College attendance -- United States -- Mathematical models.
Public universities and colleges -- United States -- Finance -- Mathematical models.
College students -- United States -- Mathematical models.
Tuition -- United States -- Mathematical models.
This article estimates the standard demand equations for nonresident students using national, state, and institutional level data. The national-level analysis reveals a near-unitary price elasticity, but increases in nonresident tuition and fees do not decrease nonresident enrollment. Finally, results from the institutional level of analysis (preferred) indicate rather inelastic student responsiveness to changes in nonresident tuition and fees. On average, a 1% increase in nonresident tuition and fees at a public institution is associated with a 0.2% reduction in its nonresident enrollment. Furthermore, price elasticity is smaller at selective institutions than at less selective ones.
College attendance -- Social aspects -- United States -- Mathematical models.
Universities and colleges -- United States -- Admission -- Mathematical models.
Social networks -- United States -- Mathematical models.
This study examines the influence of networks established among high schools and colleges. Focusing on the college choice process, the authors analyzed data from the 2006 admissions and financial aid records at eight private, four-year colleges representing nearly 18,000 students. Results show that high school feeder networks have an important influence on students' college choice. However, the impact of and access to such networks varies according to student characteristics. The conclusion discusses implications for research and institutional policy.
Education, Higher -- Social aspects -- United States -- Mathematical models.
Social justice -- Study and teaching (Higher) -- United States -- Mathematical models.
The authors investigated the extent to which classroom pedagogical practices and disciplinary course focus contributed to understandings of social justice outcomes among 406 undergraduate students enrolled in five college courses. They found that gender, enrollment in Intergroup Dialogue, service-learning, Introduction to Sociology courses, and practices encouraging reflection, discussions about diversity, and diverse peer interactions contributed to students' social justice learning. The article concludes with a discussion of the findings' implications.
Shotton, Heather J.
Oosahwe, E. Star L.
The postsecondary attrition rate for American Indian students is higher than of any other racial or ethnic group. It is therefore imperative to identify factors that encourage their persistence in higher education. Employing a phenomenological approach, this study explored the experiences of American Indian college students in a peer-mentoring retention program at one university. The findings revealed key elements in establishing a successful peer-mentoring relationship and confirmed that peer mentoring can be a vital component in American Indian student integration and academic success. These findings warrant further investigation into the characteristics of successful peer-mentoring programs using other American Indian populations.