Degree Attainment Research Articles

Demographic differences in early vs. late-stage laryngeal squamous cell carcinoma

PurposeThis study aims to evaluate how various demographic factors impact the stage at diagnosis and, therefore, prognosis of laryngeal cancer. Materials and methodsUsing the National Cancer Database, 96,409 patients were diagnosed with laryngeal squamous cell carcinoma between 2004 and 2020. Early (stage 0 or I) vs. late-stage (stage IV) cancers were compared based on demographic variables utilizing Chi-square and multivariate analysis with a significance of p < 0.05. ResultsFemale, Black, and generally older patients were more likely to have late-stage cancer than their counterparts. When compared with a community cancer program, patients treated at other facility types were more likely to be diagnosed late. Patients with private insurance, Medicare, or other government insurance were all less likely to have late-stage cancer compared to patients without insurance. Compared to patients in the lowest median household income quartile, patients in the third quartile and fourth quartile were diagnosed earlier. Patients living in an area with the lowest level of high school degree attainment were most likely to be diagnosed late. Living in a more populous area was associated with a lower chance of being diagnosed late. Increasing Charlson-Deyo Score was associated with a stronger likelihood of being diagnosed at a later stage. ConclusionPatients who are female, Black, uninsured, have a low household income, live in less populated and less educated areas, are treated at non-community cancer programs, and have more comorbid conditions have later stage diagnoses. This data contributes to understanding inequities in healthcare.

Geographic disparity in the distribution of cancer clinical trials in the United States and the associated factors.

Little is known regarding the geographic disparity in the distribution of phase 1-3 clinical trials of new cancer treatments in the US and the associated factors. To examine county-level variation in the number of phase 1-3 cancer clinical trials and the associations between county characteristics and having phase 1-3 cancer clinical trials. We identified phase 1-3 cancer clinical trials started in the US between January 2008 and December 2022 from the Aggregate Analysis of ClinicalTrials.gov database. We analyzed the distribution of phase 1-3 cancer clinical trials at the county level. Using a mixed-effects regression with states as random intercepts, we estimated the associations between a county's median age, median household income, percentage of population from racial and ethnic minority groups, proportion of population aged 25 years or older with an educational attainment of bachelor's degree or higher, rurality, cancer incidence rate, and number of medical oncologists per population with having any phase 1-3 cancer clinical trial in a county. After excluding trials that were suspended, terminated, and withdrawn, a total of 14,977 phase 1-3 cancer clinical trials started in the United States between January 2008 and December 2022 were included in the primary analysis. Only 1,333 out of 3,143 counties (42.4%) had 1 or more trial during this period. Counties that were rural, with lower median household income, a less educated population, fewer medical oncologists per population, and lower cancer incidence rates demonstrated a significantly lower likelihood of having phase 1-3 cancer clinical trials. Our study revealed substantial geographic disparities in the distribution of phase 1-3 cancer clinical trials. Limited trial availability in low-income, low-education, low-oncologist, and rural areas can be a significant barrier to patient participation, potentially hindering adoption and worsening outcomes in disadvantaged populations.

Six Years Later: Examining the Academic and Employment Outcomes of the Original and Reinstated Summer Pell Grant

Abstract The Pell Grant, while offering substantial financial support for low-income students pursuing higher education, historically covered only the costs of two full-time semesters per year and did not include assistance for summer courses. Research has consistently demonstrated that continuous enrollment throughout the academic year enhances college persistence and degree completion. In response to this understanding, the Summer Pell (SP) program was introduced in the summer of 2009, providing eligible low-income students with an additional grant to cover summer tuition and related expenses. However, after a brief period of operation, the SP program was discontinued in 2011, only to be reinstated in 2017. We utilize administrative data obtained from New York City in the context of differences-in-differences analyses spanning both program periods, and find that SP-eligible students exhibited a higher retention rate in the fall of their second year, achieved higher rates of associate's and bachelor's degree attainment, and experienced greater earnings gains up to nine years after college entry compared with SP-ineligible students. Our analysis of heterogeneity further underscores that the benefits of the SP program were pronounced among Black students and older students.

