Degree Attainment Research Articles

Pathways of opportunity in STEM: comparative investigation of degree attainment across different demographic groups at a large research institution

BackgroundWe used an opportunity gap framework to analyze the pathways through which students enter into and depart from science, technology, engineering, and mathematics (STEM) degrees in an R1 higher education institution and to better understand the demographic disparities in STEM degree attainment.ResultsWe found disparities in 6-year STEM graduation rates on the basis of gender, race/ethnicity, and parental education level. Using mediation analysis, we showed that the gender disparity in STEM degree attainment was explained by disparities in aspiration: a gender disparity in students’ intent to pursue STEM at the beginning of college; women were less likely to graduate with STEM degrees because they were less likely to intend to pursue STEM degrees. However, disparities in STEM degree attainment across race/ethnicities and parental education level were largely explained by disparities in attrition: persons excluded because of their ethnicity or race (PEERs) and first generation students were less likely to graduate with STEM degrees due to fewer academic opportunities provided prior to college (estimated using college entrance exams scores) and more academic challenges during college as captured by first year GPAs.ConclusionsOur results reinforce the idea that patterns of departure from STEM pathways differ among marginalized groups. To promote and retain students in STEM, it is critical that we understand these differing patterns and consider structural efforts to support students at different stages in their education.

International Students’ Experience of Remote Teaching and Learning in Portugal

Abstract This article analyzes international students’ assessment of remote teaching and learning (T&L) during the second year of the COVID-19 pandemic in Portugal. While all students have suffered the consequences of campus lockdowns and distance teaching, international students represent a particularly vulnerable group since, even under normal circumstances, they already have to deal with the challenges of new academic and living conditions. In Portugal, most international students come from Portuguese-speaking (designated as Lusophone) countries. Students’ experiences were gathered via an online cross-sectional survey (N = 672), and the quantitative analysis compared Lusophone and non-Lusophone students and undergraduate and postgraduate students. Non-Lusophone students were more negative about remote education than Lusophone ones, being less interested in continuing to study online and giving a more negative assessment of the T&L experience than their counterparts. For them, cultural immersion is probably as important as degree attainment. Postgraduate students reported a lesser increase in study time and rated the pedagogical aspects better than undergraduate students, which suggests, by comparison, a better adaptation to the remote regime. Implementing flexible and hybrid education solutions is critical to maintaining international students’ interest.

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Degree attainment rose during the pandemic, though racial gaps persist Report: Two‐thirds of MBA graduates still jobless

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Degree attainment rose during the pandemic, though racial gaps persist Report: Two‐thirds of MBA graduates still jobless

Post-Reform Placement and Writing Proficiency in Community College Transfer-Level Composition Courses

Objective: Extensive reform has been implemented in community colleges across the nation to help expedite the attainment of students’ academic goals of degree completion and transfer to 4-year institutions. Reform at the institution in this study resulted in replacement of the college writing placement exam and the precollegiate course sequence with an online assessment questionnaire by which students were provided with an automated recommendation based on their high school records to enroll into one of two versions of the transfer-level composition course, either with or without a support course. Examined are: (1) whether students who need the most writing support are effectively positioning themselves to receive it; and (2) whether the new placement policy improves students’ chances for college success while examining its impact on specific student subgroups. Method: An analytic writing assessment and survey were administered to students. Compared are students’ scores on the assessment, their self-reported high-school GPA, and their final course grades. Results: Findings show: (1) no significant differences in academic writing proficiency between students enrolled in the two course types; (2) students mostly followed the college’s recommendation for enrollment based on their high school GPA, which is found to be weakly related to their measured levels of writing proficiency; and (3) generally high course pass rates of students at all levels of proficiency. Contribution: This study generates data that can help inform policy and practice in community colleges and clarify ways to best support students in composition toward achieving their academic goals of degree attainment and transfer.

Shining the light: Black women thriving in graduate school

AbstractIn this article, authors examine literature on the enrollment, degree attainment, and experiences of Black women graduate students. Authors use socialization to examine the failures of academia to account for Black women's intersectional identities and identify ways administrators and faculty can further support these women's success.

