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Autor/inn/en | Martin, Nathan D.; Spenner, Kenneth I; Mustillo, Sarah A. |
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Titel | A Test of Leading Explanations for the College Racial-Ethnic Achievement Gap: Evidence from a Longitudinal Case Study |
Quelle | In: Research in Higher Education, 58 (2017) 6, S.617-645 (29 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0361-0365 |
DOI | 10.1007/s11162-016-9439-6 |
Schlagwörter | Achievement Gap; Racial Differences; Ethnic Groups; Grade Point Average; Private Colleges; Student Surveys; Longitudinal Studies; African American Students; White Students; Hispanic American Students; Academic Achievement; Majors (Students); Study Habits; Self Esteem; Identification (Psychology); Student Participation; College Environment; Case Studies Rassenunterschied; Ethnie; Privathochschule; Schülerbefragung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Schulleistung; Study behavior; Study behaviour; Studienverhalten; Self-esteem; Selbstaufmerksamkeit; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Hochschulumwelt; Case study; Fallstudie; Case Study |
Abstract | In this study, we examined racial/ethnic differences in grade point average (GPA) among students at a highly selective, private university who were surveyed before matriculation and during the first, second and fourth college years, and assessed prominent explanations for the Black-White and Latino-White college achievement gap. We found that roughly half of the observed gap was attributable to family background characteristics and pre-college academic preparation. Of the within-college factors we considered, perceptions of campus climate and selection of major field of study were most important in explaining racial/ethnic differences in GPA. Personal resources, such as academic effort, self-esteem and academic identification, and patterns of involvement in campus life were significantly associated with GPA, but these factors did not account for racial/ethnic differences in academic performance. Overall, our results suggest that efforts to reduce the college achievement gap should focus on assisting students with the process of selecting major fields of study and on fostering a welcoming and inclusive campus environment. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |