Unpacking the Gender Gap in Postsecondary Participation among African Americans and Caucasians Using Hierarchical Generalized Linear Modeling

Autor/inn/en	Tekleselassie, Abebayehu; Mallery, Coretta; Choi, Jaehwa
Titel	Unpacking the Gender Gap in Postsecondary Participation among African Americans and Caucasians Using Hierarchical Generalized Linear Modeling
Quelle	In: Journal of Negro Education, 82 (2013) 2, S.139-156 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
DOI	10.7709/jnegroeducation.82.2.0139
Schlagwörter	Gender Differences; African Americans; Postsecondary Education; Racial Differences; Student Characteristics; Institutional Characteristics; Whites; Socioeconomic Status; Predictor Variables; Enrollment; Parent Participation; Family Environment; Minority Group Students; Poverty; Access to Education; Expectation; Teacher Effectiveness; Curriculum; Urban Schools; Hierarchical Linear Modeling + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Afroamerikaner; Post-secondary education; Tertiäre Bildung; Rassenunterschied; White; Weißer; Socio-economic status; Sozioökonomischer Status; Prädiktor; Einschulung; Elternmitwirkung; Familienmilieu; Armut; Education; Access; Bildung; Zugang; Bildungszugang; Expectancy; Erwartung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Curricula; Lehrplan; Rahmenplan; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	National reports recognize a growing gender gap in postsecondary enrollment as a major challenge impacting the lives of young men, particularly African Americans. Previous gender and race specific research is largely inconclusive. It is, for example, unclear from previous research how persistent the gender gap is across various school contexts, student demographics, and process characteristics. Drawing data from National Educational Longitudinal Study, the present study uses Hierarchical Generalized Linear Modeling (HGLM) to examine both student and school level characteristics that explain variations in college enrollment among African American men and women (with Caucasians included as a contrast group). Results showed that student level characteristics including gender, socioeconomic status, and race were all significant predictors of postsecondary enrollment. Furthermore, home process characteristics (including students' consistency of postsecondary expectations and parental involvement) significantly explained college enrollment when controlling for student home background factors. When considering school level variables, only the percentage of students receiving free or reduced lunch and the percentage of minorities in the school were significant predictors of college enrollment above and beyond what was contributed at the student level, that is, student background and home process factors. (Contains 6 tables and 1 figure.) (As Provided).
Anmerkungen	Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10