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Source: Research in Higher Education

Resulting in 11 citations.

1.	Ahearn, Caitlin Brand, Jennie E. Zhou, Xiang
1.	How, and For Whom, Does Higher Education Increase Voting? Research in Higher Education published online (14 September 2022): DOI: 10.1007/s11162-022-09717-4. Also: https://link.springer.com/article/10.1007/s11162-022-09717-4 Cohort(s): NLSY79, NLSY97 Publisher: Springer Keyword(s): College Enrollment; Higher Education; Voting Behavior Permission to reprint the abstract has not been received from the publisher. The college-educated are more likely to vote than are those with less education. Prior research suggests that the effect of college attendance on voting operates directly, by increasing an individual's interest and engagement in politics through social networks or human capital accumulation. College may also increase voting indirectly by leading to degree attainment and increasing socioeconomic status, thus facilitating political participation. However, few studies have empirically tested these direct and indirect pathways or examined how these effects vary across individuals. To bridge this gap, we employ a nonparametric causal mediation analysis to examine the total, direct, and indirect effects of college attendance on voting and how these effects differ across individuals with different propensities of attending college. Using data from the 1979 and 1997 cohorts of National Longitudinal Surveys of Youth, we find large direct effects of college on self-reported voting and comparably smaller indirect effects that operate through degree completion and socioeconomic attainment. We find the largest impact of college on voting for individuals unlikely to attend, a pattern due primarily to heterogeneity in the direct effect of college. Our findings suggest that civic returns to college are not contingent upon degree completion or socioeconomic returns. An exclusive focus on the economic returns to college can mask the broader societal benefits of expanding higher education to disadvantaged youth.
	Bibliography Citation Ahearn, Caitlin, Jennie E. Brand and Xiang Zhou. "How, and For Whom, Does Higher Education Increase Voting?" Research in Higher Education published online (14 September 2022): DOI: 10.1007/s11162-022-09717-4.

2.	Atherwood, Serge Sanchez-Soto, Gabriela
2.	Does Social Class Matter Equally for the Timely Transition Into and Out of College? Evidence from the NLSY97 Research in Higher Education published online (2 May 2022): DOI: 10.1007/s11162-022-09692-w. Also: https://link.springer.com/article/10.1007/s11162-022-09692-w Cohort(s): NLSY97 Publisher: Springer Keyword(s): College Degree; Parenthood; Socioeconomic Status (SES) Permission to reprint the abstract has not been received from the publisher. Although the positive relationship between social determinants and college attainment is well established, less is known about how social class specifically relates to the linear and timely completion of postsecondary degrees. In this paper, we empirically examine on-time completion of bachelor's degrees using social class proxies for a national sample of U.S. high school graduates, using the life course perspective and social selection hypothesis to contextualize social effects on the two key transitions--timely full-time enrollment and timely degree completion--that bound the traditional 4-year college pathway. We find strongly positive associations between several social indicators and attainment of both transition events, although effects are larger and more numerous for the initial transition, indicating social selection may be more influential in launching the 4-year college pathway than in completing it. Gradients of social advantage also appear more complexly gendered and racialized at the start of the college pathway than at the end. Finally, we confirm that parenthood is highly incompatible with a 4-year path to a degree regardless of social class and conspicuously more likely to interfere with the timely completion of a bachelor's degree than other major life transitions.
	Bibliography Citation Atherwood, Serge and Gabriela Sanchez-Soto. "Does Social Class Matter Equally for the Timely Transition Into and Out of College? Evidence from the NLSY97." Research in Higher Education published online (2 May 2022): DOI: 10.1007/s11162-022-09692-w.

