Race-Specific High School Course Intensity and Students' Post-Secondary Education Attainment

Autor/inn/en	Jha, Nandan Kumar; Stearns, Elizabeth M.
Titel	Race-Specific High School Course Intensity and Students' Post-Secondary Education Attainment
Quelle	In: Research in Higher Education, 59 (2018) 6, S.765-791 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-0365
DOI	10.1007/s11162-017-9484-9
Schlagwörter	Postsecondary Education; Educational Attainment; Race; High School Students; Course Selection (Students); Asian American Students; American Indian Students; Alaska Natives; White Students; African American Students; Multiracial Persons; Hispanic American Students; Racial Differences; Educational Quality + Suchen Sie Ihr Suchwort? Post-secondary education; Tertiäre Bildung; Bildungsabschluss; Bildungsgut; Rasse; Abstammung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Course selection; Kurswahl; Asian immigrant; United States; Asiatischer Einwanderer; USA; Inuit; African Americans; Afroamerikaner; Mischling; Hispanic; Hispanic Americans; Hispanoamerikaner; Rassenunterschied; Quality of education; Bildungsqualität
Abstract	Post-secondary educational attainment is an increasingly important prerequisite to many valued outcomes. This paper examines the association of racially-specific high school course of study with student's postsecondary educational attainment using ELS 2002-2012 and a comprehensive measure of course intensity derived from students' patterns of course-taking. Results support a partial presence of racially-specific association of high school course of study. We also find that only Asian-American and American Indian/Alaskan Native students in the middle course intensity and Asian-American students in high course intensity ranges are more likely to obtain at least a 4-year college degree than same-race students in the low course intensity group. However, the same pattern is not evident for White, African-American, multi-racial, and Hispanic students, indicating that they do not experience the same benefit from academically rigorous courses of study. Also, educational expectations do not mediate the relationships among race, course of study, and postsecondary educational trajectory differently for students of different racial groups, i.e., they do not play a larger role in mediating the relationship between course of study and postsecondary educational trajectory for White students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01