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But is it Elite? Organizational Status, Boundaries, and Crafting Elite and Flagship Universities Review of Higher Education (IF 2.383) Pub Date : 2024-04-18 W. Carson Byrd, Brendan Cantwell, Sanzhar Baizhanov
“Elite” and “flagship” are two influential groupings used to conceptualize differences among higher education institutions, but rarely defined. We derive common features attributed to these groupings from a content analysis of 40 years of higher education literature. Next, we explore the relationship of these features to other institutional characteristics with multiple regression analyses of organizational-level
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The Impact of Course Placement in STEM Sequences on Students' Short-Term and Longer-Term University Success Outcomes Review of Higher Education (IF 2.383) Pub Date : 2024-04-11 Nicholas A. Bowman, Federick J. Ngo, Jeongmin Ji
Research has frequently demonstrated negative effects of placing students into developmental education, but very little inquiry has considered the impact of placing students into different levels of non-developmental coursework. The present study explored this issue within sequenced pairs of STEM gateway courses using doubly-robust propensity score analyses and a total sample of 11,532 undergraduates
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Transgender Men and Non-Binary Students Managing Their Identities to Pay for College Review of Higher Education (IF 2.383) Pub Date : 2024-04-11 Alex C. Lange
Compared to previous generations, U.S. college students must increasingly rely on non-government sources of money to pay for college. Yet, paying for college looks markedly different for students from marginalized communities, given historical exclusion and inequitable access to financial capital. Using data from a longitudinal study of transgender men and nonbinary students, I argue that identity
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Pathways to Religious Pluralism in College: A Critical Analysis of Identity, Campus Contexts, and Engagement Review of Higher Education (IF 2.383) Pub Date : 2024-03-29 Alyssa N. Rockenbach, Matthew J. Mayhew
This study, based on the Interfaith Diversity Experiences and Attitudes Longitudinal Survey (IDEALS), examined pathways to pluralism orientation among more than 5,700 students who attended 118 U.S. colleges and universities between 2015 and 2019. Grounded in Critical Religious Pluralism Theory (CRPT), the analysis elevated the role of identities and contexts in pluralism progression, maintenance, and
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Does Academic Freedom Protect Pedagogical Autonomy? Review of Higher Education (IF 2.383) Pub Date : 2024-03-13 Scott Gelber
Scholars have analyzed debates about controversial faculty speech inside and outside of the classroom, but none have paid close attention to the facet of academic freedom related to professors’ decisions about daily teaching methods. This omission, along with obstacles to enacting pedagogical norms, has caused the scholarly community to overlook the manner in which academic freedom entails collective
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Here or There? An Examination of Community College CTE and Student Mobility Across Rural Locales Review of Higher Education (IF 2.383) Pub Date : 2024-03-13 Cameron Sublett, Jay Plasman
Community college career and technical education (CTE) represents one potential way in which students can receive important postsecondary education and training. Yet, existing research suggests rural community college students experience stratified access to CTE. Using a joint human capital theory and geography of opportunity theoretical framework, the current study examined the degree to which students
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Assessing Utilization and Accessibility of Public Cash Assistance Benefits among Postsecondary Students Review of Higher Education (IF 2.383) Pub Date : 2024-03-13 Stephanie Walsh, Andrea Hetling, Sabrina Riddick, Sabrina Rodriguez
Low-income students struggle with resources while trying to achieve future financial stability. As colleges explore ways to support students, one solution is integration with public benefits. This study focuses on Temporary Assistance for Needy Families (TANF), a program that offers cash assistance to low-income adults with children. Statistical analysis of New Jersey data on applications from students
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Embedded Classed and Raced Academic Capitalism in an Innovative "Solution" to College Costs: Income Share Agreements at two Public AAU Research Universities Review of Higher Education (IF 2.383) Pub Date : 2024-02-23 Alice E. Lee, Karina G. Salazar, Gary Rhoades
College affordability concerns have led to new “solutions’’ for financing college costs, such as income share agreements (ISAs). Drawing on a racialized understanding of academic capitalism, we explore the intersection of higher education, markets, and the state in how ISAs are marketed by two public universities. We find ISAs are advertised as market-based solutions, framing universities as altruistic
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The State of the Empirical Evidence for Interdisciplinary Learning Outcomes in Higher Education: A Systematic Review Review of Higher Education (IF 2.383) Pub Date : 2024-02-20 Jessica Oudenampsen, Enny Das, Nicole Blijlevens, Marjolein H.J. van de Pol