Toward remote work: Online internship in time of pandemics

The pandemic deeply affected the curricular internship in higher education since the emergency provisions included mobility limitations and companies' closure. Since curricular internships are often compulsory for degree attainment, the universities reacted in different ways to ensure the completion of the study programme. This article reports on the collection of data carried out in April-July 2021 in the frame of the ON-IT project about provisions adopted by universities during the worst period of the pandemic emergency. Results are discussed, and the conclusion highlights the next steps of the project development to ensure the quality of online and blended internships to support the acquisition of employability skills for remote work.

Literacy, numeracy, and problem-solving skills of adults with disabilities in STEM fields

To aid in the development of a globally competitive workforce, federal policymakers have expressed the priority of preparing students and adults with disabilities to succeed in science, technology, engineering, and mathematics (STEM) fields. Yet, no research has examined the extent to which information-processing, literacy, numeracy, and problem-solving skills in technologically rich environments may associate with having a STEM degree for various disability populations. This study analyzed the United States nationally representative data from the Programme for the International Assessment of Adult Competencies (PIAAC) to examine associations between adult skills and having a STEM degree for people with and without disabilities. No direct associations were found between adult skills and having a STEM degree for people with learning disabilities or for people without disabilities. These groups’ information processing, literacy, numeracy, and problem-solving skills were not determining factors in STEM degree attainment. However, findings suggest a significant association between problem-solving skills and having a STEM degree for people with visual and/or hearing impairments. Policy implications are discussed.

From endpoints to trading zones: Multi-directional exchange for computational empowerment in computer science education

In this paper we build on a conceptual framing of computational empowerment that seeks to provide alternative endpoints for computer science (CS) education beyond degree attainment and job placement. But, as opposed to a teleological framing that prioritizes ends, we propose using the metaphor of trading zones to construct a framing for computational empowerment that is based on collaborative multi-directional exchanges of resources and knowledge between people with different expertise. This leaves the co-design and implementation of CS education open to emergent directions and possibilities. Using a descriptive case study methodology, we detail trading zones in two different co-design projects that sought to situate CS education in relationship to cultural contexts through multi-directional exchanges of resources and knowledge: (1) a co-design project in a youth boxing gym with coaches, mentors, and staff; (2) a co-design project in a high school barbering program with a barbering instructor and barbering students. Our findings show that the metaphor is useful for the concept of computational empowerment in ways that are reflexive and interventionist.

Virtues of Academic Exploration:

As many as 75% of college students change their major at least once during their undergraduate career (Gordon & Steele, 2015). This study examined the impact of academic major changes on bachelor’s degree attainment within six years. Using data from the 2012/17 Beginning Postsecondary Students Longitudinal Study (n = 13,800), we found a significant increase in odds of degree attainment for students who changed their major one or more times. Accompanying our analyses and results, we offer implications for early advising and transition programming including the role of meta-majors, and consideration for student backgrounds as they seek advising and choose majors.

The Local Market of Major Teaching Hospitals.

The purpose of this study was to describe the local communities served by major teaching hospitals. Using a dataset of hospitals around the United States provided by the Association of American Medical Colleges, we identified major teaching hospitals (MTHs) using the Association of American Medical Colleges' definition of those with an intern-to-resident bed ratio above 0.25 and more than 100 beds. We defined the local geographic market surrounding these hospitals as the Dartmouth Atlas hospital service area (HSA). Using MATLAB R2020b software, data from each ZIP Code Tabulation Area from the US Census Bureau's 2019 American Community Survey 5-Year Estimate Data tables were grouped by HSA and attributed to each MTH. One-sample t tests were used to evaluate for statistical differences between the HSAs and the US average data. We further stratified the data into regions as defined by the US Census Bureau: West, Midwest, Northeast, and South. One-sample t tests were used to evaluate for statistical differences between MTH HSA regional populations with their respective US regional population. The local population surrounding 299 unique MTHs covered 180 HSAs and was 57% White, 51% female, 14% older than 65 years old, 37% with public insurance coverage, 12% with any disability, and 40% with at least a bachelor's degree. Compared with the overall US population, HSAs surrounding MTHs had higher percentages of female residents, Black/African American residents, and residents enrolled in Medicare. In contrast, these communities also showed higher average household and per capita income, higher percentages of bachelor's degree attainment, and lower rates of any disability or Medicaid insurance. Our analysis suggests that the local population surrounding MTHs is representative of the wide-ranging ethnic and economic diversity of the US population that is advantaged in some ways and disadvantaged in others. MTHs continue to play an important role in caring for a diverse population. To support and improve policy related to the reimbursement of uncompensated care and care of underserved populations, researchers and policy makers must work to better delineate and make transparent local hospital markets.

