Diverse Pathways to Graduate Education Attainment

The study contributes new evidence on the factors associated with graduate education outcomes within the first few years of completing college, with particular attention on the moderating influence of racial/ethnic identity. Drawing on Education Longitudinal Study, 2002-2012 data, analyses examined...

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Bibliographic Details
Published in:Journal of diversity in higher education 2020-12, Vol.13 (4), p.368-383
Main Authors: Wolniak, Gregory C, Mitic, Radomir R, Engberg, Mark E
Format: Article
Language:English
Subjects:
Academic Achievement
Academic Aspiration
College Graduates
College Students
Colleges
Educational Attainment
Educational Experience
Ethnic Identity
Female
Graduate Education
Graduate Study
Human
Institutional Characteristics
Longitudinal Studies
Majors (Students)
Male
Outcomes of Education
Predictor Variables
Racial and Ethnic Groups
Racial Differences
Racial Identification
Socioeconomic Status
Student Characteristics
Undergraduate Education
Undergraduate Study
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Summary:The study contributes new evidence on the factors associated with graduate education outcomes within the first few years of completing college, with particular attention on the moderating influence of racial/ethnic identity. Drawing on Education Longitudinal Study, 2002-2012 data, analyses examined how students' ascribed, entering college characteristics, and undergraduate educational experiences are associated with subsequent progression into and through graduate education across racial/ethnic groups. The results uncovered important evidence that graduate attainment is highly conditional on, or moderated by, racial/ethnic identity. The study's findings improve our understanding of the factors most critical for increasing the likelihood of graduate education attainment among diverse student populations.
ISSN:1938-8926
1938-8934
DOI:10.1037/dhe0000141