Postsecondary Degree Research Articles

Socio-economic resources and adult mental health in Canada: controlling for time-invariant confounders and investigating causal directionality.

The aim of this study was to investigate whether family income and education have a causal effect on psychological distress among Canadian adults. We executed fixed-effects regression analyses using data from the Longitudinal and International Study of Adults (LISA). We investigated whether changes in family income and education from wave 2 (2014) to wave 3 (2016) corresponded with changes in psychological distress during this same time period. We also investigated whether changes in these socio-economic resources from wave 1 (2012) to wave 2 (2014) corresponded with lagged changes in psychological distress from wave 2 (2014) to wave 3 (2016). These models controlled for all time-invariant confounders with time-invariant effects, as well as the time-varying factors age, marital status, household size, and employment status. Obtaining a postsecondary degree corresponded with lagged decreases in psychological distress among women ages 18 to 32 (b = -1.97; 95% CI = -3.53, -0.42) and men over the age of 32 (b = -1.86; 95% CI = -3.57, -0.15). The effect of postsecondary education was stronger when considering adults who stayed married throughout the three waves (b = -2.29; 95% CI = -4.37, -0.21). Completing postsecondary education may have a lagged causal effect on psychological distress, and the life course timing for when postsecondary completion reduces distress is different for women and men.

Is College Remediation a Barrier or a Boost? Evidence from the Tennessee SAILS Program

AbstractMany states are redesigning their college remediation policies to increase postsecondary degree completion. In 2012, Tennessee began waiving college math remediation for high school students who completed a computer‐based remedial math course (SAILS) during their senior year. Using a regression discontinuity design, we find that the high school remedial course did not improve students' math achievement any more than the typical senior year math course (although it did allow students to avoid the cost and delay of remedial math in college). Using a difference‐in‐difference design, we find that completing SAILS boosted enrollment in college‐level math among first‐year community college students by nearly 30 percentage points, with nearly half of new enrollees passing the college‐level course. Such students had, however, only completed 1.5 additional college courses after two years. In 2015, Tennessee community colleges implemented “co‐requisite” remediation, allowing students to complete remediation alongside college‐level math. Under the co‐requisite policy, completing SAILS no longer produced any boost in college credits. Although both alternatives to pre‐requisite remediation produced modest gains for students and taxpayers, remediation requirements are not a primary driver of low degree completion rates.

Depressive Symptom Trajectories and Early Adult Education and Employment: Comparing Longitudinal Cohorts in Canada and the United States.

Adolescent depressive symptoms are risk factors for lower education and unemployment in early adulthood. This study examines how the course of symptoms from ages 16–25 influences early adult education and employment in Canada and the USA. Using data from the National Longitudinal Survey of Children and Youth (n = 2348) and the National Longitudinal Survey of Youth 79 Child/Young Adult (n = 3961), four trajectories (low-stable; increasing; decreasing; and increasing then decreasing, i.e., mid-peak) were linked to five outcomes (working with a post-secondary degree; a high school degree; no degree; in school; and NEET, i.e., not in employment, education, or training). In both countries, increasing, decreasing, and mid-peak trajectories were associated with higher odds of working with low educational credentials, and/or NEET relative to low-stable trajectories. In Canada, however, all trajectories had a higher predicted probability of either being in school or working with a post-secondary degree than the other outcomes; in the USA, all trajectory groups were most likely to be working with a high school degree. Higher depressive symptom levels at various points between adolescent and adulthood are associated with working with low education and NEET in Canada and the USA, but Canadians are more likely to have better education and employment outcomes.

Towards a More Connected Field of Community Development Education: Encouraging Community Well-Being Through an Engaged Symposium

As society continues to shift and progress, the field of community development becomes more salient to the well-being and sustainability of rural and urban communities. Globalization, global pandemics, technological change, and devolution are among several issues impacting the well-being of rural townships and urban neighborhoods nationally and globally. Post-secondary community development degree programs may be vital in developing individuals to address these unique issues. However, due to the multidisciplinary nature of the field, there has been a lack of communication and consensus among educators regarding the necessary skills, theories, and practices to teach in these programs. In 2017, a foundational initiative was implemented to examine community development education higher education programs across the United States. A unique component of this initiative was the inaugural Community Development Education Symposium. This innovative symposium engaged many community development educators from a variety of fields in an intense, purposeful three day event. This article captures the synergy of bringing together community development educators in a uniquely structured symposium, to network, share expertise, and ultimately build a Community of Practice (CoP) towards a more connected field of community development education and ultimately enhancing the well-being of communities through their student graduates.