In lieu of an abstract, here is a brief excerpt of the content: Oudenampsen, et al. / The State of the Empirical Evidence 1 The Review of Higher Education Volume xx, No. x, pp. 1–XXX Copyright © 202X Association for the Study of Higher Education All Rights Reserved (ISSN 0162–5748) Jessica Oudenampsen is a PhD candidate at Radboudumc and Radboud University Nijmegen, the Netherlands. Her research addresses
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"I Advise, You Decide": How Academic Advisors Shape Community College Students' Enrollment and Credit Load Decisions Review of Higher Education (IF 2.383) Pub Date : 2024-02-01 Lyle McKinney, Gerald V. Bourdeau, Andrea Backscheider Burridge, Mimi Lee, Melissa Miller-Waters, Yolanda M. Barnes
Academic advising has been described as the second-most important function in the community college (behind only instruction) toward helping students achieve their goals. Using interview data from 78 students and 33 advisors at one of the nation’s largest and most racially diverse community college systems, our qualitative case study examined how academic advisors inform, and directly influence, students’
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Humanizing the Lived Experiences of Muslim, Immigrant-Origin, Women Doctoral Students, and Black Women Faculty: A Photovoice Study Review of Higher Education (IF 2.383) Pub Date : 2024-02-01 Saran Stewart, Yasmin Elgoharry, Ayaa Elgoharry
Using the frameworks of Critical Race Feminism (CRF) and Representational Intersectionality, we employ photovoice as a form of Participatory Action Research (PAR) method to illustrate the lived experiences and voices of Muslim, immigrant-origin, women doctoral students, and Black faculty in predominantly and historically white institutions (PHWIs) within the United States (U.S.). The findings illustrate
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The Academic Oratory Tax Paid by Undergraduates as Persons Who Stutter Review of Higher Education (IF 2.383) Pub Date : 2024-01-23 Pietro A. Sasso, Amelia-Marie Altstadt, Kim E. Bullington
This study highlights the nuanced ways ten undergraduate students who stutter can experience ableism. A critical framework of stuttering ableism at the community and public policy levels are used to interrogate how ableism oppresses persons who stutter. Inclusive language humanizes the experiences of participants who experienced an academic oratory tax and invisibility. Participants paid an academic
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Doing Critical Race Theory in Perilous Times: Engaging Critical Race Legal Scholarship for Higher Education and Beyond Review of Higher Education (IF 2.383) Pub Date : 2024-01-19 Antar A. Tichavakunda
Misinterpretations and caricatures of Critical Race Theory (CRT) abound in popular media and in higher education scholarship. Given the confusion surrounding what CRT is and is not, I write this conceptual essay as an invitation to engage seriously with CRT’s legal foundations. I offer four guideposts to aid scholars in engaging the legal roots of CRT on a deeper level: thinking with and beyond tenets
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A Typology and Landscape of State Funding Formulas for Public Colleges and Universities from 2004 to 2021 Review of Higher Education (IF 2.383) Pub Date : 2023-12-13 Robert Kelchen, Mitchell Lingo, Dominique J. Baker, Kelly Rosinger, Justin Ortagus, Jiayao Wu
State funding for public higher education institutions is crucial in supporting college access and completion, particularly among students from historically under-represented groups, yet little is known about the mechanisms that states use to allocate funds and how they are affected by financial challenges. This article provides the first detailed longitudinal typology of state funding strategies,
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Gender and Sexuality Center Professionals' Narrative Accounts of Racialized Institutional Resistance to Anti-Racism Work Review of Higher Education (IF 2.383) Pub Date : 2023-11-30 Antonio Duran, T.J. Jourian
Using data from a narrative study investigating the experiences of 20 gender and sexuality center (GSC) practitioners, this study examined how professionals described the racialized nature of institutions and its influence on their engagement with anti-racist practices. Findings revealed how participants perceived the foundations of GSC work as grounded in whiteness, how resources upheld whiteness
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'More than lip service': LGBTQ+ Social Justice Educational Interventions as Institutional Benign Neglect Review of Higher Education (IF 2.383) Pub Date : 2023-11-22 D. Chase J. Catalano, Daniel Tillapaugh, Roman Christiaens, Sy Simms
Using Ahmed’s (2012) scholarship on diversity work and institutional life as a conceptual framework, we examine how LGBTQ+ social justice educational intervention (SJEI) facilitators described the challenges of their role. We found LGBTQ+ SJEI facilitators descriptions of their role revealed institutional dynamics that undermine purported support of equity-based work. Institutional realities that facilitators
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Activist Scholarship and Borderland Feminism: Resisting Coloniality in Liminal Internationalization Review of Higher Education (IF 2.383) Pub Date : 2023-10-11 Pilar Mendoza
Using an international research center initiative, the purpose of this article is to illustrate how activist research can be fertile ground for academic theorization and provide a framework for those interested in activist scholarship, especially for women faculty of Latin American origins in U.S. institutions. I elaborate on how activist scholarship can resist coloniality through an example of critical
