The Effect of Resilience and Gender on the Persistence of Higher Education Students

Abstract

Based on several studies, after exiting higher education there are serious gender differences in the labor market, and disadvantages of people with worse social background also exist. Research question of this study is whether such inequalities in students’ persistence also exist, or not. Based on a survey (n = 2199) conducted in a region of Central and Eastern Europe, we use cluster analysis to characterize resilient students (with unfavorable social backgrounds and good performances), and carry out stepwise linear regression to reveal the effects on students’ persistence. We found that persistence is not the highest among resilient students, as presumed. They still cannot break through the glass ceiling set by students from better social backgrounds in relation to persistence. In accordance with the previous research results, however, females’ higher persistence can still be shown, despite their less favorable social background.

The comparative study of chronically ill and healthy children and adolescents in the light of their general mental health

“…Girls typically can be characterised with lower level of self-esteem and self-confidence, higher level of anxiety, stress, ruminative and non-productive thoughts. The use of emotion-focused coping strategies is also more frequent among them 57,58 .…”

Stratified Student Society in Higher Education Fields. Impact of Expected Earning on Students' Career

“…The data suggest that the value of the principal component of persistence is elevated among females, which can be attributed to traditional gender role behaviour, stronger rule-following attitudes, compliance with manifest expectations and diligence of women. In contrast, more dropout risk factors are present for men, highlighting a lack of interest in the field and learning, financial problems and learning difficulties (Ceglédi et al, 2022).…”

“…The final stage of our research involved examining the relationship between the terciles based on expected earnings and persistence as a commitment to study completion. The CHERD-Hungary research team conducted a principal component analysis based on four indicators of persistence, which are 1) the studies I am pursuing will be useful for me in my professional career, 2) I am very determined to complete my studies, 3) I want to achieve as good academic results as possible, 4) I will do my best to attend lectures, seminars, practical classes (Ceglédi et al, 2022). The results show a significant difference in persistence by earnings terciles.…”

“…Recognising the impact of 'soft' factors on school career (Ceglédi et al, 2022), the international literature has placed particular emphasis on the role of parental involvement (Chavkin, Williams, 1989;Desforges, Abouchaar, 2003;Ntekane, 2018;Chee, Ullah, 2020), two main dimensions of which have been identified by researchers: School-based parental involvement and Home-based parental involvement (Sheldon, Epstein, 2005;Green et al, 2007;Epstein et al 2009;Imre, 2015;Imre 2017). The extent to which parental suggestions are taken into account and family shared decision-making is an important issue for our topic.…”

“…In contrast, there is a strong demand from parents with a lower social status for school support in career choices. Overall, it can be seen that communication between family and school is an important driver of successful student progress, as the child develops in the sharp or imperceptible fault line between these two socialisation arenas (Kozma, 2001;Pusztai, Fényes, 2022). It should be noted that the more educational partners are involved in the collaboration, the more characteristic changes in students' academic performance can be observed (Epstein, Sanders, 2006;Pusztai, Fényes, 2022).…”