Narrowing the College Readiness Gap: Assessing GEAR UP Iowa's Intermediate Impact on Underserved Students

Earning a postsecondary degree or credential is increasingly important for individuals to succeed in the rapidly changing, global economy. College access programs like Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) serve to increase high school graduation and college readiness for underserved youth. This quasi-experimental study examined intermediate GEAR UP outcomes for GEAR UP Iowa 2.0 students (N = 4,845) and non-GEAR UP comparison students (N = 25,926). Among students who had participated in the program from 7th through 10th grade, GEAR UP students demonstrated higher attendance rates and increased standardized test scores with more impact shown among individuals from lower socioeconomic families. The implications and avenues for future research are discussed.

Pandemic blood donor demographics – Do changes impact blood safety?

BackgroundCOVID‐19 safety measures and possibly SARS‐CoV‐2 antibody testing may alter blood donor demography, which has the potential to alter blood safety. We characterized pre‐pandemic and pandemic rates of donor infectious disease marker (IDM) reactivity which reflect the residual risk of transfusion‐transmitted infections (TTIs) undetectable by current testing.MethodsThis cross‐sectional analysis of allogeneic blood donor presentations and successful donations in a large national US blood collector identifies changes in self‐reported behavioral risk factors and IDM reactivity. Data on allogeneic blood donor presentations and successful donations from March 1 through August 31, 2020 and the same period in 2019 were retrieved from the blood center's computer system. Donor demographics and deferrals for reported behavioral risk factors and confirmed‐positive IDMs were compared in pre‐pandemic and pandemic periods.ResultsWith increasing mobile blood drive cancellations, pandemic donors were more likely than 2019 donors to be female, over age 30, non‐Hispanic Whites, and have a post‐secondary degree. First‐time donations (at highest risk for confirmed‐positive IDMs) did not substantially increase. Pandemic donors reported fewer behavioral risks and IDMs declined among these donors. Mid‐pandemic introduction of screening for SARS‐CoV‐2 antibodies did not affect IDM rates.ConclusionsUnlike disasters, which tend to bring out more first‐time donors with increased IDM reactivity and TTI residual risk, COVID‐19 donors had lower IDM rates which were not affected by SARS‐CoV‐2 antibody testing. Already‐low TTI residual risk is likely to have declined as a result.

Estimating the Spillover Effects of the Tennessee Promise: Exploring Changes in Tuition, Fees, and Enrollment

Tuition-free college policies have gained momentum since the implementation of the Tennessee Promise, which provides financial aid to students pursuing two-year post-secondary degrees in Tennessee. While previous research has addressed the effects of similar programs on student outcomes, scholars have yet to thoroughly investigate potential spillover effects of Promise policies on colleges that are ineligible for Promise funds. In this paper, I leverage a difference-in-differences design to explore changes in enrollment and tuition and fees at institutions eligible and ineligible for Tennessee Promise funds. First, I find that in-state enrollment increased significantly at public Promise eligible institutions (mainly public two-year and technical colleges) and in-state enrollment decreased at public four-year colleges that are ineligible to receive Promise funds. Moreover, out-of-state enrollment increased at Promise ineligible public four-year colleges after the Promise was implemented. Second, I find that Black student enrollment declined by 1-2 percentage points at private colleges ineligible for Promise funds. Finally, public colleges eligible for Promise funds raised tuition after the Tennessee Promise was implemented. Together, these findings indicate that in the aftermath of the Tennessee Promise, there were significant changes in enrollment and tuition levels across institutions eligible and ineligible for Promise funds.

Early College, Continued Success: Longer-Term Impact of Early College High Schools

Following up on a previous impact study of Early Colleges (EC) based on retrospective admission lotteries, this study assessed longer-term impacts on students’ postsecondary outcomes with 4 more years of data. The study found that students who won EC admission lotteries were significantly more likely to enroll in college, enroll in 2-year colleges, complete a college degree, complete associate’s degrees or certificates, and complete bachelor’s degrees within 6 years after expected high school graduation than control students. Moreover, it found that treatment students completed postsecondary degrees earlier and faster than control students. Consistent with EC’s focus on college exposure during high school, the EC impacts on college enrollment and the completion of associate’s degrees largely occurred within high school. The study also found that EC impacts did not vary significantly by students’ demographic characteristics; however, some impacts were significantly stronger for students with higher levels of prior achievement.

