College Enrollment Research Articles

Correlation of higher right-wing authoritarianism and lower social dominance orientation with greater subjective well-being in China.

The associations between authoritarian personality and subjective well-being remains understudied, especially in China. In addition, as Chinese individuals and Chinese organizations generally attach importance to authority, exploring the matching effect of individual authoritarian personality and organizational culture (OC) can provide information for career selection, talent recruitment and university enrollment. The present study aimed to test associations between authoritarian personality traits (right-wing authoritarian, RWA; social dominance orientation, SDO) and subjective well-being (SWB; including positive affect, PA; negative affect, NA; and life satisfaction, LS) at the general and component-specific levels and the possible moderating role of OC (military or nonmilitary universities) on the associations in Chinese culture for the first time. A total of 6,580 Chinese students from military and nonmilitary universities were surveyed using the Right Wing Authoritarianism Scale, Social Dominance Orientation Scale, Campbell Index of Well-being, Patient Health Questionnaire, and Satisfaction with Life Scale. A higher score on RWA, but lower on SDO, correlated with greater SWB at both the general level and the component-specific levels. The links of RWA/SDO and positive factors (PA/LS) of SWB as well as latent SWB were moderated by the OC (being in military or nonmilitary universities). Specifically, these correlations were stronger for military than for civilian students. Further, although the moderating roles of OC existed in all three subgroups (sex, age, and socioeconomic status [SES] level), the negative link between OC and latent SWB existed in the male, younger, and high-SES individuals, while this link was not significant in female, older, and low-SES ones. The present study extends the findings of the moderating roles of organizational culture on the positive RWA-SWB relationship and the negative SDO-SWB relationship in oriental cultural contexts.

The Gendered Impact of In-State Tuition Policies on Undocumented Immigrants’ College Enrollment, Graduation, and Employment

Executive Summary Assessing the impact of policies offering in-state tuition and financial aid to undocumented immigrant youth is highly pertinent from a policy perspective. Eligible immigrants arrived as children and the United States is often the only home they have ever known. Without the right to stay or a path to citizenship, they cannot achieve their full potential as productive members of society. Policies improving access to higher education have the potential to elevate their social mobility and amplify economic contributions by improving job prospects and bolstering tax revenues. Since 2001, roughly half of the U.S. states have expanded in-state college tuition benefits to undocumented immigrants. Around one-third of states have also provided financial aid; yet approximately one-tenth have imposed heightened barriers to accessing higher education. While early studies found an increase in enrollment in states with in-state tuition policies, recent studies accounting for additional state policies found no impact on enrollment. These results mask varying impacts based on gender and marital status. We assess these policies, control for Deferred Action for Childhood Arrivals (DACA), and analyze the impact of in-state tuition on college enrollment, graduation rates, employment, and self-employment. Our analysis relies on data from the 2005 to 2019 American Community Survey. To identify individuals who are the most likely to be undocumented and affected by the policy, we focus on noncitizen Hispanic youth, excluding those likely authorized (e.g., licensed professionals, veterans, and refugees). That said, we are assuming that state policies are the same for all undocumented residents, not just the Hispanics in our sample. Our findings are as follows: - In our sample, there are 17,649 likely undocumented Hispanic men (14,249 women) aged 18–22 years who completed high school and arrived in the U.S. prior to age 16 years. Approximately 75 percent of them are Mexican. - The data reveals that approximately 30 percent of men are enrolled in college. Access to in-state tuition boosts enrollment by 7.2 percentage points for Hispanic men and by 13.2 percentage points for Mexican men. This response is driven by married men. Men in general do not graduate at higher rates. - Women enroll in college at the same rate across states. However, access to lower tuition raises graduation rates by 4.7 percentage points, representing nearly a 30 percent increase compared to the average graduation rate of 15.7 percent, particularly among single women. - Among men with access to in-state tuition, single men are more likely to be self-employed, while married men respond to the policy by working less, consistent with higher enrollment rates. - On average 55 percent of single women are employed. Access to in-state tuition increases employment by 12–19.8 percentage points for single women. We find no significant impact of the policy on the employment of married women. Our research indicates that while in-state tuition policies do make a difference, there is a need for a more nuanced policy approach, particularly due to gender disparities among the intended beneficiaries, which have previously been overlooked. However, we argue that relying solely on in-state tuition policies is insufficient. Single women are driven by these policies to complete their degrees and pursue employment. If policymakers aim for a broader impact and seek to include a more diverse group of undocumented youth, including men, they should consider enhancing opportunities within formal labor markets after college graduation. In support of this argument, we document higher graduation and employment rates and lower self-employment rates among DACA-eligible youth who have legal access to formal employment.

