ERIC Number: EJ1186847
Record Type: Journal
Publication Date: 2018-Sep
Abstractor: As Provided
Race-Specific High School Course Intensity and Students' Post-Secondary Education Attainment
Jha, Nandan Kumar; Stearns, Elizabeth M.
Research in Higher Education, v59 n6 p765-791 Sep 2018
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.
Descriptors: 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
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Publication Type: Journal Articles; Reports - Research
Education Level: Postsecondary Education
Sponsor: National Science Foundation (NSF); National Center for Education Statistics (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: REC0634035