The Higher Education Paradigm Shift

The mass participation of higher education (HE) has been growing at an unprecedented speed since the late 20th century, and now more than one-third of people aged 25 to 65 years old have attained at least one post-secondary degree (OECD, 2019). Leading by the increasing access and diversity of participation, the ongoing transformation of higher education systems (HES) shows the dynamism of HE. It is not only majorly powered by the economic efficiency of HEIs but also the students’ goals of socioeconomic improvement. Many institutions, however, take a sidestep when it comes to equal access. Quality of HE begins to raise issues when the number of students becomes overwhelming. Societal and financial factors continue to pervade the institutions as HE access broadens. To comprehend the difficulties of these institutions is to propose a better way to change the current HES. This paper is based on a number of analyses, reports and surveys to explore the process of transforming from elite education to online education with historical timelines. The paper addressed the influence of diversified accessibility on HE is further discussed, revealing many issues that hinder the current progress of transformation. Scrutinizing the economic analogy for HE also uncovers problems in the current HES. Then, the paper proposes several advantages for OHE and how it will shift the current HES.

Investigating Why Academically Successful Community College Students Leave College Without a Degree

Even though a postsecondary degree can offer economic, social, and civic benefits, many community college students leave without earning a degree—including some who have performed well academically and made substantial progress toward graduation. To better understand the factors contributing to early exit, we surveyed a number of former students in a large community college system. We improve the generalizability of the survey responses through multilevel regression with poststratification, which we use to reweight the responses to better represent the population in our original survey frame. We find that tuition and fees, living expenses, and no longer being eligible for financial aid are the factors contributing to early exit for the largest share of students. We also find variation in both financial and nonfinancial factors across subgroups, suggesting that targeted supports may be useful in helping students persist or return to college and complete their degree.

Degrees of Support: State Spending on Higher Education and Public Postsecondary Degrees across State Legislatures, 2005 and 2014

U.S. state spending on higher education represents a sizable, but highly variable, portion of budget expenditures. Preliminary research supports a positive relationship between the percentage of state legislators who hold public degrees and state funding for higher education. In this study, the authors test whether this finding is consistent over time by using panel modeling to analyze the educational compositions of state legislatures in 2005 and 2014. Generalized least squares regression models with robust standard errors clustered by state- and year-specific intercepts indicate a significantly positive relationship between the proportion of publicly educated state legislators and state spending on higher education. This relationship is consistent across models with numerous robustness checks and political, economic, and structural controls. Given the smaller number of publicly educated legislators in 2014, the findings suggest that spending on higher education would have increased to a larger extent had the educational composition of the legislatures remained constant.

Immigration Status and Postsecondary Opportunity: Barriers to Affordability, Access, and Success for Undocumented Students, and Policy Solutions

AbstractImmigrant and undocumented students face significant barriers in accessing and obtaining a postsecondary degree. The anti‐immigration agenda of the Trump administration and its impact on higher education made this issue of paramount concern. In this article, we review issues at the intersection of immigration and postsecondary education. First, we define the population of interest, with special attention to the differentiated rights of different groups. We argue for the policy significance of immigration for postsecondary education. Second, we provide an overview of the main identified barriers facing undocumented students in accessing postsecondary education. We then examine policies that have been adopted by states and by institutions of higher education to address some of those barriers. We conclude with policy recommendations to improve affordability, access, and success for undocumented students and argue for the inclusion of immigration status as a variable in research on equity in postsecondary education.