A study of doctoral time-to-degree in selected disciplines at South African public universities

Scholarship on doctoral success highlights differences in timely degree attainment between disciplines. However, research on doctoral education in South Africa is limited to identifying general factors that affect the successful completion of a doctoral degree with very little reference to differences across disciplines. This study’s objective is to compare time-to-degree, as the number of years between a doctoral student’s commencement year and graduation year, across selected disciplines as well as to identify factors, above and beyond that of disciplinary field, which are explanatory of shorter time-to-degree. The study investigates the role of selected student demographics (such as commencement age, gender, race, and nationality), institutional (type of higher education institution), and situational factors (such as part-time or full-time enrolment) in predicting doctoral time-to-degree. Results of multiple linear regression models indicate that mode of enrolment is the strongest predictor of completion time with part-time students recording a statistically significantly longer time-to-degree when compared to full-time students. A student’s discipline, nationality, and institution are also identified as statistically significant predictors of time-to-degree while gender, race, and age are not. However, the interaction between commencement age and enrolment mode is indicated to be a strong predictor of doctoral completion time. Although shorter completion times can be considered an indicator of efficiency at doctoral level, it is imperative to consider wider contextual factors in thinking about this issue.

Examining the relationship between Hispanic Serving Community college Title III grants and STEM associate degree completion

AbstractHispanic‐Serving Community Colleges enroll and educate a large share of Hispanic postsecondary students. Due to work trends and demographic changes, Hispanic and other historically underrepresented students play a crucial role in shaping the next generation of Science, Technology, Engineering, and Math (STEM) scholars and practitioners. We use data from the National Center for Education Statistics and a difference‐in‐differences technique to estimate the association between federal capacity building grants aimed at improving STEM degree attainment outcomes and associate degree completion. We find receipt of a Title III grant was associated with about a 30% increase in the total number of STEM associate degrees awarded. Further, the grants nearly doubled the number of STEM associate degrees awarded to Hispanic students, on average. This positive relationship is driven by institutions receiving more than one grant. We conclude by discussing these findings and providing federal and institutional recommendations.

Analytical Cross-sectional Study on the Knowledge, Attitudes, and Practices on Antimicrobial Use and Resistance among Backyard Swine Raisers in Baybay City, Philippines

Antimicrobial resistance (AMR) is a global health concern, wherein microorganisms become resistant to antimicrobial drugs used in the treatment of human diseases and is linked to the misuse and overuse of antimicrobial drugs in food-producing animals. This study aimed to assess the knowledge, attitudes, and practices (KAP) of backyard swine raisers in Baybay City, Leyte, the Philippines, toward antimicrobial drugs and usage in the context of AMR. Data were gathered from 303 randomly selected backyard swine raisers in 28 villages of Baybay City through in-depth interviews. KAP levels were determined by performing descriptive statistics. Predictors and associated variables were analyzed through univariable and multivariable regression analyses. The majority of the respondents have poor to moderate knowledge (98.68%), moderate attitudes (68.65%), and poor practices (82.18%) on the use of antimicrobials. Attainment of a college degree (adjusted β = 1.32, p = 0.0021) was significantly associated with the respondents' knowledge. Meanwhile, the respondents’ attitude levels were positively associated with vocational (adjusted β = 4.84, p = 0.0004) and college education (adjusted β = 2.11, p = 0.0444). Overall, the educational attainment (college: adjusted β = 1.58, p = 0.0068), the knowledge mean (β = 5.25, p &lt; 0.0001), and the attitude mean (β = 1.11, p &lt; 0.0001) significantly influenced the respondents’ practices on antimicrobial use. Education is crucial in improving the farmers' KAP regarding the use of antimicrobials. To help prevent the furtherance of AMR, it is essential for government agencies to enhance the farmers’ KAP levels by conducting training on antimicrobial use and facilitating AMR awareness seminars.

The roles Second Chance Education can play as a learning environment: A qualitative study of ‘drop-in’ students

ABSTRACT In current Western societies, the number of students dropping out of school is high. At the same time, the importance of education leads to an increase in Second Chance Education (SCE) initiatives as an alternative way to obtain a degree. Little is known about the roles SCE can play as a learning environment for students ‘dropping in’ beyond mere degree attainment. Therefore, this study aims to shed light on these roles by exploring the dropout experiences of drop-in students and the underlying reasons for enrolling in SCE. This study involves in-depth interviews with 28 drop-in students (Mage = 30.0). The findings reveal that not obtaining a degree could be a traumatic event, resulting in challenges such as stigmatisation, discrimination, and social pressure. Based on these experiences, SCE students articulated reasons for enrolling in SCE, including self-actualisation, improved occupational and educational opportunities, and social confirmation by significant others. Overall, this study identified three roles SCE can play for drop-in students, including serving as a new start, a tool/in-between phase and a way to finish unfinished business. These findings call for a more nuanced perspective on education and highlight the importance of reconsidering the individualistic perspective on success and failure in education.