3.	Choi, Yool
3.	Student Employment and Persistence: Evidence of Effect Heterogeneity of Student Employment on College Dropout Research in Higher Education 59,1 (February 2018): 88-107. Also: https://link.springer.com/article/10.1007/s11162-017-9458-y Cohort(s): NLSY97 Publisher: Springer Keyword(s): College Dropouts; Employment, In-School; Heterogeneity; Socioeconomic Background Permission to reprint the abstract has not been received from the publisher. This study explores how student employment affects college persistence and how these effects differ by individual likelihood of participating in student employment. I analyze data from the National Longitudinal Survey of Youth 1997 using propensity score matching and stratification-multilevel analysis. This study finds that engaging in intense work has deleterious effects on college persistence. However, these negative effects vary significantly according to likelihood of participation in intense work. The results indicate that employment has less negative impacts on completion for those most likely to participate in intense work, who are typically those from the most disadvantaged social backgrounds. This finding suggests that efforts to reduce the deleterious effects of intense work on persistence should be practiced with careful consideration for sub-populations that may have different reasons for and effects of student employment.
	Bibliography Citation Choi, Yool. "Student Employment and Persistence: Evidence of Effect Heterogeneity of Student Employment on College Dropout." Research in Higher Education 59,1 (February 2018): 88-107.

4.	Jez, Su Jin
4.	The Differential Impact of Wealth Versus Income in the College-Going Process Research in Higher Education 55,7 (November 2014): 710-734. Also: http://link.springer.com/article/10.1007/s11162-014-9332-0 Cohort(s): NLSY97 Publisher: Springer Keyword(s): College Characteristics; College Enrollment; Colleges; Income; Wealth Permission to reprint the abstract has not been received from the publisher. College is increasingly essential for economic and social mobility. Current research and public policy devotes significant attention to race, income, and socioeconomic factors in college access. Yet, wealth's role, as differentiated from income, is largely unexplored. This paper examines the differences between wealth and income in the college-going process, specifically applying to college, attending college, and what type of college attended (2-year, 4-year, and more or less selective). To examine these relationships, the National Longitudinal Study of Youth (1997) is linked to the Integrated Postsecondary Education Data System to create a nationally representative dataset. Binary and multinomial logistic regressions reveal that wealth is consistently more significant in the college choice process than income. Wealth's significance as a predictor for college application and attending a 2-year college versus no college disappears when controls for human capital, habitus, social capital, and cultural capital are added. However, wealth's significance persists for less selective and more selective 4-year college attendance, even after including these controls. K-12 and postsecondary institutions and policymakers, looking to level the playing field and make college more accessible, must address wealth's impact on the college-going process.
	Bibliography Citation Jez, Su Jin. "The Differential Impact of Wealth Versus Income in the College-Going Process." Research in Higher Education 55,7 (November 2014): 710-734.

5.	Kim, Kyung-Nyun Baker, Rose M.
5.	The Assumed Benefits and Hidden Costs of Adult Learners' College Enrollment Research in Higher Education 56,5 (August 2015): 510-533. Also: http://link.springer.com/article/10.1007/s11162-014-9351-x Cohort(s): NLSY79 Publisher: Springer Keyword(s): College Characteristics; College Enrollment; Occupational Status; Self-Esteem; Wage Penalty/Career Penalty; Wages Permission to reprint the abstract has not been received from the publisher. This study investigates the effects of adults' enrollment in and graduation from a two-year college on their hourly wages and occupational status in U.S. by employing a growth curve model and a piecewise model. College enrollment reduced hourly wages and occupational status by 13.8 % and 2.74 points, respectively. Less-educated workers whose wages were the main source of income were more likely to compromise their occupational status for a better work-study balance and thus to realize wage penalties during schooling. While a two-year college degree acquired in adulthood had significant positive effects on hourly wages and occupational status, the said positive economic returns from the degree were moderated by their self-esteem.
	Bibliography Citation Kim, Kyung-Nyun and Rose M. Baker. "The Assumed Benefits and Hidden Costs of Adult Learners' College Enrollment." Research in Higher Education 56,5 (August 2015): 510-533.

6.	Luthra, Renee Flashman, Jennifer A. Yammer Microsoft
6.	Who Benefits Most from a University Degree?: A Cross-National Comparison of Selection and Wage Returns in the US, UK, and Germany Research in Higher Education 58,8 (December 2017): 843-878. Also: https://link.springer.com/article/10.1007/s11162-017-9451-5 Cohort(s): NLSY79 Publisher: Springer Keyword(s): College Degree; Cross-national Analysis; Educational Returns; German Socio-Economic Panel (GSOEP); NCDS - National Child Development Study (British); Wages Permission to reprint the abstract has not been received from the publisher. Recent research on economic returns to higher education in the United States suggests that those with the highest wage returns to a college degree are least likely to obtain one. We extend the study of heterogeneous returns to tertiary education across multiple institutional contexts, investigating how the relationship between wage returns and the propensity to complete a degree varies by the level of expansion, differentiation, and cost of higher education. Drawing on panel data and matching techniques, we compare findings from the US with selection into degree completion in Germany and the UK. Contrary to previous studies, we find little evidence for population level heterogeneity in economic returns to higher education.
	Bibliography Citation Luthra, Renee, Jennifer A. Flashman and Yammer Microsoft. "Who Benefits Most from a University Degree?: A Cross-National Comparison of Selection and Wage Returns in the US, UK, and Germany." Research in Higher Education 58,8 (December 2017): 843-878.

