The Declining "Equity" of American Higher Education

Astin, Alexander W.; Oseguera, Leticia

doi:10.1353/rhe.2004.0001

Cited by 219 publications

(133 citation statements)

References 13 publications

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“…For example, black students at the primary and secondary education levels are more likely to attend segregated and economically disadvantaged schools that provide fewer educational opportunities-they are more likely to suffer from overcrowded classrooms, outdated books and supplies, fewer advanced placement courses, and fewer laboratories, 40,41 as well as less qualified teachers. 42 At the post-secondary level, examples of this stratification include prestige of educational institution attended, 43,44 access to resources to facilitate the educational experience and mitigate stressors associated with achieving higher educational status (i.e., financial support and social support of family members who may also be college educated), 45,46 and levels of stress that may be differentially borne as a consequence of obtaining higher education. [47][48][49] These contextual factors may impact educational achievement and are likely confounded in traditional measures of education.…”

Section: Discussionmentioning

confidence: 99%

Does Education Matter? Examining Racial Differences in the Association between Education and STI Diagnosis among Black and White Young Adult Females in the U.S.

et al. 2010

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SYNOPSISObjectives. Education has long been considered a protective factor against sexual risk behaviors and sexually transmitted infections (STIs) among adolescents; however, few have explored this association and determined differences across racial/ethnic groups of young adult females on a national scale. The purpose of this study was to (1) describe the association between education and STI diagnosis among a national sample of black and white young adult females and (2) examine racial differences in this association.Methods. We used data from the National Longitudinal Study of Adolescent Health (Add Health) to assess the association between education and chlamydia, gonorrhea, and/or trichomoniasis (self-reported and assay-diagnosed) in 2001-2002 using logistic regression analysis.Results. After adjustment for risk behaviors, education was inversely associated with any assay-diagnosed STI, but this association was nonsignificant among black women for self-reported STI. Additionally, black females enrolled in, or who graduated from, college had significantly higher predicted probabilities of having an STI (12.4% self-reported; 13.4% assay-diagnosed) compared with white females who had less than a high school diploma (6.4% self-reported; 2.3% assay-diagnosed).Conclusions. Educational status was not uniformly protective against STIs for black and white females in this sample. Particularly for young black women, other factors may play a more prominent role in determining STI risk. Social determinants, such as education, should be viewed as important factors associated with STI prevalence, but their differential impact on various racial/ethnic groups should also be considered when addressing the disproportionate rates of STIs in the U.S.

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Section: Discussionmentioning

confidence: 99%

Does Education Matter? Examining Racial Differences in the Association between Education and STI Diagnosis among Black and White Young Adult Females in the U.S.

et al. 2010

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“…First, in the current economic context in academia, agents must devote increasing percentages of their energies and staff to generating external revenues to support programs that are marginalized from the university hierarchy, and they have less time to do so. Institutions are not making significant investments in outreach activities; in fact, they are increasingly invested in attracting economically privileged students to enhance their prestige and net tuition revenues (Astin & Oseguera, 2004). In this context it is difficult to develop sufficient infrastructure to support entrepreneurial social efforts (Rhoades, 2006) with only the soft monies these professionals generate through grants and gifts.…”

Section: The Journal Of Higher Educationmentioning

confidence: 99%

A Critical Agency Network Model for Building an Integrated Outreach Program

Kiyama¹,

Lee²,

Rhoades³

2012

The Journal of Higher Education

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“…By contrast, children from the two middle quartiles were under-represented by 36% and from the bottom quartile by 50% (Astin/Oseguera 2004 Kerr's vision prevailed. The segmentation of Californian public higher education was made law.…”

Section: Historical Critique: the Stratification Of Us Elite Institutmentioning

confidence: 91%

On Cost-Sharing, Tuition Fees and Income Contingent Loans for Universal Higher Education: A New Contract Between University, Student and State?

Armbruster¹

2006

SSRN Journal

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In the search for a viable 21 st century cost-sharing contract between university, student and state, the issues of rising participation and student demand, functional differentiation, institutional competition and stratification and social inequality are systematically discussed. The argument develops through, firstly, a critical appraisal of the genre of elite, mass and universal higher education; secondly, a discussion of the consequences of US institutional stratification; and, thirdly, an assessment of national tuition fee systems as a way of sponsoring mass and universal participation. The Ivy League and the California Master Plan as well as the tuition fee systems in Australia, New Zealand and England have addressed rising participation and relative declining state funding (per FTE tertiary student) while seeking to preserve and enhance quality by mobilising and concentrating resources. Yet, the accumulated unintended consequences of theses systems are undermining their very foundations, making none of these a suitable candidate for emulation in the 21st century. Moreover, the conceptual distinction between, elite, mass and universal higher education is flawed and not suitable for guiding further reform initiatives. Consequently, it is submitted that the financing of state funded undergraduate degrees (BA) be decoupled from postgraduate degrees (MA, PhD). The rise of the European Higher Education Area with 46 member states, and more expected to join, serves as a vantage point from which to critique the legacy of the 20 th century and develop preliminary policy recommendations for the 21 st century.

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The Declining "Equity" of American Higher Education

Cited by 219 publications

References 13 publications

Does Education Matter? Examining Racial Differences in the Association between Education and STI Diagnosis among Black and White Young Adult Females in the U.S.

Does Education Matter? Examining Racial Differences in the Association between Education and STI Diagnosis among Black and White Young Adult Females in the U.S.

A Critical Agency Network Model for Building an Integrated Outreach Program

On Cost-Sharing, Tuition Fees and Income Contingent Loans for Universal Higher Education: A New Contract Between University, Student and State?

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