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Calibrating Costs: Do Tuition Reset Policies Affect Diverse Student Enrollment at Private Baccalaureate Colleges? Review of Higher Education (IF 2.383) Pub Date : 2023-10-05 Daniel Corral, James Dean Ward
This study focuses on tuition reset policies, where colleges reduce the published sticker price by at least 5%, and in many instances, much more. We use a difference-in-differences design to examine the effect of these policies on student enrollment disaggregated by race/ethnicity and a proxy for economic disadvantage. On average, these policies do little to move the needle regarding specific racial/ethnic
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Who is Sitting in the Chair? Job Satisfaction of Women and Men Department Leaders Review of Higher Education (IF 2.383) Pub Date : 2023-09-27 Amanda Blakewood Pascale, Amanda M. Kulp, Lisa Wolf-Wendel
This study explores an understudied yet critically important role in higher education: the academic department chair. Building on research related to the gendered organization of faculty life and using a national sample of department leaders per the COACHE Faculty Job Satisfaction Survey (n = 1,173), we use descriptive discriminant analysis to identify the set of factors that differentiate between
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Variability Patterns in Self-Authorship Trajectories: Complicating Understanding of Development Review of Higher Education (IF 2.383) Pub Date : 2023-09-21 Patricia M. King, Rosemary J. Perez, James P. Barber
Abstract: This descriptive qualitative study identified variability patterns in students' self-authoring capacities during college. To do so, we developed a procedure for examining shifts in students' self-authorship positions between each of four years of college; these were identified through annual interviewswith 131 students from six colleges or universities. Although virtually all students developed
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The Ties That Bind: Student-Mothers' Social Capital During the COVID-19 Pandemic Review of Higher Education (IF 2.383) Pub Date : 2023-09-21 Margaret W. Sallee, Alyssa Stefanese Yates
Abstract: In this comparative case study of 22 student-mothers in Georgia and New York during the COVID-19 pandemic, we explore the role social capital plays in mitigating participants' challenges. Using Adler and Kwon's (2002) bridging versus bonding forms of capital, we argue participants turned to their internal, primarily women-comprised networks (bonding) to navigate academics and parenting after
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Gender and Race-Based Differences in Negotiating Behavior among Tenured and Tenure-Track Faculty at Four-Year Institutions Review of Higher Education (IF 2.383) Pub Date : 2023-09-21 Jeremy Wright-Kim, Laura W. Perna
Abstract: Inequities in faculty representation and support have long been documented, though a potentially key contributor to these inequities—negotiation behavior—remains underexplored. We leverage descriptive analyses and hierarchical linear modeling with a sample of over 30,000 faculty to explore gender- and race-based differences across negotiating behavior and institutional responses. Results
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A Web of Support: A Critical Narrative Analysis of Black Women's Relationships in STEM Disciplines Review of Higher Education (IF 2.383) Pub Date : 2023-09-21 Paris Wicker, Dorian L. McCoy, Rachelle Winkle-Wagner, Imani Barnes
Abstract: While nearly half (40%) of Black students leave STEM disciplines, and racialized and gendered social and environmental factors play a role in STEM pathways of Black women, less known is how relationships and critical social capital facilitate undergraduate STEM success. Using a critical narrative approach, we explored how strong relationships at Spelman College helped Black women thrive in
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Other People's Colleges: The Origins of American Higher Education Reform by Ethan W. Ris (review) Review of Higher Education (IF 2.383) Pub Date : 2023-09-21 Erica Eckert
In lieu of an abstract, here is a brief excerpt of the content: Reviewed by: Other People's Colleges: The Origins of American Higher Education Reform by Ethan W. Ris Erica Eckert, Assistant Professor Ethan W. Ris. Other People's Colleges: The Origins of American Higher Education Reform. Chicago: University of Chicago Press, 2022. 368 pp. $35. ISBN 9780226820224. While commonly regarded as a path for
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Wealth, Cost, and Price in American Higher Education: A Brief History by Bruce A. Kimball and Sarah M. Iler (review) Review of Higher Education (IF 2.383) Pub Date : 2023-09-21 Christopher P. Loss, William Krause
In lieu of an abstract, here is a brief excerpt of the content: Reviewed by: Wealth, Cost, and Price in American Higher Education: A Brief History by Bruce A. Kimball and Sarah M. Iler Christopher P. Loss, Associate Professor and William Krause, PhD Candidate Bruce A. Kimball and Sarah M. Iler. Wealth, Cost, and Price in American Higher Education: A Brief History. Baltimore, MD: The Johns Hopkins University
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The Ties That Bind: Student Mothers' Social Capital During the COVID-19 Pandemic Review of Higher Education (IF 2.383) Pub Date : 2023-08-09 Margaret W. Sallee, Alyssa Stefanese Yates
