Accounting for Socioeconomic Differences in Delaying the Transition to College

Goldrick‐Rab, Sara; Han, Seong Won

doi:10.1353/rhe.2011.0013

Cited by 46 publications

(28 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Yet 17% of high school graduates who begin college at a community college delay that initial enrollment for 8 months or more (Adelman, 2005). The ability to make a seamless transition into community college depends not only on academic performance in high school but also on family background, sociodemographic characteristics, and educational expectations (Goldrick-Rab & Han, 2010).…”

Section: Attendance Patternsmentioning

confidence: 99%

Challenges and Opportunities for Improving Community College Student Success

Goldrick‐Rab

2010

Review of Educational Research

Self Cite

329

205

View full text Add to dashboard Cite

Many of the democratizing opportunities provided by community colleges are diminished in the eyes of policy makers by inadequate rates of success. In particular, large proportions of students who enter community colleges do not persist for longer than a semester, complete a program, or attain a credential. This review critically examines academic and policy research in search of explanations, emphasizing what is known about challenges stemming from three levels of influence: the macro-level opportunity structure; institutional practices; and the social, economic, and academic attributes students bring to college. It provides examples of how factors operating at each level affect rates of success at key times, including the initial transition to college, the experience of remedial education, and persistence through credit-bearing coursework. The article also discusses potential and ongoing reforms that could increase rates of community college success by addressing one or more areas of influence (the macro, the institutional, or the individual). It is concluded that increasing success in the open-access, public 2-year sector requires reforms directed at multiple levels and cannot be achieved with either student-or institution-focused incentives alone.

show abstract

Section: Attendance Patternsmentioning

confidence: 99%

Challenges and Opportunities for Improving Community College Student Success

Goldrick‐Rab

2010

Review of Educational Research

Self Cite

329

205

View full text Add to dashboard Cite

show abstract

“…Delayed enrollment may reflect practical considerations, such as the need to accumulate savings to offset the increasing costs of PSE (Goldrick-Rab & Han, 2011). Others take time off because they want to "take a break," do not feel developmentally mature enough or ready for PSE, or are not academically prepared (Curtis et al, 2012;Hango, 2011;O'Shea, 2013).…”

Section: Timing Of Postsecondary Educationmentioning

confidence: 99%

“…Research consistently shows that delayed entrants have earlier difficulties that may hinder a direct pursuit of education following high school, such as low socioeconomic status (Hango, 2011;Goldrick-Rab & Han, 2011;National Centre for Educational Statistics, 2005), poor academic achievement (Birch & Miller, 2007;Curtis et al, 2012;Hango, 2011), and earlier substance use (Crawford & Cribb, 2012). Delayed entrants may represent a resilient group of young people who pursue PSE despite earlier disadvantage, for whom the transition into PSE may reflect a turning point, fostering declines in substance use (Roche et al, 2006;Teruya & Hser, 2010).…”

Section: Substance Use and The Timing Of Developmental Transitionsmentioning

confidence: 99%

The Relationship of Higher Education to Substance Use Trajectories: Variations as a Function of Timing of Enrollment

Thompson¹,

Homel²,

Leadbeater³

2015

J. Stud. Alcohol Drugs

View full text Add to dashboard Cite

Objective-This study examined the association between time to enrollment into postsecondary education and trajectories of heavy episodic drinking (HED) and marijuana use using a prospective longitudinal study.Method-Participants included 391 postsecondary students (55% female) drawn from the Victoria Healthy Youth Survey, a five-wave, multi-cohort sample interviewed biennially between 2003 and 2011. Using piecewise latent growth modeling, we compared changes in the trajectories of HED and marijuana use before and after postsecondary enrollment across three groups of young adults: (a) direct entrants (enrolled directly out of high school), (b) gap entrants (took a year off), and (c) delayed entrants (took longer than a year off).Results-Heavy drinking increased after enrollment for direct entrants and gap entrants and decreased for delayed entrants. Marijuana use increased after enrollment for direct entrants, and decreased for gap entrants and delayed entrants. Yet, overall levels of marijuana use were significantly higher among the gap and delay entrants over time compared with direct entrants. Group differences in heavy drinking appeared to reflect age-related changes in drinking patterns. However, differences in marijuana use may reflect pre-existing inequities in access to higher education across groups.Conclusions-The association between postsecondary education and increased substance use may be limited to students who enroll at a postsecondary institution directly out of high school. However, students who delay enrollment have higher levels of substance use before enrollment, as well as lower high school grades and socioeconomic status compared with direct entrants, and may be particularly vulnerable to long-term substance use problems and degree noncompletion.Considerable research has shown that going to college is associated with significant increases in alcohol and marijuana use during the emerging adult years (Bachman et al., 2002;Carter et al., 2010;Fleming et al., 2012;. However, increased substance use is not uniform across all postsecondary students; rather, CIHR Author Manuscript CIHR Author Manuscript CIHR Author Manuscriptheterogeneity in contexts such as living situation, type of postsecondary institution, and parttime versus full-time status moderate this association (Carter et al., 2010). We argue that student differences in the time of entry into postsecondary education (PSE) may also affect the association between postsecondary enrollment and increased substance use. The purpose of the current study was to examine whether the expected increases in heavy drinking and marijuana use after enrollment in postsecondary institutions are consistent across students who vary in the time taken to enroll in PSE after high school graduation. Timing of postsecondary educationAt the population level, the timing of the transition to PSE is well defined because it is contingent on the completion of high school and is often a prerequisite for entrance into professional careers. Time to enrollment in...

show abstract

“…In today's higher education sphere such research remains relevant as socio-economic differences pervade not only developing countries such as South Africa, but also the developed world where universities are now being similarly challenged. For example, Australian universities are targeting domestic students from disadvantaged socio-economic communities, Indigenous students, migrant and 'first family members ' (Ashton-Hay & Roberts, 2012) for this type of aid, and universities in the USA are faced with inequalities where the biggest differences in student attributes and educational outcomes arise between students from the most advantaged and most disadvantaged families (Goldrick-Rab & Han, 2011). This article is organised as follows: the next section presents the background to the study.…”

Section: Introductionmentioning

confidence: 99%

Helping Disadvantaged Students: Findings from the Thuthuka Programme

Barac

2015

Accounting Education

View full text Add to dashboard Cite

Abstract:Drawing on social closure theory, this study achieved a deep understanding of the perceptions and experiences of the first cohort of candidates passing through the Thuthuka support programme. Using semi-structured interviews as part of a qualitative approach, currently prevalent modes of professional closure were considered by taking the backgrounds of these students into account, together with their perceptions of the accounting profession. Their views on whether the Thuthuka programme as an intervention had been successful in removing post-apartheid professional closure were determined by taking into account the Thuthuka students' readiness to sit for professional examinations and to enter the workplace. The findings of the study suggest features that could be considered in support programmes intended for socio-economically disadvantaged students to facilitate their entry into a restrictive and restricted market.

show abstract

Accounting for Socioeconomic Differences in Delaying the Transition to College

Cited by 46 publications

References 21 publications

Challenges and Opportunities for Improving Community College Student Success

Challenges and Opportunities for Improving Community College Student Success

The Relationship of Higher Education to Substance Use Trajectories: Variations as a Function of Timing of Enrollment

Helping Disadvantaged Students: Findings from the Thuthuka Programme

Contact Info

Product

Resources

About