A Fresh Start: The Evolving Use of Juvenile Records in College Admissions

Questions about criminal and juvenile records in the college application process are common and frequently fail to account for the unique characteristics of juvenile justice systems. The ways in which colleges and universities ask about juvenile records often encourage applicants to disclose information in spite of statutory protections. These questions fly in the face of the public policy underlying a range of legal safeguards that are intended to help individuals with records from juvenile systems in moving forward and receiving a second chance. In recent years, a series of legislative and institutional changes have begun to restrict how colleges and universities may ask about criminal and juvenile records. Four states have passed laws limiting how criminal history may be used in the admissions process. The Common Application has moved to make asking about criminal history optional, and now gives institutions more flexibility in deciding how to phrase criminal history questions. This Article presents a first-of-its-kind empirical analysis of how the more than 800 U.S. schools that use the Common Application, and schools in the first states to restrict asking about criminal history, have responded to these changes. While these reforms have affected how frequently colleges and universities ask about criminal history, they continue to leave the door open for some postsecondary institutions to push applicants to disclose juvenile records. The growing movement to restrict use of criminal history in the college admissions process presents a critical opportunity to reconsider the role that postsecondary systems should play in supporting the rehabilitative goals of juvenile justice systems. To that end, this Article concludes by providing recommendations for legislative and institutional language that can more effectively ensure that individuals with juvenile records are given a true second chance and a meaningful opportunity to earn postsecondary degrees.

From Teen Parent to Student Parent: Latina Mothers’ Persistence in Higher Education

Less than half of adolescent mothers graduate from high school and fewer obtain a post-secondary degree. The purpose of this study is to understand how Latina mothers who experienced childbirth during adolescence transition to parenthood and higher education. We conducted 13 in-depth interviews with Latina mothers enrolled in higher education. We found that Latina mothers’ persistence in higher education is influenced by psychosocial factors, initial commitments, academic and social experiences in college, and final commitments.

Predictors of Motivation to Learn Among Middle-Aged and Older Men in the United States

Middle-aged and older men are less likely than women to participate in adult education and training (AET) outside of their work. AET is known to provide psychological, social and economic (e.g., job-related skills) benefits throughout the life course. Research has shown that motivation to learn (MtL) is the key to promoting AET. The objective of this study is to identify MtL predictors among middle-aged and older men in the U.S. Nationally representative data (n = 1,450) of men aged 45 years and older were obtained from the 2012/2014 Program for International Assessment of Adult Competencies (PIAAC). Structural equation models were constructed to examine how a latent MtL construct measured by four 5-point Likert-type itemsMtL might be predicted by participant characteristics. Results showed that having a postsecondary degree (vs. high school or less; b = 0.19, p < 0.05), higher literacy skills (0-500 points; b = 0.01, p < 0.05), at least one parent/guardian with a postsecondary degree (vs. those without; b = 0.08, p < 0.05) and better self-rated health (b = 0.14, p < 0.05) were associated with greater MtL. Additionally, Black (b = 0.22, p < 0.05) and Hispanic (b = 0.19, p < 0.05) men showed greater MtL than White men. Overall, socioeconomic status indicators and race/ethnicity were linked to MtL. Given the known challenges involved in middle-aged and older men’s participationin AET (e.g., low and short-term participation), enhancing MtL may have long-term implications. Theoretical explanations and possible policy implications are evaluated.

Twelve Principles Trainees, PIs, Departments, and Faculties Can Use to Reduce Bias and Discrimination in STEM.

There is an overwhelming amount of evidence demonstrating that people from marginalized groups, including women, racialized and Indigenous peoples, people with disabilities, immigrants, and LGBTQ+ individuals, continue to face substantial discrimination in STEM, manifested as both overt bias and unconscious bias. These biases result in discrimination against individuals in marginalized groups, and independent biases collectively contribute to a culture that systematically discriminates against people from marginalized groups. Representation from marginalized groups in postsecondary degrees in natural science and engineering has not substantially improved in over a decade. A set of 10 concrete principles are presented that trainees, principle investigators, departments, and faculties can use to enhance the participation and lived experiences of people in marginalized groups in STEM.

The Politics of Expertise with Thomas J. Whitley

What are the professional limits of a graduate degree in religious studies? According to Thomas J. Whitley, these limits solely depend on one’s ability to interpret their skills outside the realm of academia. Having received four postsecondary degrees in religious studies, Whitley, rather than pursuing work in the precarious academic job market, took his skills into the world of politics, ultimately becoming Chief of Staff for the city of Tallahassee, Florida. In this interview with the Bulletin, Whitley shares his journey into marketing his degree, stressing the importance for humanities students to be able to articulate their skills beyond the scope of academia.

Health literacy profiles of adults with multiple chronic diseases: A cross-sectional study using the Health Literacy Questionnaire.

