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Institutional Effects of Adding Football: A Difference-in-Difference Analysis Res. High. Educ. (IF 2.615) Pub Date : 2024-04-17 Welch Suggs, Alex B. Monday, Jennifer May-Trifiletti, James C. Hearn
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Strategically Diverse: An Intersectional Analysis of Enrollments at U.S. Law Schools Res. High. Educ. (IF 2.615) Pub Date : 2024-04-04 Nicholas A. Bowman, Frank Fernandez, Solomon Fenton-Miller, Nicholas R. Stroup
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Promoting Age Inclusivity in Higher Education: Campus Practices and Perceptions by Students, Faculty, and Staff Res. High. Educ. (IF 2.615) Pub Date : 2024-03-29 Susan Krauss Whitbourne, Lauren Marshall Bowen, Nina M. Silverstein, Joann M. Montepare, Jeffrey E. Stokes
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Unpacking the Gap: Socioeconomic Background and the Stratification of College Applications in the United States Res. High. Educ. (IF 2.615) Pub Date : 2024-03-21 Wesley Jeffrey, Benjamin G. Gibbs
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Exploring the Interplay Between Equity Groups, Mental Health and Perceived Employability Amongst Students at a Public Australian University Res. High. Educ. (IF 2.615) Pub Date : 2024-03-16 Chelsea Gill, James Todd, Dawn Bennett, Adrian Gepp
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Performance-Based Funding and Certificates at Public Four-Year Institutions Res. High. Educ. (IF 2.615) Pub Date : 2024-03-05
Abstract This study examines how performance-based funding (PBF) for public four-year institutions in the U.S. is associated with the production of short-term certificates. Results indicate that high-dosage PBF is associated with increases in both the number of short-term certificate programs offered and the number of short-term certificates awarded, even though PBF’s incentives for the four-year sector
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A Panel Data Analysis of Using Multiple Content Modalities during Adaptive Learning Activities Res. High. Educ. (IF 2.615) Pub Date : 2024-03-04
Abstract This study investigates the effect of offering multiple means of representing content, one aspect of Universal Design for Learning (UDL). Students across the full range of the dis/ability spectrum all too often struggle to achieve course success. UDL-based course design promises to help students with disabilities (whether disclosed or not) as well as help all students, but research is needed
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A Fad or the New Norm for Student Access Today? Evaluating Enrollment Outcomes of Holistic Admissions in South Korea Res. High. Educ. (IF 2.615) Pub Date : 2024-02-26 Heeyun Kim
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Variation in Broadband Access Among Undergraduate Populations Across the United States Res. High. Educ. (IF 2.615) Pub Date : 2024-02-22
Abstract Increasing numbers of students require internet access to pursue their undergraduate degrees, yet broadband access remains inequitable across student populations. Furthermore, surveys that currently show differences in access by student demographics or location typically do so at high levels of aggregation, thereby obscuring important variation between subpopulations within larger groups.
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Heterogeneity in Labor Market Returns to Master’s Degrees: Evidence from Ohio Res. High. Educ. (IF 2.615) Pub Date : 2024-02-17
Abstract Graduate education is among the fastest growing segments of the U.S. higher educational system. This paper estimates the returns to Master’s degrees and examines heterogeneity in the returns by field area, student demographics and initial labor market conditions. We use rich administrative data from Ohio and an individual fixed effects model that compares students’ earnings trajectories before
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The Multifaceted Impact of Erasmus Programme on the School-to-Work Transition: A Matching Sensitivity Analysis Res. High. Educ. (IF 2.615) Pub Date : 2024-02-15 Giuseppe Croce, Emanuela Ghignoni
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Combating Summer Melt: The Impact of Near-Peer Mentor Matriculation Program in New York City Res. High. Educ. (IF 2.615) Pub Date : 2024-01-28 Vivian Yuen Ting Liu, Alexandra Haralampoudis, Isabel Polon
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STEM Faculty Instructional Beliefs Regarding Assessment, Grading, and Diversity are Linked to Racial Equity Grade Gaps Res. High. Educ. (IF 2.615) Pub Date : 2024-01-23
Abstract Studies indicate that racial disparities in STEM achievement or equity grade gaps are associated with faculty fixed mindset beliefs; however, whether specific instructional beliefs are linked to student academic achievement remains unclear. We surveyed 216 STEM faculty to assess their mindset and instructional beliefs and linked these to detailed student transcript data (n = 31,361). Results
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Role Models in Action Through YouTube Videos for Engineering Community College Students Res. High. Educ. (IF 2.615) Pub Date : 2024-01-22 Hye Rin Lee, Teomara Rutherford, Paul Hanselman, Fernando Rodriguez, Kevin F. Ramirez, Jacquelynne S. Eccles