Exploring the Student-to-Faculty Ratio and Degree Attainment in Florida

Although several factors influence Hispanic Latina/o/x degree attainment, less is known regarding student-to-faculty ratio at Hispanic-Serving Institutions (HSI) in Florida. We examined publicly available data for HSI ( n = 14) and non-HSI ( n = 88) degree attainment among Hispanic Latina/o/x students in Florida. Pearson correlations and regression analyses indicated statistically significant correlations between student-to-faculty ratio and Hispanic Latino/a/x students who earned bachelor’s degrees. Implications for hiring and promotion are discussed.

A Systematic Review and Meta-Analysis of Dual Enrollment Research

Given the current surge in student participation in dual enrollment programs, an updated synthesis of literature relating to how these programs impact students is warranted. Furthermore, while there are qualitative literature reviews relating to dual enrollment and student outcomes, there has not been a quantitative synthesis of literature relating to the findings of this research. Accordingly, we conduct a quantitative literature review involving the academic outcomes of higher education enrollment, persistence, performance, and degree attainment. Using meta-analytic techniques, we find that across the 162 study effect sizes included in our analysis, participation in dual enrollment programs was positively associated with grade point average (GPA), total earned college credits, college enrollment, early persistence, degree attainment, and full-time attendance. Also, we find negative associations between dual enrollment and time to graduation and total semesters enrolled in college, indicating these programs can help students graduate college more quickly.

Confidence Disparities: Pre-course Coding Confidence Predicts Greater Statistics Intentions and Perceived Achievement in a Project-Based Introductory Statistics Course

Self-efficacy is associated with a range of educational outcomes, including science and math degree attainment. Project-based statistics courses have the potential to increase students’ math self-efficacy because projects may represent a mastery experience, but students enter courses with preexisting math self-efficacy. This study explored associations between pre-course math confidence and coding confidence with post-course statistical intentions and perceived achievement among students in a project-based statistics course at 28 private and public colleges and universities between fall 2018 and winter 2020 (n = 801) using multilevel mixed-effects multivariate linear regression within multiply imputed data with a cross-validation approach (testing n = 508 at 20 colleges/universities). We found that pre-course coding confidence was associated with, respectively, 9 points greater post-course statistical intentions and 10 points greater perceived achievement on a scale 0–100 (0.09, 95% confidence interval (0.02, 0.17), p = 0.02; 0.10, 95% CI (0.01, 0.19), p = 0.04), and that minoritized students have greater post-course statistical intentions than nonminoritized students. These results concur with past research showing the potential effectiveness of the project-based approach for increasing the interest of minoritized students in statistics. Pre-course interventions to increase coding confidence such as pre-college coding experiences may improve students’ post-course motivations and perceived achievement in a project-based course. Supplementary materials for this article are available online.

Moving Across 2-Year Institutions: Who Are Lateral Transfer Students? What Are Their Degree Outcomes?

