This study builds upon previous research on the effect of diversity on college
students by examining and modeling the effects of diversity experiences for students
of color and White students’ transition to college. Specifically, structural
equation modeling (SEM) is used to examine the direct and indirect effects of
interactions with diverse peers and their sense of belonging in the second year
at public universities. Positive interactions with diverse peers result in a greater
sense of belonging to the campus community for all students, extending the
link between the campus climate for diversity and transition to college.
As the labor market continues to demand more workers with postsecondary
credentials, for-profit colleges and universities offer the training, degrees, and
credentials that students seek to remain viable in an increasingly competitive
job market. This study seeks to provide a new perspective on for-profit
institutions by focusing on the roles and responsibilities of their most visible
employees—faculty members. The author uses a cultural framework to explore
the context in which faculty work takes place and also explores how the
intersection between profit generation and educational quality affects faculty
work both inside and outside of the classroom.
Universities and colleges -- Law and legislation -- Virginia.
This paper presents a case study of the origins, politics, and preliminary outcomes
of Virginia’s “restructured” relationship between public colleges and
universities and the Commonwealth. The initially proposed “charter” status
for the state’s three historically important universities became the vehicle fora reform that imposed more substantive accountability in exchange for procedural
independence—a different outcome than the institutions expected.
Was this difference the result of a misestimation of the political realities that
could have been anticipated? This reform’s long-term impact remains uncertain
as the terms of highly complex legislation remain to be translated into
clear operational policy.
This article highlights the problem of omitted variable bias in research on the
causal effect of financial aid on college‑going. I first describe the problem of
self‑selection and the resulting bias from omitted variables. I then assess and
explore the strengths and weaknesses of random assignment, multivariate
regression, proxy variables, fixed effects, difference‑in‑differences, regression
discontinuity, and instrumental variables techniques in addressing the problem.
I focus on the intuition, assumptions, and applications of each method
in the context of the same research question, providing practical guidance for
researchers interested in implementing these approaches.