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Illuminating the Post-Graduation Impact of Undergraduate Participation in High-Impact Practices Using Propensity Score Analysis with Structural Equation Modeling Res. High. Educ. (IF 2.615) Pub Date : 2024-01-09 Joanna L. Dickert, Jian Li
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Wage Disparities in Academia for Engineering Women of Color and the Limitations of Advocacy and Agency Res. High. Educ. (IF 2.615) Pub Date : 2024-01-03 Ebony McGee, Monica F. Cox, Joyce B. Main, Monica L. Miles, Meseret F. Hailu
The devaluation of women of Color (WoC) by way of gender discrimination and systemic racism is well documented. For WoC in engineering a chief cause is the observable wage gap. Women who identify as Asian, Black/African American, Latina/Chicana, Indigenous/Native American, Native Hawaiian, Pacific Islander, Native Alaskan, and/or multiracial have reported stark wage disparities. In this paper, we offer
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Understanding Themes in Postsecondary Research Using Topic Modeling and Journal Abstracts Res. High. Educ. (IF 2.615) Pub Date : 2023-11-08 Mio Takei, Stephen R. Porter, Paul D. Umbach, Junji Nakano
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Celebrating Differences: A Conjoint Analysis of Senior Year Mechanical Engineering Students’ Occupational Preferences Res. High. Educ. (IF 2.615) Pub Date : 2023-11-06 James N. Magarian, Warren P. Seering
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The Quality and Quantity of Participation in Peer Leader Experiences and Student Outcomes: A Cross-National Validation of Constructs and Predictive Model Res. High. Educ. (IF 2.615) Pub Date : 2023-11-06 Dallin George Young, Wen Zeng, Jane Skalicky, Jacques van der Meer
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Learning to Collaborate in a Project-based Graduate Course: A Multilevel Study of Student Outcomes Res. High. Educ. (IF 2.615) Pub Date : 2023-10-21 Mette Mari Wold Johnsen, Ela Sjølie, Vegard Johansen
The context of this study is an interdisciplinary project-based course at a large public university in Scandinavia. The course is taught annually to 3,300 graduate students from all fields of study, and learning to collaborate is a specified learning objective. Similar courses are widespread in higher education institutions worldwide, and empirical evidence of their impacts on students’ skill development
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The Silver Lining of the COVID-19 Pandemic: Undergraduate Research Experiences, Mentorship, and Posttraumatic Growth Res. High. Educ. (IF 2.615) Pub Date : 2023-10-14 Danielle X. Morales, Sara E. Grineski, Timothy W. Collins
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Examining the Influence of First-Generation Status on STEM Socialization Among Undergraduates in a STEM Scholars Program Res. High. Educ. (IF 2.615) Pub Date : 2023-10-14 Tong Li, Leticia Oseguera, Chris Kirk
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The Role of Higher Education in Intergenerational Mobility: An Exploration Using Multilevel Structural Equation Modeling Res. High. Educ. (IF 2.615) Pub Date : 2023-10-12 Amanda Simpfenderfer
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The Job No One Wants? A National Study of Department Leader Job Satisfaction Res. High. Educ. (IF 2.615) Pub Date : 2023-10-11 Amanda M. Kulp, Elizabeth A. Gregg, Amanda Blakewood Pascale
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Toward a Practical Set of STEM Transfer Program Momentum Metrics Res. High. Educ. (IF 2.615) Pub Date : 2023-10-03 John Fink, Taylor Myers, Daniel Sparks, Shanna Smith Jaggars
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Course Withdrawal Behaviors and Predictors of Course Withdrawal Among College Students Res. High. Educ. (IF 2.615) Pub Date : 2023-09-27 Ibrahim Bicak
This study describes course withdrawal behaviors in the Texas public higher education institutions and examines the predictors of course withdrawal by using statewide administrative datasets. The findings showed that two-thirds of the college students in the sample withdrew from at least one course, highlighting course withdrawal as a prevalent issue among college students. Community college transfer
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International Student Mobility and Academic Performance: Does Timing Matter? Res. High. Educ. (IF 2.615) Pub Date : 2023-09-24 Cintia Denise Granja, Fabiana Visentin
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How did College Students with and Without Disabilities Experience the First wave of the COVID-19 Pandemic? A Stress and Coping Perspective Res. High. Educ. (IF 2.615) Pub Date : 2023-09-19 Simon Larose, Julien S. Bureau, Caroline Cellard, Michel Janosz, Catherine Beaulieu, Geneviève Boisclair Châteauvert, Alexandre Girard-Lamontagne
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Tertiary Education, Changing One’s Educational Decision and the Role of Parental Preferences Res. High. Educ. (IF 2.615) Pub Date : 2023-08-29 Bernhard Christoph, Heike Spangenberg, Heiko Quast