Role of innovation and human capital in regional economic growth and progress

Since 1999, China’s higher education has experienced significant growth, with the government dramatically increasing college enrollment rates, thereby enhancing the overall quality of education. However, most existing studies have primarily focused on the quantity of education, with little attention having been given to the impact of higher education quality (HEQ) on economic growth. This study aims to explore how higher education quality (HEQ) contributes to regional economic growth through scientific and technological innovation (STI) and human capital accumulation. Using panel data from 31 Chinese provinces from the period 1999 to 2022, panel regression models and instrumental variable methods were employed to analyze both the direct and indirect impacts of higher education quality (HEQ) on economic growth. The results confirm that improving higher education quality (HEQ) is crucial for sustaining China’s economic growth. More specifically, higher education promotes regional economic expansion both directly, by enhancing labor productivity, and indirectly, by facilitating scientific and technological innovation. Furthermore, the study suggests that the balanced distribution of educational resources across regions should be prioritized to support coordinated regional development. This research provides insights for policymakers on how balanced regional economic development can be achieved through educational and technological policies. This work also lays a foundation for future studies.

Empowering university students’ learning in Taiwan’s higher education: Pathways to overcome challenges

Taiwan’s higher education is characterized by tradition, innovation, and persistent pursuit of academic excellence. However, similar to its global counterparts, many challenges are prevalent in Taiwan’s educational sector that impede its progress and effectiveness. These challenges encompass demographic shifts, financial constraints, quality assurance, internationalization efforts, and technology integration. This study analyzes the challenges in higher education in Taiwan, and offers strategies to address them and improve university students’ learning experiences. The researchers used literature analysis methods to analyze the challenges in higher education in Taiwan, and analyze the pathways to overcome challenges. These pathways can address current challenges and help empower students to thrive in Taiwanese higher education, fostering an adaptable, skilled, and socially conscious generation of learners. These pathways are as follows: (1) In response to the declining birthrate, develop university curricula and courses incorporating diverse perspectives, improve university enrollment, and increase investment in higher education; (2) Improve teaching and learning quality assurance; (3) The internationalization of higher education promotes foreign internationalization and local internationalization; (4) Integrating technology into higher education teaching and providing more diverse online teaching and abundant learning experiences for students.

Association between preterm birth and economic and educational outcomes in adulthood: A population-based matched cohort study.

Preterm birth (PTB) affects ~10% of births worldwide; however, most literature focused on short-term clinical outcomes, with much less focus on long-term socioeconomic outcomes after PTB. We examined associations between PTB and individuals' income, employment, and educational outcomes during early adulthood. We conducted a population-level matched cohort study including all live births in Canada between 1990 and 1996, followed until 2018. Outcomes included Employment income per year in 2018 CAD and employment between ages 18 and 28 years, postsecondary education enrollment (18-22 years), and maximum educational attainment at age 22-27 years. Mean differences and risk ratios (RR) and differences (RD) were estimated using generalized estimating equation regression models for economic outcomes and multinomial logistic regression models for educational outcomes. Of 2.4 million births, 7% were born preterm (0.3%, 0.6%, 0.8%, and 5.4% born extremely preterm (24-27 weeks), very preterm (28-31 weeks), moderately preterm (32-33 weeks), and late preterm (34-36 weeks) respectively). After matching on baseline characteristics (e.g., sex, province of birth, and parental demographics) and adjusting for age and period effects, preterm-born individuals, on average, had $958 CAD less employment income per year (95% CI: $854-$1062), 6% lower income per year, than term-born individuals, and were 2.13% less likely to be employed (1.98-2.29%). PTB was also negatively associated with university enrollment (RR 0.93 (0.91-0.94) and graduation with a university degree (RR 0.95 (0.94-0.97)). Mean income differences for those born 24-27 weeks were -$5,463 CAD per year (17% lower), and adjusted RR were 0.55 for university enrollment and graduation. In this population-based study, preterm birth was associated with lower economic and educational achievements at least until the late twenties. The associations were stronger with decreasing GA at birth. Policymakers, clinicians, and parents should be aware that the socioeconomic impact of PTB is not limited to the early neonatal period but extends into adulthood.

