| 来源类型 | Publication |
| 来源ID | Presentation |
| Black Engineering Transfer Students: What Explains Their Success? | |
| C. Cosentino; M.D. Sulivan; N.T. Gahlawat; M.W. Ohland; and R.A. Long | |
| 发表日期 | 2014-10-22 |
| 出版者 | Madrid, Spain: IEEE Frontiers in Education Conference |
| 出版年 | 2014 |
| 语种 | 英语 |
| 概述 | In this paper, we study this somewhat puzzling difference in outcomes for black transfer students.", |
| 摘要 | The transfer pathway, particularly from two- to four-year colleges, is often seen as a vehicle to expand the science and engineering workforce by increasing college participation of underrepresented groups, such as black or African American students. In an earlier study, after controlling for credits earned, we found that black transfer students are more likely to persist in engineering than non-transfer black students—a finding that does not hold for students of other ethnicities. In this paper, we study this somewhat puzzling difference in outcomes for black transfer students. Using an updated version of the longitudinal data set used in the earlier study that enables us to distinguish transfers from two- versus four-year institutions, we find that (1) black students in engineering are more likely to transfer from other four-year institutions than from two-year institutions, and (2) transfers from two- versus four-year institutions differ on several key characteristics, including gender, full- versus part-time enrollment status, and education outcomes including six-year graduation in engineering. Observing that our earlier results were driven by transfer students from four-year institutions, we focus this analysis on transfers from two-year colleges to identify factors associated with their performance and persistence in engineering. We find that gender and academic achievement (engineering GPA)—not transfer status—are driving graduation outcomes for two-year black transfer students. Black women are 28 percent less likely to drop out, IS percent less likely to fail an engineering course, and 25 percent more likely to graduate in engineering in six years than black men. In terms of performance, for every tenth of a grade point increase in engineering GPA, the odds of a black student graduating with an engineering degree in six years improves by 13.7 percent. These results should inform debates regarding the effectiveness of the two-year transfer pathway in engineering for black and other minority students. |
| URL | https://www.mathematica.org/our-publications-and-findings/publications/black-engineering-transfer-students-what-explains-their-success |
| 来源智库 | Mathematica Policy Research (United States) |
| 资源类型 | 智库出版物 |
| 条目标识符 | http://119.78.100.153/handle/2XGU8XDN/487860 |
| 推荐引用方式 GB/T 7714 | C. Cosentino,M.D. Sulivan,N.T. Gahlawat,et al. Black Engineering Transfer Students: What Explains Their Success?. 2014. |
| 条目包含的文件 | ||||||
| 文件名称/大小 | 资源类型 | 版本类型 | 开放类型 | 使用许可 | ||
| xplore-ie-notice.htm（14KB） | 智库出版物 | 限制开放 | CC BY-NC-SA | 浏览 | ||
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