initiatives and/or outreach efforts.
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