Unequal access to university and the decision processes that give rise to it are important factors in the accumulation of educational inequalities. In this paper, we investigate a specific aspect of such decision processes by focusing on those students who change their original plans to start a (nontertiary) vocational education and decide to pursue a tertiary degree instead. In doing so, we find that
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Gender Differences in Motivational and Curricular Pathways Towards Postsecondary Computing Majors Res. High. Educ. (IF 2.615) Pub Date : 2023-08-27 Jinjushang Chen, Lara Perez-Felkner, Chantra Nhien, Shouping Hu, Kristen Erichsen, Yang Li
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Learning, Compliance, and Psychological Burdens When Undocumented Immigrants Claim In-State Tuition Policy Res. High. Educ. (IF 2.615) Pub Date : 2023-08-17 Andrea Briceno-Mosquera
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How Does Reducing Merit-Aid Generosity and Certainty Affect College Choices? Evidence from Georgia’s HOPE Scholarship Res. High. Educ. (IF 2.615) Pub Date : 2023-08-07 Youngwan Song, Ross Rubenstein
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Could Shifting the Margin Between Community College and University Enrollment Expand and Diversify University Degree Production in STEM Fields? Res. High. Educ. (IF 2.615) Pub Date : 2023-08-05 Cheng Qian, Cory Koedel
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A STEM Penalty from Affirmative Action Bans? Res. High. Educ. (IF 2.615) Pub Date : 2023-07-18 David Mickey-Pabello
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Examining the Effects of Tuition Controls on Student Enrollment Res. High. Educ. (IF 2.615) Pub Date : 2023-07-16 Robert Kelchen, Sarah Pingel
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BUILDing an Early Advantage: An Examination of the Role of Strategic Interventions in Developing First-Year Undergraduate Students’ Science Identity Res. High. Educ. (IF 2.615) Pub Date : 2023-06-10 M. Kevin Eagan, Ana L. Romero, Shujin Zhong
The federal government and a number of nonprofit, non-governmental agencies have invested heavily in programs designed to provide research opportunities, financial support, and mentorship to undergraduates in science-related fields. These efforts are aimed at supporting students' matriculation in science majors and into science-related careers. This study used a quasi-experimental design to examine
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Health-Related Quality of Life, Success Probability and Students’ Dropout Intentions: Evidence from a German Longitudinal Study Res. High. Educ. (IF 2.615) Pub Date : 2023-06-09 Tim Baalmann
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Social Origins and University Drop-Out During the Great Recession: The Role of the Field of Study Res. High. Educ. (IF 2.615) Pub Date : 2023-06-03 Loris Vergolini, Eleonora Vlach
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Parental Involvement and College Enrollment: Differences Between Parents with Some and No College Experience Res. High. Educ. (IF 2.615) Pub Date : 2023-06-02 Hsun-Yu Chan, Xiaodan Hu
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Predicting Success: An Examination of the Predictive Validity of a Measure of Motivational-Developmental Dimensions in College Admissions Res. High. Educ. (IF 2.615) Pub Date : 2023-05-27 Joseph H. Paris, Catherine Pressimone Beckowski, Sara Fiorot
Amid the COVID-19 pandemic, an unprecedented number of higher education institutions adopted test-optional admissions policies. The proliferation of these policies and the criticism of standardized admissions tests as unreliable predictors of applicants’ postsecondary educational promise have prompted the reimagining of evaluative methodologies in college admissions. However, few institutions have
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Reconsidering Rural-Nonrural College Enrollment Gaps: The Role of Socioeconomic Status in Geographies of Opportunity Res. High. Educ. (IF 2.615) Pub Date : 2023-05-20 Ryan S. Wells, Ling Chen, Genia M. Bettencourt, Sarah Haas
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Predicting Educational Attainments and Enrollment to Higher Education: A Longitudinal Study of Care Leavers in Israel Res. High. Educ. (IF 2.615) Pub Date : 2023-05-16 Anat Zeira, Netta Achdut, Rami Benbenishty
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International Students in Higher Education: Extracurricular Activities and Social Interactions as Predictors of University Belonging Res. High. Educ. (IF 2.615) Pub Date : 2023-05-09 Theresa Thies, Susanne Falk
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The Role of Student Beliefs in Dual-Enrollment Courses Res. High. Educ. (IF 2.615) Pub Date : 2023-05-09 Matt S. Giani, Colton E. Krawietz, Tiffany A. Whittaker
Access to dual-enrollment courses, which allow high school students to earn college credit, is stratified by race/ethnicity, class, and geography. States and colleges have begun using multiple measures of readiness, including non-cognitive measures of student preparedness, in lieu of strict reliance on test scores in an attempt to expand and equalize access. This practice was accelerated by COVID-19