Well-Spaced: Mapping Institutional Urbanicity and TRIO Student Success Support Program Availability in Texas

ABSTRACT Research indicates first-generation college students whose parents have yet to complete college face significant challenges in accessing postsecondary education. Therefore, widening participation in college enrollment for this population through college support programming has become a focal point of U.S. education policy. Still, only some studies engage with geography’s importance in shaping college support programs’ availability. Centered on federally funded TRIO Student Support Service (SSS) programs, this study descriptively explores an association between TRIO SSS programs, institutional types, and urbanicity in Texas. Findings reveal a pattern between city types and types of institutions awarded grants for TRIO SSS programs.

Student Satisfaction and University Enrollments: Does the Urban or Regional Status of Australian Higher Education Institutions Matter?

In the aftermath of World War II, Western nations witnessed unprecedented growth in university enrollments, particularly in business schools, driven by the expansion of the publicly funded higher education system. This growth has prompted higher education providers to re-evaluate the critical role of student satisfaction in shaping learning, engagement, and overall institutional success. While the impact of student satisfaction on engagement and academic outcomes is well documented, its influence on broader university enrollments remains underexplored. Using longitudinal data from the Australian Government-funded Quality Indicators for Learning and Teaching (QILT) surveys and universities’ annual reports (2012-2017), we find that universities with higher student satisfaction show significantly higher enrollment rates. Moreover, the positive impact of student satisfaction on enrollment is more pronounced in metropolitan universities. Beyond contributing to social justice theory, this study provides actionable insights for government and higher education management to improve equitable access to higher education and reduce social disparities through strategically allocating resources, capabilities, and support services.

Interpersonal Violence Victimization Among College-Attending and Non-College-Attending Emerging Adults

It is well-established that rates of interpersonal violence (IV; physical and emotional intimate partner violence [IPV], non-consensual sexual contact [NCSC], and stalking) peak at 18–24 years of age. Most emerging-adult IV research has been conducted with college samples, making increased risk for IV in college a widely held, but perhaps unjustified, assumption. This nationally representative study ( N = 1025) assessed high school seniors on IV victimization and re-assessed them the spring following college enrollment ( n = 779) or non-enrollment ( n = 246). Replicating prior research, we found few differences in prevalences of IV among college-attending and non-attending emerging adults. After controlling for demographics and baseline victimization, only clinically significant (impactful) physical IPV victimization differed between groups, with college conveying a protective effect (OR = 38, 95% CI: .15 – .99). Explication of proximal and distal factors that inform risk for IV among emerging adults on different trajectories is essential for improved prevention and response.

First-Generation College Students’ Intergenerational Narratives of Redemption and Upward Mobility

SYNOPSIS Objective. This study explored the role of intergenerational narratives in the motivations and goals of first-generation college students. Design. Reflexive thematic analysis examined narrative responses to open-ended questions regarding their motivations and goals for college enrollment. Results. Analyses generated a central theme: breaking the family cycle of poverty to achieve upward mobility. This theme included three subthemes: attaining financial stability, obtaining a higher level of education than their family, and challenging oppressive university and societal systems for a better future. The participants often approached their intergenerational narratives in two distinct ways: “self-initiated” and “parent-initiated.” In parent-initiated narratives, participants centered their parents in their intergenerational stories. They stated that their parents’ stories inspired them to attend college, break the cycle of poverty, and avoid the hardships their parents experienced. Conversely, in self-initiated narratives, participants centered themselves in the intergenerational stories. They expressed their aspirations to break the family cycle of poverty and avoid the challenges they and their families faced while growing up. Conclusions. These findings underscore how first-generation college students’ intergenerational redemption narratives shape their motivations for pursuing higher education and life goals.

Materialism in Chinese college students during 2007-2020: The influence of social change on the inclining trend.

