THE IMPACT OF INSTITUTIONAL CHOICE AND ENVIRONMENTS ON AFRICAN-AMERICAN AND WHITE STUDENTS' DEGREE EXPECTATIONS.

Autor/in	Carter, Deborah Faye
Titel	THE IMPACT OF INSTITUTIONAL CHOICE AND ENVIRONMENTS ON AFRICAN-AMERICAN AND WHITE STUDENTS' DEGREE EXPECTATIONS.
Quelle	In: Research in higher education, (1999) 1, S.17-41Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-0365
DOI	10.1023/A:1018770210560
Schlagwörter	College Student; Theoretical Foundation; Education Research; Socioeconomic Factor; White Student
Abstract	Abstract This study examines the effects of individualcharacteristics, institutional characteristics andexperiences, and financial aid measures onAfrican-American and white college students' degreeaspirations. The main theoretical foundations for this studyare the status attainment models developed in the early1970s and Weidman's (1989) model of undergraduatesocialization. The study used the BeginningPostsecondary Students (BPS:90/92) data set, and the findingsshow that regression models between the two groups havemany similarities: Students' aspirations are mostly theresult of socioeconomic factors, initial degree aspirations, and institutional characteristics.Financial aid measures are not significant predictors ofaspirations for African-American students, although workstudy awards and fewer hours per week spent working significantly affect white students'aspirations. There are quite a few differences betweenthe groups' regression models. For instance,intellectual selfconfidence has opposite effects onaspirations for African-American and white students.African-American enrollment and faculty contactpositively affect AfricanAmerican students' aspirations,while tuition cost and peer contact have positiveeffects on white students' aspirations.
Erfasst von	OLC
Update	2023/2/05