Whiteness, marginalization, and exclusion: An analysis of Tongan students’ experiences in U.S. institutions of higher education

ABSTRACT Although approximately one-third of adults in the United States hold a bachelor’s degree or higher , these statistics fail to account for the vast discrepancies across racial and ethnic groups. For instance, Tongan students are among the least likely to earn a bachelor’s degree of all major ethnic groups in the United States. Despite entering colleges and universities in high numbers, Tongan students are disproportionality dropping out before earning a degree. As such, this study aimed to uncover how communicative practices within (and around) institutions of higher education marginalize Tongan students and hinder their degree attainment, with a particular focus on the communicative power of whiteness. This study utilized in-depth interviewing and grounded theory analysis. Findings revealed that the discourse of whiteness, and the exclusionary communicative practices that reinforce this discourse, foster a sense of un-belonging for Tongan students in institutions of higher education, which hinders their academic success.

How to survive the doctorate? A meta-analysis of success in PhD Candidates

Doctorates are the key for new researchers to begin their scientific activity. This process has traditionally implied a profound loneliness and the development of issues that affect the health of PhD students. The objective of the research was to conduct a meta-analysis to examine the influence of certain sociodemographic and personal variables on doctoral dropout. Following a review of existing literature and based on inclusion and exclusion criteria, the total sample consisted of 9 articles, which included a total of 53 samples and 32760 doctoral students with an average age of 29.80 years. The main results indicate that the permanence in the doctoral program depends on gender, age, and personal variables, with social support (family support, institutional support, and self-esteem) explaining 11% of the persistence in the doctoral program, followed by self-esteem. Burnout, on the other hand, explains a very small percentage of success (Tau2 = 0.40; I2 = 99.48; R2 = .03; p = .001). The model that best explains permanence in doctorate studies is social support. Doctorate students demand support from their peers, families and institutions to which they are giving their work, so our results can be explained by the relevant role of social support as a mediator in the consequences of stress. In view of the obtained results, it is concluded that the existence of a series of factors such as age, gender, support from the closest environment and a democratic and ethical leadership style by the institutions, along with the social actions of communicating and generating synergies, favours success in the attainment of a doctorate degree. To sum up, the results of this study suggest the convenience of carrying out prosocial actions aimed at finishing the PhD stage successfully.

Citizen Preferences and Awareness of Tax Revenue Options: Public Opinion on South Carolina’s “Tax Swap”

Tax complexity makes it challenging for citizens to understand how taxes imposed by state and local governments affect their tax bill. This paper considers citizen awareness and preferences for tax revenue options in the presence of tax features that increase complexity. The researchers mailed a survey questionnaire to a random sample of South Carolina voters measuring their level of knowledge and preferences for school tax funding during the last half of 2021. A sizable majority of respondents report the property tax as their least preferred option to fund school operations when compared to sales tax or commercial property tax, with variation in support by ideology, homeownership, and partisanship. However, respondents are broadly uninformed of current school tax funding mechanisms regardless of college degree attainment, ideology, and other important indicators. Most respondents are not aware of the “tax swap” that replaced residential property tax with a one-cent sales tax to fund South Carolina school operations.

Assessment of h-index and associated demographic and academic parameters for academic hematologists in Canada.