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It Takes Work: How University Students Manage Role Boundaries when the Future is Calling Res. High. Educ. (IF 2.615) Pub Date : 2023-04-28 Lindsay Eastgate, Peter A. Creed, Michelle Hood, Andrea Bialocerkowski
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Use of Latent Profile Analysis to Model the Translation of University Research into Health Practice and Policy: Exploration of Proposed Metrics Res. High. Educ. (IF 2.615) Pub Date : 2023-04-06 Marlo M. Vernon, Frances M. Yang
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Universities and Gentrification: The Effects of Anchor Institution Initiatives on Rates of Neighborhood Change Res. High. Educ. (IF 2.615) Pub Date : 2023-03-22 Paul M. Garton
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Will Anything Change? Examining Historically White Fraternity Members’ Development of Openness to Diversity in Contemporary Times Res. High. Educ. (IF 2.615) Pub Date : 2023-03-07 Adam M. McCready, Benjamin S. Selznick, Antonio Duran
Scholars have identified that openness to diversity is a vital student outcome for higher education. Interest in this outcome has only intensified in recent years because of increased attention to, and unrest related to, social injustices. Using longitudinal data from 3420 undergraduate members of historically white college men’s social fraternities located at 134 higher education institutions in the
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U.S. Visa and Immigration Policy Challenges: Explanations for Faculty Perceptions and Intent to Leave Res. High. Educ. (IF 2.615) Pub Date : 2023-03-06 Mary K. Feeney, Heyjie Jung, Timothy P. Johnson, Eric W. Welch
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College Choice Revisited: Socioeconomic Differences in College Transfer Destinations Among Four-Year College Entrants Res. High. Educ. (IF 2.615) Pub Date : 2023-03-07 George Spencer, Amy Stich
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Heading in the Right Direction? Examining the Relationship of Transfer Patterns and Income Status on College Student Outcomes Res. High. Educ. (IF 2.615) Pub Date : 2023-01-27 Maurice Shirley, Amanda Olsen, Sehee Kim, Michelle Dimino, Mehmet Kaplan
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“Prior-Prior Year” FAFSA Increased Aid Submissions but Likely not Enrollment Res. High. Educ. (IF 2.615) Pub Date : 2022-12-31 Eric Bettinger, Oded Gurantz, Monica Lee, Bridget Terry Long
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Righteous, Reveler, Achiever, Bored: A Latent Class Analysis of First-Year Student Involvement Res. High. Educ. (IF 2.615) Pub Date : 2022-12-23 Mitchell D. Lingo, Wei-Lin Chen
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Resetting Prices: Estimating the Effect of Tuition Reset Policies on Institutional Finances and Enrollment Res. High. Educ. (IF 2.615) Pub Date : 2022-12-20 James Dean Ward, Daniel Corral
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Impacts of Transfer Admissions Requirements: Evidence from Georgia Res. High. Educ. (IF 2.615) Pub Date : 2022-12-08 Michael D. Bloem
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Development and Validation of the Workplace Climate and Persistence Scale for STEM Faculty Framed in Intersectionality of Gender, Race/Ethnicity, and Socioeconomic Background Res. High. Educ. (IF 2.615) Pub Date : 2022-12-07 So Yoon Yoon, Julie L. Aldridge, Monica F. Cox, Joyce B. Main, Ebony Omotola McGee, Meseret F. Hailu
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Academics’ Attitudes Toward Engaging in Public Discussions: Experimental Evidence on the Impact of Engagement Conditions Res. High. Educ. (IF 2.615) Pub Date : 2022-12-05 Vitus Püttmann, Jens Ruhose, Stephan L. Thomsen
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Men of Color Programs at Public Baccalaureate Institutions: A Typology of Institutional Context & Diversity Res. High. Educ. (IF 2.615) Pub Date : 2022-12-02 Joe Lott, Kandi M. Bauman, T. Ling Yeh
This study provides a typological analysis of public, four-year institutions implementing programs for men of color (MoC). The purpose of the study is to expand our understanding of the institutional context and conditions in which these interventions operate. As more of these programs emerge, it is important to understand if and how institutional mission, composition, and resources shape supports
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The Unequal Impacts of Performance-Based Funding on Institutional Resources in Higher Education Res. High. Educ. (IF 2.615) Pub Date : 2022-11-09 Justin C. Ortagus, Kelly Ochs Rosinger, Robert Kelchen, Garam Chu, Mitchell Lingo
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Reducing the Loss of Community College Students who Demonstrate Potential in STEM Res. High. Educ. (IF 2.615) Pub Date : 2022-11-09 Peter Riley Bahr, Jon McNaughtan, Grant R. Jackson
Community colleges serve nearly half of all undergraduates, including a disproportionate share of African American and Hispanic students, and are a key point of access to higher education for students who face socioeconomic disadvantages or other obstacles to participation in higher education. Community colleges stand to play a pivotal role in strengthening the nation’s workforce and increasing opportunity