Socioeconomic Status as Related to Aptitude, Attrition, and Achievement of College Students

Stanfiel, James D.

doi:10.2307/2111901

Cited by 21 publications

(9 citation statements)

References 3 publications

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“…The results show education is an important determinant, which supports the findings of most previous researches (Harris & Blisard, 2002;Hauser & Warren, 1997;Henninger, 1998;Kerckhoff, 1975;Panudulkitti, 2007;Stanfiel, 1973;Worley & Story, 1967). Based on Table 4, an increase of a year of formal education after the mean number of years of the sample reduces the probability of a household falling into poverty by 0.930.…”

Section: Model Specificationsupporting

confidence: 90%

Determinant Factors Effecting Poverty Among New Converts in Selangor, Malaysia

Johari

Wahab

Ali

et al. 2015

SJEKI

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The justice in Islam had attracted and opens the hearts of non-muslins to accept Islam. The justice and truthfulness of Islamic teaching attract the human to be part of its through conversion or reconciliation of hearts (Muallaf al-Qulub) and it is one of the zakat recipients mentioned in Al-Qurâ€™an. In Selangor, zakat assistance to the new converts begins from the first day they become Muslims. The new Muslim would be immediately helped with MYR 500.00 monthly allowance for five years until they manage to act in accordance with Allahâ€™s orders and to perform worshipping (Mukallaf). This paper identifies the factors of new convertsâ€™ poverty in Selangor, Malaysia using a logistic regression method. A set of survey questionnaires has been used in this research and 80 respondents were randomly selected from Selangor Zakat Centre (SZC) zakat recipientâ€™s list from the New Converts category for nine districts of Selangor in 2013. We estimate the probability of households with specified characteristics to fall below Malaysiaâ€™s official poverty line. Results show that education, size, region, income and amount of zakat received significantly reduces the chance of being poor while gender, age, status were not a significant predictor. Thus, these statistical measures have proven the positive role of zakat in reducing poverty among the new converts. The findings have important policy implications for zakat institution and Malaysian government which has pledged to reduce overall poverty rate to 2.8 percent and eradicates hardcore poverty by 2010 under the Ninth Malaysian Plan. =========================================== Keadilan dalam Islam telah menarik perhatian dan membuka hati non-muslim untuk menerima Islam. Keadilan dan kejujuran dalam ajaran Islam menarik banyak untuk masuk dalam Islam (Muallaf al-Qulub) dan mereka menjadi salah satu penerima zakat seperti disebutkan dalam Al Qur'an. Di Selangor, bantuan zakat kepada para muallaf dimulai pada hari pertama mereka menjadi umat Islam. Mualaf tersebut akan diberi uang saku sebesar MYR 500.00 per bulan selama 5 tahun sampai mereka mampu mengelola kehidupannya sesuai dengan perintah Allah dan melaksanakan ibadahnya (Mukallaf). Paper ini mengidentifikasikan faktor-faktor kemiskinan mualaf di Selangor, Malaysia dengan menggunakan metode regresi logistic. Seperangkat kuesioner digunakan untuk penelitian ini dan 80 responden dipilih secara acak dari daftar para penerima zakat Selangor Zakat Centre (SZC) untuk kategori mualaf dari sembilan distrik di Selangor untuk tahun 2013. Kami memperkirakan probabilitas rumah tangga rumah tangga dengan karakteristik dimaksud mengalami penurunan di bawah angka kemiskinan resmi Malaysia. Hasil menunjukkan bahwa pendidikan, ukuran, wilayah, pendapatan dan jumlah zakat yang diterima secara signifikan mengurangi kemiskinan sementara faktor gender, umur, dan status bukanlah faktor yang signifikan. Oleh karena itu, hasil perhitungan statistik membuktikan bahwa zakat berperan positif dalam mengurangi kemiskinan para mualaf tersebut. Temuan ini mempunyai implikasi penting terhadap kebijakan institusi zakat dan juga pemerintah Malaysia telah bertekad untuk mengurangi angka kemiskinan Malaysia menjadi 2.8 persen dan mengurangi kemiskinan ekstrim per tahun 2010 berdasarkan Ninth Malaysian Plan.

