Understanding the Effects of Rurality and Socioeconomic Status on College Attendance and Institutional Choice in the United States

Autor/inn/en	Koricich, Andrew; Chen, Xi; Hughes, Rodney P.
Titel	Understanding the Effects of Rurality and Socioeconomic Status on College Attendance and Institutional Choice in the United States
Quelle	In: Review of Higher Education, 41 (2018) 2, S.281-305 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-5748
Schlagwörter	Rural Schools; Socioeconomic Status; College Attendance; School Choice; Rural Youth; Regression (Statistics); High School Students; Urban Areas; Rural Education; Longitudinal Studies; Institutional Characteristics + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Socio-economic status; Sozioökonomischer Status; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Choice of school; Schulwahl; Youth; Jugend; Jugendlicher; Regression; Regressionsanalyse; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Urban area; Stadtregion; Ländliche Erwachsenenbildung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	This study seeks to update past studies of rural youth by examining college attendance and choice decisions for students who graduated from rural high schools, while also conducting an examination of how the effects of socioeconomic status manifest differently by locale. Logistic regression is used to study the postsecondary attendance and institutional choice for rural students. Data are taken from the Education Longitudinal Study of 2002 and the Integrated Postsecondary Education Data System. The results reveal clear differences in postsecondary attendance and initial institutional chose for youth from rural locales. Socioeconomic effects also differ for rural and non-rural youth. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01