Maintaining inequality: An analysis of college pathways among women at large public institutions
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Date
2016-04-09
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American Educational Research Association Annual Meeting
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Abstract
Armstrong and Hamilton (2013) proposed a framework of three college pathways- party, professional, and mobility- that lead to economically unequal postgraduation outcomes and vastly different college experiences for female students. Using data from the National Survey of Student Engagement (NSSE), we examined the responses from 42,504 women seniors at 183 four-year large public institutions to identify how the potential income of their college major choice relate to the pathways. We found that the economic advantage of major choice is not equally distributed among students: party pathway students selected the least lucrative college majors, professional pathway students selected the most lucrative majors, and first-generation students on all pathways tended to select majors with less potential income than their peers with college-educated parents. Students on the three pathways also engaged differently in three measures of academic engagement (three of the ten NSSE Engagement Indicators): Reflective and Integrative Learning, Learning Strategies, and Student-Faculty Interaction.
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Presented at the 2016 American Educational Research Association Annual Meeting in Washington, DC.
Keywords
party, professional, mobility, postgraduation outcomes, post-graduation outcomes, female students, NSSE, senior students, postgraduate income, post-graduate income, postgraduate success, post-graduate success, major choice, first-generation, parental education, Engagement Indicators, EI, engagement indicator, Reflective and Integrative Learning, Learning Strategies, Student-Faculty Interaction
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