: In this comparative case study of 22 student-mothers in Georgia and New York during the COVID-19 pandemic, we explore the role social capital plays in mitigating participants’ challenges. Using Adler and Kwon’s (2002) bridging versus bonding forms of capital, we argue participants turned to their internal, primarily women-comprised networks (bonding) to navigate academics and parenting after the
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Variability Patterns in Self-Authorship Trajectories: Complicating Understanding of Development Review of Higher Education (IF 2.383) Pub Date : 2023-06-29 Patricia M. King, Rosemary J. Perez, James P. Barber
This descriptive qualitative study identified variability patterns in students’ self-authoring capacities during college. To do so, we developed a procedure for examining shifts in students’ self-authorship positions between each of four years of college; these were identified through annual interviews with 131 students from six colleges or universities. Although virtually all students developed toward
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A Web of Support: A Critical Narrative Analysis of Black Women's Relationships in STEM Disciplines Review of Higher Education (IF 2.383) Pub Date : 2023-06-15 Paris Wicker, Dorian L. McCoy, Rachelle Winkle-Wagner, Imani Barnes
While nearly half (40%) of Black students leave STEM disciplines, and racialized and gendered social and environmental factors play a role in STEM pathways of Black women, less known is how relationships and critical social capital facilitate undergraduate STEM success. Using a critical narrative approach, we explored how strong relationships at Spelman College helped Black women thrive in STEM degree
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The "People's Universities" Over Time: Tracing the Histories and Evolutions of Regional Comprehensive Universities as Anchor Institutions Between 1970 and 2000 Review of Higher Education (IF 2.383) Pub Date : 2023-05-10 Lydia C. Supplee, Cecilia M. Orphan
Regional Comprehensive Universities (RCUs) are public institutions established to facilitate access, student-centeredness, and regional wellbeing, which has led scholars to call them the “people’s universities.” This study examined the histories of RCUs between 1970 and 2000, using qualitative inquiry and narrative analysis of data from oral history interviews with representatives of 51 RCUs and secondary
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On the Tenuous Track: Unionization Efforts among Contingent Faculty at Private Colleges and Universities Review of Higher Education (IF 2.383) Pub Date : 2023-04-19 Christopher T. Bennett
This study examines unionization efforts among contingent faculty members, who now account for the majority of the academic workforce. Drawing on data from the National Labor Relations Board (NLRB) and other sources, this article uses an event history analysis to identify factors associated with efforts to establish a contingent faculty union at private, 4-year institutions. Even after accounting for
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A National Analysis of the Impact of Performance-Based Funding on Completion Outcomes Among Underserved Students Review of Higher Education (IF 2.383) Pub Date : 2023-04-04 Justin C. Ortagus, Kelly Rosinger, Robert Kelchen, Nicholas Voorhees, Garam Chu, Hope Allchin
The majority of states in the U.S. have adopted a performancebased funding (PBF) policy, but we know very little about how PBF adoption affects completion outcomes among underserved subgroups of students or whether specific design elements of PBF policies exacerbate inequities facing traditionally disadvantaged students. In this study, we show that high-dosage PBF policies had a negative impact on
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Beyond Recidivism: Exploring Formerly Incarcerated Student Perspectives on the Value of Higher Education in Prison Review of Higher Education (IF 2.383) Pub Date : 2023-03-11 Patrick Filipe Conway
A primary focus within the field of higher education in prison is to ensure that federal, state, and institution-level polices helping to develop and sustain programs remain durable. Current justifications for policies in support of programs often rely on a predominantly recidivist lens, advocating for programs on the grounds of their likelihood to lower rates of reincarceration and save taxpayers
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"How is a Student to Know Who They Can Talk To?": University Website Communication about Sexual Assault in the Context of Compelled Disclosure Review of Higher Education (IF 2.383) Pub Date : 2023-02-16 Jared P. Eno, Elizabeth A. Armstrong, Sandra R. Levitsky, Katelyn Kennon
Compelled disclosure policies require many U.S. higher education employees to report all disclosures of sexual violence. These federally mandated policies make it important that student-survivors understand the implications of disclosures. We analyzed how university websites communicated information about compelled disclosure to students in 2017 and 2022, finding that websites 1) often lacked information
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Coaching to Completion: Impacts of Success Coaching on Community College Student Attainment in North Carolina Review of Higher Education (IF 2.383) Pub Date : 2023-01-25 Jessa L. Valentine, Derek V. Price
This article examines the impact of proactive, data-informed success coaching on students’ retention and completion outcomes, drawing on theories of student engagement and a five-year (2016-2020), mixed-methods study of coaching conducted across 10 North Carolina community colleges. Results from a randomized controlled trial show that coaching increased students’ longer-term retention, with especially