Rural-Nonrural Differences in College Attendance Patterns

Autor/inn/en	Byun, Soo-Yong; Irvin, Matthew J.; Meece, Judith L.
Titel	Rural-Nonrural Differences in College Attendance Patterns
Quelle	In: Peabody Journal of Education, 90 (2015) 2, S.263-279 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-956X
DOI	10.1080/0161956X.2015.1022384
Schlagwörter	College Students; Attendance Patterns; Rural Youth; Urban Youth; Enrollment; School Choice; Academic Persistence; Socioeconomic Status; College Preparation; College Readiness; Longitudinal Studies; Regression (Statistics); Comparative Analysis + Suchen Sie Ihr Suchwort? Collegestudent; Rural area; Rural areas; Youth; Ländlicher Raum; Jugend; Jugendlicher; Urban area; Urban areas; Stadtregion; Stadt; Einschulung; Choice of school; Schulwahl; Socio-economic status; Sozioökonomischer Status; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Regression; Regressionsanalyse
Abstract	Using data from the National Education Longitudinal Study of 1988, this study documented college attendance patterns of rural youth in terms of the selectivity of first postsecondary institution of attendance, the timing of transition to postsecondary education, and the continuity of enrollment. The study also examined how these college attendance patterns among rural students differed from those among their nonrural counterparts and which factors explained these rural-nonrural differences. Results showed that rural youth were less likely than their nonrural counterparts to attend a selective institution. In addition, rural youth were more likely to delay entry to postsecondary education compared to their urban counterparts. Finally, rural students were less likely than their urban counterparts to be continuously enrolled in college. Much of these rural-nonrural disparities in college attendance patterns were explained by rural-nonrural differences in socioeconomic status and high school preparation. Policy implications, limitations of the study, and future research directions are also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01