Materialism is fundamental to the human value or goal system; therefore, an understanding of its level among Chinese college students and its changes over time is of great value. In the present study, a cross-temporal meta-analysis was performed by reviewing studies that conducted Material Values Scale-based assessment of the materialism level among Chinese university students from 2007 to 2020. Moreover, a time lag analysis was performed to clarify whether variations in materialism level are interpretable with macro-social indicators. Finally, 82 articles on studies enrolling a total of 45,966 Chinese university students were reviewed. The materialism score significantly increased on a yearly basis. Furthermore, macro-social changes in diverse areas, including economic condition (gross domestic product per capita, consumption level of all residents and national disposable income per capita), social connectedness (urbanisation degree and divorce ratio) and overall threat (rate of university enrollment), were the major factors influencing the degree of materialism among the students. By identifying the inclining trend of materialism among these college students across time and using relevant macro-social indicators, a theoretical three-dimensional framework was established to elucidate the degree of materialism among Chinese college students as a group.

Impact of state tuition guarantee policy on enrollment in public universities

PurposeThis study estimates the effect of the Truth-in-Tuition policy on the enrollment of first-year students, minority students and all students (total enrollment) in Illinois universities.Design/methodology/approachEconometric models yield robust estimates using state- and time-fixed effects. This research uses the nonparametric Difference-in-Difference (DID) method. Variation in the starting of the Truth-in-Tuition policy across the Midwestern states is used as a natural experiment.FindingsResults demonstrate that the Truth-in-Tuition policy helped increase freshman enrollment but did not significantly impact minority enrollment. This policy, however, shows a much larger drop in total enrollment in Illinois universities.Originality/valueA comparison between regionally competing institutions under different policy regimes was not analyzed earlier.

“If I Go, I’ll Probably End Up Dropping Out too”: College Enrollment Choices in a Free College Context

ABSTRACT In this qualitative study, we explored why students in a free community college environment in Tennessee chose not to enroll in college or dropped out of college shortly after enrolling. We conducted 27 in-depth interviews with individuals who were eligible for the Tennessee Promise. Perna’s conceptual model for college access and choice guided our analysis. We analyzed data using a three-tier approach, which included open/emergent coding, followed by a priori/theoretical analysis. We identified 15 emergent themes common among interview participants, which we then categorized into the four theoretical themes based on Perna’s (2006) model. The Tennessee Promise increases access to and enrollment in postsecondary education for many students. Our study highlights potential gaps policymakers and practitioners can address to continue improving the Tennessee Promise and other student supports. We provide our recommendations for practice, policy, and future research.

Breaking down barriers; unravelling the root causes and effects of brain drain in Pakistan.

Respected Editor, The term ‘brain drain’ refers to the migration of highly skilled and educated professionals from one country to another in search of better employment and living conditions. Brain drain has a detrimental impact on developing nations, leaving a counterproductive outcome due to the depletion of skilled human resources. According to the Pakistan Overseas Employment Corporation, around 21,000 professionals have migrated to other countries in the last 15 years.1 Brain drain has a pervasive effect across various domains, with healthcare being primarily one of the greatly affected. The most prevalent reason is the insufficient stipends and substandard workplace settings for professionals. Doctors work tirelessly yet are forced to face the injustice of the system, incidents of violence, and exploitation at the hands of their superiors. Most doctors (83%) agreed that meager salary packages and inequitable overtime duties motivated them to move abroad.2 Political instability in Pakistan has also affected the resettlement of healthcare individuals nationwide. Up to 81% of doctors are compelled to leave the country due to constant political turmoil.3 Blatant misogyny and cultural bounds have deterred women from working, contradicting the high female enrollment in medical colleges of Pakistan. Moreover, because of the brain drain, Pakistan is losing an insurmountable intellectual capital and educational investment, resulting in enormous pressure on the healthcare professionals who stay behind, contributing to the collapse of the already vulnerable system. Usually, the emigrants are of the privileged class which creates disparity because the ones left behind end up facing impecunious conditions and unfair working hours. The migration rate of healthcare professionals in Pakistan is increasing progressively. The United States, the United Kingdom, Canada, and Australia are four high-income countries where 56% of international medical graduates (IMGs) emigrate from low-income countries to have a better quality of life, monetary incentives, job opportunities, better education, and training. Furthermore, just three nations India, Pakistan, and the Philippines are home to 45% of IMGs.4,5 Therefore, we suggest that the government adopt strategies that will accommodate doctors, introducing remunerative packages and more employment opportunities to persuade them to serve their nation. The government should ameliorate the workplace environment to international standards, ensuring the safety and security of the professionals. Additionally, educational and training grounds should be provided to individuals to develop their skills. These immediate measures must be taken to minimize the escalating brain drain and aid in revamping the healthcare system of Pakistan.