The h-index measures researchers' productivity by assessing simultaneously the number of publications and citations. We aimed to assess the factors that could influence h-index for hematologists practicing in academic institutions in Canada. We identified universities with a hematology residency training programs/fellowships using the Canadian Resident Matching Service (CaRMS) website. We obtained the listing of faculty, sex, and academic ranks by consulting faculty directories or by contacting respective departments/universities, when directories were unavailable or incomplete. For each faculty member, we obtained years since Royal College of Physicians' and Surgeons of Canada certification or equivalent, receipt of Canadian Institute of Health Research (CIHR) grants within the last 5 years, attainment of graduate degrees (M.Sc., Ph.D., other), and the h-index. The data included information collected from 372 individuals (171 females) across Canada (Atlantic Provinces: 13; Quebec: 89; Ontario: 182; Prairie Provinces: 59; British Columbia: 29). Univariate analysis showed that male sex, practicing in British Columbia, longer duration since specialty certification, completion of an M.Sc. or a Ph.D. degree, attaining a higher academic rank and receiving CIHR funding were associated with higher h-index. The results of the univariate analysis were concordant with the multivariate analysis, except that practicing in Ontario was also associated with higher h-index. This study provides details on the h-index curve/parameters for academic productivity of hematologists in Canada. Importantly, based on multivariate analysis, higher h-index was associated with male sex, location of practice, years since certification, attainment of M.Sc. or Ph.D. degrees, academic rank, and recent CIHR funding.

The effect of marijuana use in adolescence on college and graduate degree attainment

We estimate the long-term effect of using marijuana in adolescence on college and graduate degree attainment measured approximately 20 years later. We rely on the first two waves (1994–1996) and the fifth wave (2016–2018) of the National Longitudinal Study of Adolescent to Adult Health and estimate instrumental variables models that exploit the network structure at the second degree by using marijuana use status of friends of friends who are not themselves friends of the respondent in order to instrument for the respondent’s marijuana use. Our models also include school and grade fixed effects. Marijuana use in adolescence leads to a large reduction in the likelihood of college and graduate degree attainment by the time respondents are aged 33–43 years old.

Theorizing virtual counterspaces: how Latina graduate students build community online

ABSTRACT In this article we extend the concept of counterspaces by theorizing an emerging form of counterspace – virtual counterspace. We employ Latine Critical Race Theory (LatCrit) and racial microaggressions to understand how Latina graduate students utilize Instagram to cultivate community online. Latina graduate students encounter unique barriers to degree attainment including lack of cultural affirmation, isolation, microaggressions, and hostile campus racial climates. Drawing on the experience of developing virtual counterspaces, we argue that virtual counterspaces are sites of cultural affirmation, community building, knowledge sharing, and empowerment that enable the academic success of Latina graduate students. Given the power of social media, we urge colleges and universities to leverage these platforms to engage and support Latinas and other Students of Color.

Exploring Earning Benefits of Sub-Baccalaureate Credentials

ABSTRACT Graduating from college is the rite of passage to economic success. While economic benefits associated with bachelor’s degree attainment are well-documented, less is known about economic returns of sub-baccalaureate credential graduates. Sub-baccalaureate credentials comprise associate degrees and certificates offered at two-year community and technical colleges. Earnings associated with sub-baccalaureate credentials were evaluated by fields of the study. Thus, earning differentials within a field of the study still remain unclear. In a sample of 12,369 sub-baccalaureate credential holders in the College Scorecard 2015–2019 data, the current study investigated the linkage between earnings and sub-baccalaureate credentials at the academic program level. While the health sciences were previously identified as a gainful field of the study, the results herein indicate that certain academic programs in the health sciences showed lower earning power than other programs in the same field after controlling for covariates such as credential types, local unemployment rates, and college costs.

Gender and Intermediate Microeconomics Course Performance: Does Course Type Matter?

This study examines the effects of gender on performance for students taking one of two different intermediate microeconomics courses: a quantitative, calculus-based course and a non-quantitative, non-calculus-based course. We also assess how gender differences in students’ math and verbal abilities and college achievement affect intermediate microeconomics course grades. Our results indicate gender is not a significant indicator of intermediate microeconomics course performance. Math SAT scores and principles of microeconomics course grades are significant predictors of performance for non-quantitative course students only. Cumulative GPAs have strong, positive correlations with grades for students in both course types. These findings have implications for students’ economics major selection and are positive in the context of closing the gender gap in economics degree attainment. JEL Codes: A20, A22

The Effect of Changes in the Skill Premium on College Degree Attainment and the Choice of Major

We study the impact of financial incentives on higher education decisions and the choice of major. We rely on a reform whereby Israeli kibbutzim shifted from their traditional policy of equal sharing to productivity-based wages. We use for identification the staggered implementation of this reform in different kibbutzim. In this setting of very low initial returns to education, we find that the dramatic increase in the rate of return and its sharp variation across fields of study led to a large increase in the probability of receiving a Bachelor degree, especially in STEM fields of study that are expected to yield higher financial returns. For men this increase was largely in computer science and engineering, and for women in biology, chemistry and computer science. Our findings suggest that investment in higher education and the choice of major are responsive to increases in the return to education for both men and women. Institutional subscribers to the NBER working paper series, and residents of developing countries may download this paper without additional charge at www.nber.org.