7.	Sanabria, Tanya Penner, Andrew M. Domina, Thurston
7.	Failing at Remediation? College Remedial Coursetaking, Failure and Long-Term Student Outcomes Research in Higher Education published online (24 March 2020): DOI: 10.1007/s11162-020-09590-z. Also: https://link.springer.com/article/10.1007/s11162-020-09590-z Cohort(s): NLSY97 Publisher: Springer Keyword(s): College Degree; College Major/Field of Study/Courses; Grade Point Average (GPA)/Grades; Wage Determination Permission to reprint the abstract has not been received from the publisher. Colleges offer remedial coursework to help students enrolling in post-secondary education who are not adequately prepared to succeed in college-level courses. Despite the prevalence of remediation, previous research presents contradictory findings regarding its short- and long-term effects. This paper uses a doubly robust inverse probability weighting strategy to examine whether the degree completion and wage outcomes associated with remedial education vary by passing or failing remedial coursework. Using the NLSY Postsecondary Transcript-1997 data, we find that almost 30% of remedial course takers fail a remedial course. Students who took and passed their remedial coursework at both 2-year and 4-year colleges were more likely to graduate from college than similar students who did not take remediation. For both 2-year and 4-year college entrants, students who failed remedial coursework were less likely to obtain a bachelor's degree and, among degree receivers, took longer to graduate. Students who entered 2-year or 4-year colleges and who failed remedial coursework earned lower wages over time compared to similar students who never took remediation. Among 4-year college entrants, these wage differences seem to be explained completely by degree completion. However, wage differences for 2-year college entrants still remain after accounting for degree receipt. Our findings thus suggest that while many students may benefit from remedial education, a substantial number of students struggle with remedial coursework and fail to realize the intended benefits.
	Bibliography Citation Sanabria, Tanya, Andrew M. Penner and Thurston Domina. "Failing at Remediation? College Remedial Coursetaking, Failure and Long-Term Student Outcomes." Research in Higher Education published online (24 March 2020): DOI: 10.1007/s11162-020-09590-z.

8.	Shamsuddin, Shomon
8.	Berkeley or Bust? Estimating the Causal Effect of College Selectivity on Bachelor's Degree Completion Research in Higher Education 57,7 (November 2016): 795-822. Also: http://link.springer.com/article/10.1007/s11162-016-9408-0 Cohort(s): NLSY97 Publisher: Springer Keyword(s): College Characteristics; College Degree; College Enrollment; Educational Attainment; Geocoded Data; Test Scores/Test theory/IRT Permission to reprint the abstract has not been received from the publisher. Many students enroll in less selective colleges than they are qualified to attend, despite low graduation rates at these institutions. Some scholars have argued that qualified students should enroll in the most selective colleges because they have greater resources to support student success. However, selective college attendance is endogenous, so student outcomes could be due to individual ability, not institutional characteristics. Previous work on college selectivity has focused on the earnings effects of attending elite private universities, overlooking both college graduation impacts and the public institutions that educate most students. I estimate the effect of selective colleges on the probability of bachelor's degree completion using a restricted-access national dataset and an instrumental variables approach to address the endogeneity of college choice. I find that a 100-point increase in the average SAT score for admitted students is associated with an increase in the probability of graduation by 13 percentage points. In addition, I find suggestive evidence that enrolling in a selective public college has a positive effect on degree completion. The results are robust to a series of sensitivity tests and alternate specifications. The findings suggest strong benefits to enrolling in the most selective colleges that students are qualified to attend and have important implications for decisions to pursue postsecondary education in the face of high student loan debt.
	Bibliography Citation Shamsuddin, Shomon. "Berkeley or Bust? Estimating the Causal Effect of College Selectivity on Bachelor's Degree Completion." Research in Higher Education 57,7 (November 2016): 795-822.