Objectives/Research Question: This study aims to explore who transfers between 2-year colleges (lateral transfer students) and how these students fare in terms of degree attainment. More specifically, this research explores two research questions: (1) What are the predictors of lateral transfer? (2) Is lateral transfer associated with degree attainment outcomes, time to earn a degree, or cumulative loan debt by the sixth year? Methods: Using the Beginning Postsecondary Students 12:17 data, I compared lateral transfer students to students who never transferred (non-transfer students) to identify the predictors of lateral transfer and examine degree attainment outcomes. I used multinominal logit, logistic regressions, and inverse-probability-weighted regression adjustment matching models. Results: Lateral transfer students were more likely to be female and take college courses in high school than non-transfer students. Six years later, lateral transfer students were more likely to earn all types of college credentials, except for an associate degree, complete a degree more quickly, and still attend college if they had not yet earned a credential than non-transfer students. However, lateral transfer students took out a greater amount of federal loans than non-transfer students. Conclusions: Given the positive degree attainment outcomes, policymakers, and practitioners should reconsider the role of lateral transfer in the college completion agenda and pay more attention to why students make lateral transfers and the nature of their college pathways. This study suggests that lateral transfer has great potential to improve persistence and graduation for students who start their education at a community college.

Class, sex, and the role of involvement on Black collegians degree attainment.

Class, sex, and the role of involvement on Black collegians degree attainment.

171 COVID-19 Vaccine Uptake in Latinx Sexual and Gender Minorities in South Florida

OBJECTIVES/GOALS: Intersecting marginalized identities and multimorbidity elevate Latinx sexual and gender minority (SGM) risk for severe COVID-19, making vaccination critically important for this group. This study provides some of the first data on strategies for improving vaccination efforts in this community. METHODS/STUDY POPULATION: Data come from the Latinx SGM substudies of the NIH-funded Florida Community Engaged Alliance against COVID-19 Health Disparities (FL-CEAL), recruited between April 2021-August 2022 (n=215). Descriptive statistics and univariate analyses informed a multivariable logistic regression model with a dichotomous outcome variable for respondents who received at least one COVID-19 vaccine dose. Covariates included, gender, education, poverty, immigration status, an index of six COVID-19-related challenges, and dominant COVID-19 strain. Dichotomous measures of trust in six information sources (e.g., doctors, community organizations, social media) were also included. RESULTS/ANTICIPATED RESULTS: 182 respondents (85%) had received one or more vaccines. Key findings of statistical significance associated with vaccination from the adjusted model include White race (p=0.028), college degree attainment (p=0.006), high trust in community organizations (p=0.022), and the dominant variant at the time of survey (p DISCUSSION/SIGNIFICANCE: In a departure from non-SGM Latinx samples, high trust in community organizations was significantly associated with vaccine uptake. This highlights the importance of LGBT organizations to Latinx SGM and suggests messaging regarding vaccination via these organizations may be especially effective.

Degree attainment rose during the pandemic, though racial gaps persist

The national share of working‐age Americans who hold college degrees increased across racial and ethnic groups, and increased in all states between 2019 and 2021. That finding comes from new data from the Lumina Foundation on college degree or credential attainment rates for American adults.

Pathways from peers to mental health: Adolescent networks, role attainment, and adult depressive symptoms

Both adolescent peer networks and adult role attainment affect mental health in adulthood. However, whether adult roles mediate associations between adolescent networks and adult mental health is unclear. Using path analysis with survey data from the National Longitudinal Study of Adolescent to Adult Health (N = 8543) in the United States, we examine the direct impact of adolescent (grades 7–12) popularity (received ties) and sociality (sent ties) among school peers on adult (ages 33–43) depressive symptoms, and we assess mediation pathways through four key adult roles: marriage, employment, education, and residential independence. We then examine whether pathways differ across men and women. Results indicate that adolescent popularity, or how others view an adolescent's position in the peer network, benefits adult mental health through the attainment of marriage, employment, and education. Residential independence is a significant mediator for popularity in models for men. Sociality, or how an adolescent views their own position in the peer network, relates to adult depressive symptoms through the attainment of a college degree for women and marriage for men. Sociality also directly predicts lower depressive levels, independent of adult role attainment, in models for women. Overall, results indicate gendered pathways for how adolescent networks relate to mental health decades later through adult roles.

Degree attainment rose during the pandemic, though racial gaps persist

The national share of working‐age Americans who hold college degrees increased across racial and ethnic groups, and rose in all states between 2019 and 2021. That finding comes from new data from the Lumina Foundation on college degree or credential attainment rates for American adults.