Racial Diversity, Legitimacy, and the Citizenry: The Impactof Affirmative Action Bans on Graduate School Enrollment

2012 ◽  
Vol 36 (1S) ◽  
pp. 93-132 ◽  
Author(s):  
Liliana M. Garces
Keyword(s):  
Affirmative Action ◽  
Graduate School ◽  
Racial Diversity ◽  
School Enrollment ◽  
Graduate School Enrollment

Remembering and Revisiting Pedagogies of the Home

2020 ◽  
pp. 000283122095443
Author(s):  
Nichole M. Garcia ◽  
Dolores Delgado Bernal
Keyword(s):  
Graduate School ◽  
Parent Engagement ◽  
School Enrollment ◽  
Cultural Knowledge ◽  
College Completion ◽  
Successive Generations ◽  
Graduate School Enrollment ◽  
Chicana Feminisms ◽  
College Educated

Almost two decades after Delgado Bernal’s theorization of pedagogies of the home, this article examines pedagogies of the home of four Chicana/o college-educated families to understand the role of parent engagement not only in the college choice processes but also in college completion and graduate school enrollment. Using Chicana feminisms to inform educational oral histories, four Chicana/o parent-child dyads were interviewed. The findings suggest that among Chicana/o college-educated families the (re)making of home, (re)covering tensions, and (re)claiming and (re)learning of cultural knowledge were the pedagogies of the home that were embraced by two successive generations of college completers. Complexities, contradictions, and nuances among Chicana/o college-educated families add to the theorization of pedagogies of the home.

The Impact of No-Loan Program Participation on the Likelihood of Graduate School Enrollment Among Low-Income, First-Generation Students

2020 ◽  
pp. 1-48
Author(s):  
Justin C. Ortagus ◽  
Dennis A. Kramer II
Keyword(s):  
Graduate School ◽  
Low Income ◽  
First Generation ◽  
First Generation College Students ◽  
School Enrollment ◽  
First Generation Students ◽  
Program Participation ◽  
Loan Program ◽  
The Impact ◽  
Graduate School Enrollment

Previous research shows that low-income and first-generation college students are less likely to obtain the benefits associated with attending graduate school. No-loan programs, which typically administer financial aid through institutional grants, are designed to improve access and success among students from low-income backgrounds, but we know very little about the influence of noloan programs after students enroll and eventually graduate from college. This study examines the impact of no-loan program participation on graduate school enrollment by leveraging a novel institutional dataset and employing regression discontinuity, difference-in-differences, and propensity score weighting approaches. Results indicate that no-loan program participation has a positive and relatively consistent impact on graduate school enrollment among low-income and first-generation students.

The Self-Rated Writing Skills of Business Majors: Graduating Perceptions and Collegiate Improvement

2021 ◽  
pp. 232949062110395
Author(s):  
P. Wesley Routon ◽  
John Marinan ◽  
Marvin Bontrager
Keyword(s):  
Graduate School ◽  
Writing Skills ◽  
School Enrollment ◽  
The Self ◽  
Career Goals ◽  
Business Majors ◽  
Graduate School Enrollment

We analyze the self-rated writing skills of graduating business majors and perceptions on how much these skills changed during college. Subjective skill measures may be good proxies of objective skills, and affect outcomes such as career goals, job applications, and graduate school enrollment. The sample includes 436,370 students from 619 different institutions. On average and all else equal, business majors are estimated to be 17.6% less likely to report high writing skills at graduation when compared with other students and 11.5% less likely to report high gains in these skills during college. Average differences across disciplines are often large.

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