The role of engagement strategies and path-dependency in online learning

ABSTRACT Despite its importance, research on the dynamic nature of student engagement and its relationship with academic success is limited. In this study, we investigate the consistency of student engagement and its relationship to academic achievement. We conduct an analysis of digital trace data on students’ interaction with webinars. Specifically, we examine the attendance records of 426 high school students participating in the online literature course designed to prepare them for university enrolment. We demonstrate engagement’s path dependency as well as categorise different types of engagement strategies. We found that stable strategies do not lead to more engagement, however adaptive strategies do lead to greater engagement. Importantly, higher levels of engagement lead to better student achievement. These results demonstrating the strategic path-dependent nature of engagement, as well as give insight to the importance of engagement in online learning when considering students’ learning paths.

Cannabis Use During Adolescence and Young Adulthood and Academic Achievement

Cannabis use during adolescence and young adulthood may affect academic achievement; however, the magnitude of association remains unclear. To conduct a systematic review evaluating the association between cannabis use and academic performance. CINAHL, EMBASE, MEDLINE, PsycInfo, PubMed, Scopus, and Web of Science from inception to November 10, 2023. Observational studies examining the association of cannabis use with academic outcomes were selected. The literature search identified 17 622 unique citations. Pairs of reviewers independently assessed risk of bias and extracted data. Both random-effects models and fixed-effects models were used for meta-analyses, and the Grading of Recommendations Assessment, Development, and Evaluation approach was applied to evaluate the certainty of evidence for each outcome. Data were analyzed from April 6 to May 25, 2024. School grades, school dropout, school absenteeism, grade retention, high school completion, university enrollment, postsecondary degree attainment, and unemployment. Sixty-three studies including 438 329 individuals proved eligible for analysis. Moderate-certainty evidence showed cannabis use during adolescence and young adulthood was probably associated with lower school grades (odds ratio [OR], 0.61 [95% CI, 0.52-0.71] for grade B and above); less likelihood of high school completion (OR, 0.50 [95% CI, 0.33-0.76]), university enrollment (OR, 0.72 [95% CI, 0.60-0.87]), and postsecondary degree attainment (OR, 0.69 [95% CI, 0.62-0.77]); and increased school dropout rate (OR, 2.19 [95% CI, 1.73-2.78]) and school absenteeism (OR, 2.31 [95% CI, 1.76-3.03]). Absolute risk effects ranged from 7% to 14%. Low-certainty evidence suggested that cannabis use may be associated with increased unemployment (OR, 1.50 [95% CI, 1.15-1.96]), with an absolute risk increase of 9%. Subgroup analyses with moderate credibility showed worse academic outcomes for frequent cannabis users and for students who began cannabis use earlier. Cannabis use during adolescence and young adulthood was probably associated with increases in school absenteeism and dropout; reduced likelihood of obtaining high academic grades, graduating high school, enrolling in university, and postsecondary degree attainment; and perhaps increased unemployment. Further research is needed to identify interventions and policies that mitigate upstream and downstream factors associated with early cannabis exposure.

Gender, credentials & success: An examination of educational attainment in top management teams

In recent decades, women have made historic gains in educational attainment, now outpacing men in terms of college enrollment and degree completion. Yet, despite the ubiquity of policies and programs aimed at advancing women in work organizations, women's educational gains have not yet translated into greater representation in elite corporate roles. The current study seeks to address this puzzle by analyzing the conditions under which women's educational attainment and credentials enable them to overcome gendered barriers to entry into executive positions. Specifically, we analyze the conditions under which women's educational attainment and credentials facilitate entry into executive roles and provide access to network ties necessary for gaining entrance into male-dominated positions. To answer our research questions we analyze a unique, author-constructed dataset that includes all top executives of the S&P 500 over a 5-year period. We use ordered logistic regression to analyze both the educational attainment and educational networks of executives. Findings suggest that key differences between women and men executives' networks and credentials exist, which contribute to disparities in access to organizational leadership opportunities.