Do changes in personality predict life outcomes?

The Big Five personality traits predict many important life outcomes. These traits, although relatively stable, are also open to change across time. However, whether these changes likewise predict a wide range of life outcomes has yet to be rigorously tested. This has implications for the types of processes linking trait levels and changes with future outcomes: distal, cumulative processes versus more immediate, proximal processes, respectively. The present study used seven longitudinal data sets (N = 81,980) to comprehensively examine the unique relationship that changes in the Big Five traits have with static levels and changes in numerous outcomes in the domains of health, education, career, finance, relationships, and civic engagement. Meta-analytic estimates were calculated and study-level variables were examined as potential moderators of these pooled effects. Results indicated that changes in personality traits are sometimes prospectively related to static outcomes-such as health status, degree attainment, unemployment, and volunteering-above and beyond associations due to static trait levels. Moreover, changes in personality more frequently predicted changes in these outcomes, with associations for new outcomes emerging as well (e.g., marriage, divorce). Across all meta-analytic models, the magnitude of effects for changes in traits was never larger than that of static levels and there were fewer change associations. Study-level moderators (e.g., average age, number of Big Five waves, internal consistency estimates) were rarely associated with effects. Our study suggests personality change can play a valuable role in one's development and highlights that both cumulative and proximal processes matter for some trait-outcome associations. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Gendered Performance Gaps in an Upper-Division Biology Course: Academic, Demographic, Environmental, and Affective Factors.

Despite the existent gender parity in undergraduate biology degree attainment, gendered differences in outcomes are prevalent in introductory biology courses. Less is known about whether these disparities persist at the upper-division level, after most attrition is assumed to have occurred. Here, we report the consistent presence of gender equity gaps across 35 offerings (10 years) ofalarge-enrollment upper-division biology course at a research-intensive public university.Multilevel modeling showed that women's grades were lower than men's, regardless of prior GPA. These gender gaps were present even when controlling for students' race/ethnicity, socioeconomic status, first-generation college-going status, international status, and transfer status. Class size, gender representation in the classroom, and instructor gender did not significantly relate to course grades. Student questionnaires in a subset of offerings indicated gendered differences in course anxiety, science identity, and science self-efficacy, which correlated with grade outcomes. These results suggest that women experience differential outcomes in upper-division biology, which may negatively influence their persistence in STEM fields postgraduation. Our findings suggest that gender disparities are a systemic problem throughout the undergraduate biology degree and underscore the need for further examination and transformation of upper-division courses to support all students, even at late stages of their degrees.

Upward Transfer Student Pathways in Computing: Examining Degree and Career Outcomes Through Structural Equation Modeling

ABSTRACT Community college transfer represents an important mechanism for advancing access to STEM degrees and careers. Yet, little is known about community college transfer pathways in computing. Utilizing longitudinal survey data, we rely on descriptive statistics and structural equation modeling to examine community college transfer pathways in computing over the course of the four years after students arrive at their receiving university. Findings document wide variation in community college transfer students’ pathways and highlight the importance of computing self-efficacy in predicting degree attainment, computing career pursuits, and graduate school aspirations in computing.

“The Road Less Traveled”: Bachelor’s Degree Attainment Amongst First-Time Nontraditional-Aged Transfer Students in the United States

This study investigated the likelihood of bachelor’s degree completion among nontraditional-aged transfer students. Using national data from the Beginning Postsecondary Students Longitudinal Study, this study provided insight into the success of first-time nontraditional-aged students who initially enrolled at a community college and transferred to a four-year institution in the United States. Analyses from a binary logistic regression indicated that the timing of a student’s transfer, their cumulative loan amount, and support from their peers shared a positive relationship with bachelor’s degree attainment. Results also indicated that having children and being married had no significant effect on a nontraditional-aged transfer student’s likelihood of degree completion at four-year institutions.