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Section: Model Specificationsupporting

confidence: 90%

Determinant Factors Effecting Poverty Among New Converts in Selangor, Malaysia

Johari

Wahab

Ali

et al. 2015

SJEKI

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“…Cross-cultural research has demonstrated the need to consider the influence of socioeconomic (Rendon, 1995;Boughan, 1995;Paterson, 1991;Jones and Watson, 1990;Adams, Wasikhongo, and Nahemow, 1987;Grosset and Hawk, 1986;Smith, 1981;Stanfiel, 1973). For example, research has shown that socioeconomic status is associated with educational attainment and aspirations (Paterson, 1991;Adams, Wasikhongo, and Nahemow, 1987), attrition and retention (Rendon, 1995;Boughan, 1995;Jones and Watson, 1990;Grosset and Hawk, 1986;Smith, 1981;Stanfiel, 1973), and quality of teaching ( Jones and Watson, 1990).…”

Section: Background Factorsmentioning

confidence: 99%

Leadership in education: Effective U.K. college principals

Sala¹

2003

Nonprofit Mgmnt & Ldrshp

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“…Despite decades of educational reforms, the socioeconomic status (SES)-based achievement gap persists in the United States (Lee, 2006;Lee & Wong, 2004). Studies conducted over the past 50 years provided overwhelming evidence to establish the constraint that SES imposes on student achievement (e.g., Berliner, 2013;Caldas & Bankston, 1999;Caro, McDonald, & Willms, 2009;Chudgar & Luschei 2009;Coleman, Campbell, Hobson, McPartland, Mood, Weinfield, & York, 1966;Heyneman & Loxley, 1983;Huang & Sebastian, 2015;Jimerson, Egeland, & Teo, 1999;Konstantopoulos & Borman, 2011;Lee & Bowen, 2006;OECD, 2013aOECD, , 2013bReardon, 2011;Sirin, 2005;So & Chan, 1984;Stanfiel, 1973). According to this large body of research, students from low-SES backgrounds show lower achievement due to various barriers such as lack of economic resources (e.g., Chiu, 2007;Parcel & Dufur, 2001), low parental involvement (e.g., Barnard, 2004;DePlanty, Coulter-Kern, & Duchane, 2007), and limited access to high quality educational opportunities (e.g., Baker, Goesling, & LeTendre, 2002), for example, highly qualified teachers (Akiba, LeTendre, & Scribner, 2007).…”

Section: Introductionmentioning

confidence: 99%

Can students themselves narrow the socioeconomic-status-based achievement gap through their own persistence and learning time?

Huang

2015

EPAA

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Despite decades of educational reforms, the achievement gap based on socioeconomic status (SES) persists in the United States. Not only does the SES-based achievement gap persist, it has also been widening. This study focused on the role of students, hypothesizing that students might reduce the SES-based achievement gap by increasing their learning time and persistence. I used both ANOVA and two-level hierarchical linear models (HLM) to analyze the Program for International Student Assessment (PISA) United States data. The findings suggested that students viewing themselves to be persistent were likely to perform better than those viewing themselves to be less persistent. Also increased time learning in school was associated with increased achievement. However, high-SES students generally spent more time learning in school and viewed themselves to be more persistent. Thus learning time and persistence were not likely to address the SES constraint on achievement for a majority of low-SES students unless schools provided them extra classes and learning opportunities.

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Socioeconomic Status as Related to Aptitude, Attrition, and Achievement of College Students

Cited by 21 publications

References 3 publications

Determinant Factors Effecting Poverty Among New Converts in Selangor, Malaysia

Determinant Factors Effecting Poverty Among New Converts in Selangor, Malaysia

Leadership in education: Effective U.K. college principals

Can students themselves narrow the socioeconomic-status-based achievement gap through their own persistence and learning time?

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