Identifying the role of high school in educational inequality: A causal mediation approach

Although the effect of socioeconomic background on children’s educational attainment has long been investigated, the extent to which high school mediates this effect has not been assessed from the causal mediation framework. This study investigates the direct effect of family income on educational attainment not mediated by the rank of high school, using data from longitudinal surveys of ninth-grade students in Japan (n = 1,790). Regression with residuals (RWR) analysis reveals that, although high school type mediates the effects of family income on university enrollment and relative educational attainment to some extent (approximately 25% and 33%, respectively), the direct effects of family income are considerable. The result also suggests a positive interaction effect between family income and high school selectivity, implying a boosting advantage pattern rather than a compensatory advantage. I argue that the analytical framework can be applied to many methodological settings in sociological studies.

The effects of foreign direct investment on human capital accumulation—Evidence from China

AbstractThis paper examines the effect of foreign direct investment (FDI) on human capital accumulation in China. The identification strategy exploits variations in FDI inflows across manufacturing sub‐sectors caused by China's FDI liberalisation and initial sectoral composition patterns across cities. Using a panel of city‐level data from 1990 to 2005, the paper shows that FDI liberalisation accelerated human capital accumulation. Cities with higher exposure to FDI liberalisation experienced higher growth in high school and college enrollment. FDI incentivizes individuals' investment in their human capital by paying a higher wage premium for skilled workers, pushing up the skill premium in the local labor market, and raising household income. Compared to export‐oriented FDI and FDI in less‐skilled industries, market‐seeking FDI and skill‐intensive FDI have a much larger effect on college enrollment.

Selection into higher education and subsequent religious decline in a United States cohort

Extant research reveals an inconclusive relationship between higher education and religiosity, which might be due to the selection effect, or to the different religiosity measures used. To address this, we analyze data of a cohort of adolescents from the 1997 National Longitudinal Study of Youth to investigate the association between religion and education. First, we assess the relationship between the child's religious environment and their likelihood of attending college. Second, we investigate how college attendance and completion affect subsequent changes in religiosity as they age into young adulthood. Results suggest that adolescent religious environment significantly predicts subsequent college enrollment. Completing college is associated with subsequent decline in private religiosity index, after accounting for adolescent religious influence, peer influence, and early family formation; suggesting robustness against selection effects. Enrollment or completion of college has a complicated association with subsequent religious attendance. Fundamentalist Christians do not experience the same declines in religious attendance as other religious traditions after enrolling in college, but additional research is needed to confirm the robustness of this finding. Our study contributes to the nuanced understanding of the relationship between higher education and religion by adopting a life course perspective that reveals the heterogeneity of the relationship by religious affiliations and the socio-cultural norms associated with them.

Model for increasing interest in enrolling in private universities based on a segmentation, targeting, and market positioning strategy in Indonesia

This study aims to examine the factors that influence interest in enrolling in private colleges in the DKI Jakarta area, with a focus on how the Segmentation, Targeting, and Positioning (STP) strategies of these colleges affect student enrollment decisions. The research addresses a gap in understanding how these marketing strategies impact enrollment in this specific region, which has not been widely studied. Using a survey method with a quantitative approach, the study explores aspects like accreditation, ranking, and clustering of colleges. Data were collected from 283 non-official and non-religious colleges, with a sample of 166 colleges, through questionnaires sent to policymakers. The data were analyzed using descriptive statistical methods and Structural Equation Modeling-Partial Least Squares (SEM-PLS) analysis. The results show that the segmentation strategy is particularly successful, while the targeting and positioning strategies are moderately effective. Unlike previous studies that generalize the effects of marketing strategies on college enrollment, this research offers a detailed analysis specific to the DKI Jakarta region. The hypothesis testing confirms that segmentation, targeting, and positioning strategies positively influence enrollment interest, both individually and together. However, the study is limited to one region and one type of college, indicating a need for further research in different contexts. The study concludes with recommendations to strengthen each part of the STP strategies by addressing identified weaknesses to improve their overall impact.