Predictors of Delayed College Enrollment and the Impact of Socioeconomic Status

Autor/in	Rowan-Kenyon, Heather T.
Titel	Predictors of Delayed College Enrollment and the Impact of Socioeconomic Status
Quelle	In: Journal of Higher Education, 78 (2007) 2, S.188-214 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-1546
Schlagwörter	Enrollment; Socioeconomic Status; Longitudinal Studies; High School Graduates; Higher Education; Access to Education; Stopouts; College Preparation; Social Capital; Educational Policy; College Attendance + Suchen Sie Ihr Suchwort? Einschulung; Socio-economic status; Sozioökonomischer Status; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Education; Access; Bildung; Zugang; Bildungszugang; Ausstieg; Sozialkapital; Politics of education; Bildungspolitik; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit
Abstract	This study addresses the four research questions: (1) Timing of college enrollment; (2) Differences in high school characteristics by time of college enrollment; (3) Predictors of timing of college enrollment; and (4) Socioeconomic status as a predictor of timing of college enrollment. This study draws on data from the National Education Longitudinal Study: 1988-2000 (NELS) to examine the research questions and uses descriptive and multinomial logit regression analyses. The analytic sample is limited to participants who were part of the second (1992), third (1994), and fourth (2000) waves of data collection and who graduated from high school on schedule in spring 1992. The author discusses six conclusions from this study. First, while there has been progress in college enrollment since the work of Hearn (1992), there are still inequities in college access for students who delay college enrollment and for those who do not enroll. Second, this study revealed the value of distinguishing among delayed enrollment, immediate enrollment, and no enrollment. Third, graduates who delay enrollment average fewer resources and weaker preparation than graduates who enroll immediately, but they average more resources and better preparation than graduates who do not enroll. Fourth, the combined model of college access for traditional students is appropriate for examining the predictors of both immediate and delayed enrollment in college relative to no enrollment. Fifth, the multinomial logit analyses show that measures of social and cultural capital, as measured in this study, are related to the timing of college enrollment but seem to be relatively more important to the decision to enroll immediately than to the decision to delay enrollment. Finally, even after other variables are controlled, socioeconomic status is related to timing of college enrollment. Implications for policy and practice and directions for future research are also discussed. (Contains 6 tables.) (ERIC).
Anmerkungen	Ohio State University Press. 180 Pressey Hall, 1070 Carmack Road, Columbus, OH 43210-1002. Tel: 614-292-1407; Fax: 614-292-2065; Web site: http://www.ohiostatepress.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10