9.	Stephenson, Stanley P., Jr.
9.	Work in College and Subsequent Wage Rates Research in Higher Education 17,2 (1982): 165-178. Also: http://www.springerlink.com/content/j84j53x611145u24/ Cohort(s): Young Men Publisher: Kluwer Academic Publishers Keyword(s): College Graduates; Schooling; Transition, School to Work; Wage Rates Permission to reprint the abstract has not been received from the publisher. This is an empirical study of early postenrollment wage determinants of white young men in the 1966 to 1971 period. Data are from the National Longitudinal Survey for young men. The focus is on student labor force status as a determinant of postenrollment wage rates. As such, the results are related to the combined employment and college enrollment goal expressed repeatedly in federal work-study programs from the 1930s to date. Results suggest that work while enrolled may not only support the student, but mitigate transition problems to full-time work after enrollment. The major result, found with OLS multiple regression techniques, is that student job holding significantly and positively increased postenrollment wage rates relative to youth who neither worked nor looked for work as students. This indirect effect implies that the social cost of the college work-study program may be less than the federal outlays if the extra work experience enables a youth to obtain a more productive and higher paying job after enrollment.
	Bibliography Citation Stephenson, Stanley P., Jr. "Work in College and Subsequent Wage Rates." Research in Higher Education 17,2 (1982): 165-178.

10.	Stephenson, Stanley P., Jr. Eisele, Tura W.
10.	The Impact of Financial Aid on Women's Demand for Higher Education Research in Higher Education 17,4 (December 1982): 345-361. Also: http://www.springerlink.com/content/n510840817156303/ Cohort(s): Young Women Publisher: Kluwer Academic Publishers Keyword(s): Educational Costs; Family Background and Culture; Marital Status; Tuition Permission to reprint the abstract has not been received from the publisher. The Educational Amendments of 1972 marked a new direction in public policy regarding the scope and purpose of financial aid to higher education. Aid became more "student-oriented," and equality of opportunity for higher education became a goal. This empirical study with national longitudinal data has made a start in policy evaluation of the effect of the 1972 Educational Amendments on the higher education acquired by young women. The most important result of financial aid receipt for young women is that those who received aid averaged 0.64 more years completed of higher education and averaged .145 greater graduation probability than similar women who did not receive aid. These results were obtained in multiple regression models in which the effects of marital status, parental background, geographic locations and economic characteristics, and tuition level were controlled for. These results suggest that policy attempts to stimulate the higher education acquired by enrolled young women by increasing the availability of financial aid are well-founded.
	Bibliography Citation Stephenson, Stanley P., Jr. and Tura W. Eisele. "The Impact of Financial Aid on Women's Demand for Higher Education." Research in Higher Education 17,4 (December 1982): 345-361.

11.	Taniguchi, Hiromi
11.	The Influence of Age at Degree Completion on College Wage Premiums Research in Higher Education 46,8 (December 2005): 861-881. Also: http://www.springerlink.com/content/y655468834k51j08/ Cohort(s): NLSY79 Publisher: Kluwer Academic Publishers Keyword(s): College Education; College Graduates; Education, Adult; Educational Returns; Gender Differences; Modeling, Fixed Effects; Wage Growth; Wage Models Permission to reprint the abstract has not been received from the publisher. Although studies have shown a significant wage gain associated with the possession of a college degree, few have considered at what age the degree was received to estimate this college wage premium. Given the recent increase in the enrollment of older students, this study examines how the size of the premium is affected by college timing while focusing on a possible gender difference. Results from fixed-effects models show that those who complete their degree at 25 or older receive a significantly lower premium than those who graduate at a younger age, while the penalty for late graduation is much smaller for women than men. A further analysis suggests that the late college penalty is partly due to the delayed onset of the cumulative benefits higher education provides, and that women are penalized less for late degree completion because they gain less from college education over the course of time to begin with.
	Bibliography Citation Taniguchi, Hiromi. "The Influence of Age at Degree Completion on College Wage Premiums." Research in Higher Education 46,8 (December 2005): 861-881.

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