Health literacy is multidimensional, comprising functional, communicative, and critical thinking dimensions. Understanding health literacy is crucial for clinicians to develop effective health education strategies. In this study, we examined the multiple dimensions of health literacy in Vietnamese adults with chronic comorbidities. A cross-sectional sample of 600 patients, aged ≥18 years with a diagnosis of at least two chronic diseases (cardiovascular conditions, chronic kidney disease, or diabetes), completed the Health Literacy Questionnaire, an instrument assessing nine distinct domains. Descriptive and parametric tests were performed to analyze the health literacy levels for various demographic characteristics. Generalized linear models using backward modelling explored factors associated with higher health literacy. The lowest scoring domains were "Healthcare provider support" and "Appraisal of health information." In multivariate models greater health literacy was associated with those <65 years, having a postsecondary degree or higher level of education, greater income, urban residence, being cared for by spouses/children, and having fewer comorbidities. To improve health literacy, clinicians in primary and acute healthcare settings should build supportive relationships with patients and assist them with understanding and appraising health information.

Build Your Future: Connecting Career Exploration and Postsecondary Education

Many factors perpetuate the low go-on rate in Idaho, and many Idaho youth do not look to postsecondary education as an obtainable future, though evidence predicts Idaho’s job market will require more postsecondary degrees. Therefore, the goal of the Idaho 4-H Build Your Future Program is to cultivate relationships with Idaho youth that would otherwise not seek postsecondary education. The program provides youth with the opportunity to explore career options, visit a college campus, and visualize themselves as capable, competent adults with a quality education, thus inspiring more youth to consider pursuing advanced career paths. Site facilitators across Idaho led groups of youth in 8th through 12th grades through the program. A pre–post retrospective survey of the 2018 program indicates that youth are learning more about postsecondary education options and how to pay for it. In the survey, 87% of youth indicated that they understand the different requirements for postsecondary degrees and certifications, and 77% indicated that they have created a plan to pay for their postsecondary education. The program is raising awareness of potential solutions for moving forward with postsecondary education options.

Majority of females with a life-long experience of CAH and parents do not consider females with CAH to be intersex

To assess opinions of females with CAH, and parents of females with CAH, about designating this population "intersex," particularly in legislation about genital surgery during childhood. We conducted a mixed-methods (quantitative and qualitative) anonymous cross-sectional online survey of females with CAH (46XX, 16+years old) and independently recruited parents of girls with CAH (2019-2020) diagnosed in first year of life from the United States. A multidisciplinary CAH team drafted the survey in collaboration with women with CAH and parents. Fisher's exact test was used to compare female and parent responses. A qualitative thematic approach was used to analyze open-ended answers for emergent categories of reasons why CAH females should or should not be considered as intersex. Of 57 females with CAH participating (median age: 39 years, 75.5% of ≥25year olds had post-secondary degree), all had classical CAH and 93.0% underwent genital surgery at median 1-2 years old. While 89.5% did not endorse the intersex designation for CAH, the remaining 5.3% did (5.3% provided no answer, Summary Figure). Most CAH females (63.2%) believed CAH females should be considered separately in "any laws banning or allowing surgery of children's genitals" (19.3% disagreed, 17.5% neutral, 0.0% no answer). Most common themes identified by females with CAH not endorsing an intersex designation were: normal female internal organs, sex chromosomes, personal identity, genital appearance, issues with language, hormones, and those endorsing it: genital appearance, community/group experiences, topic complexity. Overall, 132 parents of females with CAH participated (parent/child median ages: 40/11 years, 81.7% of ≥25year olds had post-secondary degree). All children had classical CAH and 78.8% underwent surgery at median <1 year old. While 95.5% of parents did not endorse the intersex designation for CAH, 2.3% did (2.3% no answer), similar to females (p=0.29). Most parents (81.1%) believed CAH females should be considered separately in legislation (9.1% disagreed, 6.1% neutral, 3.8% no answer), a slightly higher percentage than females (p=0.01). Echoing previously published disagreement with clinically designating CAH females as intersex, majority of CAH females and parents oppose a legal intersex designation. Differing opinions among females and parents strengthen concern about a one-size-fits-all approach to legislation about childhood genital surgery. Differences in opinions between female and parent responses, while statistically significant, were relatively small. Majority of females with CAH and parents believe CAH should be excluded from the intersex designation, and should be considered separately in legislation pertaining to childhood genital surgery.